20100309astd techknowledge2010
TRANSCRIPT
Mike’s ASTD
REPORT
Dave’s
Lyra’s ASTD REPORT
ASTD REPORT
The New Social Learning
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PLAY VIDEO
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Learning Transfer Guaranteed: The
New Finish Line of E-Learning
The old finish line of learning was the end of
the course, now it is with improved workplace
results.
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Event Course Module
Transfer & Application
on the job(Follow-Through)
Improved Workplace
Results
Old Finish LineNew Finish Line
Reaction / Learning Behavior change Business outcomes
Q: How do we get there?
A: Use the six disciplines of breakthrough
learning.
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Step One: Define business, not learning outcomes.
•Treat training as an end-to-end process by applying the six
disciplines.•Focus on what people will do and not just learn.
•Define outcomes on-the-job rather than end-of-class.
•Traditional learning objectives are not sufficient; they
define what will be covered or learned, but not how it will
be used to benefit the business. The latter is vital to secure
management support and to establish, in advance, how
success will be measured.
• Define Outcomes
1
• Design Complete Experience
2 • Deliver for Application
3
• Drive Follow-Through
4 • Deploy Active Support
5
• Document Results
6
Learning Transfer Guaranteed: The
New Finish Line of E-Learning
(cont’d)
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Step Two: Design the Complete Experience aka Drive
Follow-Through, Transfer and Application
Learning and development produces performance
improvement only when it is transferred and applied
to the participant’s work. Design and manage all three
phases of the process:
•Phase I: Preparation in advance of formal instruction,
including the development of “learning intentionality”
through discussions with supervisors.
•Phase II: The structured learning experience.
•Phase III: Transfer and application, continued
practice, and learning
on the job.
• Define Outcomes
1
• Design Complete Experience
2 • Deliver for Application
3
• Drive Follow-Through
4 • Deploy Active Support
5
• Document Results
6
Learning Transfer Guaranteed: The
New Finish Line of E-Learning
(cont’d)
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Step Three: Deliver for application
•Make the connection between what they learn
during instruction and how they can apply it to their
daily work.•Present material in ways that emphasize application
to minimize the learning-doing gap, motivate
participants by illustrating the benefits, and prepare
them to put their learning to work.
•Link topics to business needs and realities. Examples
and exercises need to be credible and relevant to the
participants. Goal setting must be taken seriously.
•Stop and reflect on how they can use what they just
learned to help them be more effective.
•Set strong goals for post-course learning transfer.
• Define Outcomes
1
• Design Complete Experience
2 • Deliver for Application
3
• Drive Follow-Through
4 • Deploy Active Support
5
• Document Results
6
Learning Transfer Guaranteed: The
New Finish Line of E-Learning
(cont’d)
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Step Four: Drive follow-through
• Put in place systems and processes that drive follow-
through, learning transfer, and application.
•Treat participants’ objectives for applying what they
have learned like other business objectives. Track,
measure, and recognize.
•Remind participants of their developmental obligations
to keep learning transfer top of mind.
•Provide time to pause and reflect.
•Participants in programs with follow-through
management put forth greater effort, have more
discussions with their managers, and make greater
progress than those in traditional programs where
follow-through was left to individual initiative and
chance.
• Define Outcomes
1
• Design Complete Experience
2 • Deliver for Application
3
• Drive Follow-Through
4 • Deploy Active Support
5
• Document Results
6
Learning Transfer Guaranteed: The
New Finish Line of E-Learning
(cont’d)
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Step Five: Deploy Active Support
• Ensure adequate on-going support to accelerate
transfer and application such as:
• Support from direct supervisors is essential.
• Include support from instructors, peers,
coaches as well as printed or online guides for
applications training.
• Allot the time and the tools to allow facilitator
support and advice during the critical transfer
period.
• Define Outcomes
1
• Design Complete Experience
2 • Deliver for Application
3
• Drive Follow-Through
4 • Deploy Active Support
5
• Document Results
6
Learning Transfer Guaranteed: The
New Finish Line of E-Learning
(cont’d)
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Step Six: Document Results
•Don’t forget: For ourselves, our leaders, and our
investors; we are only interested in learning insofar as
it improves performance and gets business results.
•Quantify results of training and development.
•Drive continuous improvement by comparing actual
results to expected results and actively seek ways to
enhance subsequent iterations.
•Market our results to key stakeholders—
management, future participants, and our fellow
learning professionals.
• Define Outcomes
1
• Design Complete Experience
2 • Deliver for Application
3
• Drive Follow-Through
4 • Deploy Active Support
5
• Document Results
6
Learning Transfer Guaranteed: The
New Finish Line of E-Learning
(cont’d)
What Every Manager Must Know
about Learning 2.0Learning 2.0 is about figuring out “how we can ensure
that everyone knows what they need to know exactly
when and where they need to know it.” Our roles as
learning professional are changing:
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Old Paradigm:•The instructor is viewed as the center of all
knowledge.•Everyone learns the same way.
•The classroom is seen as the place where all
knowledge disseminates.
•The course is viewed as the preferred format for
learning.
New Paradigm:•The employee/learner is viewed as a knowledge
seeker, with constantly changing learning needs and
time frames.•Online and offline services enable greater access to
the total set of knowledge, learning and performance
resources.•On-demand learning in the workplace, at the
moment of need, becomes essential.
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What Every Manager Must Know
about Learning 2.0 (Cont’d)
What Every Manager Must Know
about Learning 2.0 (Cont’d)
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“The technology is so easy to use, a CEO can do it.”
However, that also means that companies don’t need
us to run the technology.
“Bad cultures defeat good learning nearly every time.”
“Think of it as Learning that follows You.” (for
example, Spaced Education!)
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Courses/Catalog
On-the-job/
informal learning
Most learning takes place on the job
Most learning is informal
We learn in different ways:
•Instruction•Reading and listening
•Doing and observing
•Trial, error, adjust and adapt
•Guided and unguided
We learn from different sources:
•Courses and instructors
•Experts•Web sites•Documents•Colleagues•Experience
What Every Manager Must Know
about Learning 2.0 (Cont’d)
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The creation, archiving and sharing of valued
information, expertise and insight within and across
communities of people and organizations with similar
interests and needs, the goal of which is to build
competitive advantage.
What Every Manager Must Know
about Learning 2.0 (Cont’d)
Existing examples of web 2.0 in OneWest Bank are
SharePoint sites that include documents and
presentations.
Presentations
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Documents
What Every Manager Must Know
about Learning 2.0 (Cont’d)
Web 2.0 technologies to integrate and manage:
Blogs
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Web Conferencing
Wikis Podcasts
Social NetworkingRSS Feeds
What Every Manager Must Know
about Learning 2.0 (Cont’d)
What changes will learning 2.0 bring us?
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What Every Manager Must Know
about Learning 2.0 (Cont’d)
Additional changes and challenges
for the learning 2.0 function
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What Every Manager Must Know
about Learning 2.0 (Cont’d)
Don’t kill the classroom—It is still an
important venue for learning!
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What Every Manager Must Know
about Learning 2.0 (Cont’d)
Going from a Push/Prescription point of view to
Pull /Subscription model takes effort in multiple
levels to gain fluency.
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What Every Manager Must Know
about Learning 2.0 (Cont’d)
What Every Manager Must Know
About Learning 2.0
How do we ensure that everyone knows what
they need to know, exactly when, and where?
We need to go beyond
the course and
beyond the classroom!
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What Every Manager Must Know
About Learning 2.0 (Cont’d)
Old Way: Every learner is provided the same
learning tool and the classroom is the place
where all knowledge is transferred through the
course content.
New Way: Every learner is viewed
as the performer, the person
who seeks knowledge with
constantly changing needs
and time frames.
A performer seeks for
multiple learning tools.
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The focus of training should be, “How do we
get people to perform better at a lower
cost?”, and NOT “How do we get people to
attend classes and increase registrations?”
Let’s focus on how we can
perform better and faster than
our competition!
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What Every Manager Must Know
about Learning 2.0 (Cont’d)
What is Web 2.0?
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Overcoming Obstacles and
Objections to Using Web 2.0
Overcoming Obstacles and
Objections to Using Web 2.0
(Cont’d)
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Top companies have gotten it!
Overcoming Obstacles and
Objections to Using Web 2.0
(Cont’d)
For some organizations, however…
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Overcoming Obstacles and
Objections to Using Web 2.0
(Cont’d)
Many companies want the top-notch
learning technology to support their
training needs. Those who attempt to
integrate such technologies tend to face
obstacles and objections including cultural
and change-related objections, including
concerns about productivity, control issues,
and measurement questions.
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Let us go over
some examples and
potential resolutions.
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Overcoming Obstacles and
Objections to Using Web 2.0
(Cont’d)
“Our culture and our leaders are not ready..”
Blogs, instant message, and collaboration
centers have been around for 10 years! If
you’re not ready now, you will never be ready
to face the future!
1. Do a pilot phase to give people a real
experience
2. Force use by feeding new, valuable
content constantly and retire old data
3. Train folks on how to use the
technology
“The new technology or collaboration center
will be a time-waster. People need to be
working, not posting pictures or chatting on
Twitter, etc.”
Tools and technologies are not the causes of
time-wasters. If anything, it expedites
processes! Blaming the Internet is like blaming
the library. SMEs will experience a reduction in
time spent answering the same questions!
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Overcoming Obstacles and
Objections to Using Web 2.0
(Cont’d)
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Overcoming Obstacles and
Objections to Using Web 2.0
(Cont’d)Technology provides the best support you can
get!
Tools are not time-wasters; the users are to
blame. People who waste time will do it with or
without the tools. When such event occurs,
focus on the culprit of the issue, focus on the
user!
Time Wasters
Organizational Issues
Employee
Web 2.0 is known as the most comment tool
for learning, however, it is different compared
to formal training.
While classroom training allows the trainers to
transfer knowledge to their attendees, most
people learn through collaborating, micro-
sharing, brainstorming, working with others.
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Overcoming Obstacles and
Objections to Using Web 2.0
(Cont’d)
Ensuring a positive return on investment is
certainly important when purchasing an
LMS/LCMS. However, ROI does not account for
learner engagement, employee motivation, and
organizational support. When looking to
purchase a car, you make your decision based
upon the value it gives you, not the investment
or the cost of the product. ROI does not account
for meeting your expectations or what you
value.
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Ensuring Return on expectation:
The true measure of success for
your LMS
Just because a product is cost-
effective doesn’t mean the
value will be better.
How do we prepare for the organization to
support the new system?
Focus on change management and
consumer marketing!
Ensuring Return on expectation:
The true measure of success for
your LMS (Cont’d)
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1) Change Management
Who is the most influential group in the
workplace?
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Ensuring Return on expectation:
The true measure of success for
your LMS (Cont’d)
The line managers are the most influential group
in the workplace!
• Line managers work closely with employees to
ensure the job gets done and done right.
• The executives listen to the line managers on
what works and does not work. If you win them
over, you can implement the change!
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Ensuring Return on expectation:
The true measure of success for
your LMS (Cont’d)
Use the Change Implementation Model to
execute change management:
Inform for awareness, Involvement for
engagement, and Integration for commitment.
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Ensuring Return on expectation:
The true measure of success for
your LMS (Cont’d)
2) Consumer Marketing
Marketing allows you to maintain a profitable
long-term relationship with your customers
while building and maintaining your brand.
Branding creates an image and
marketing improves the branding image!
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Ensuring Return on expectation:
The true measure of success for
your LMS (Cont’d)
2) Consumer Marketing
Important Tips:
• Improve the communication style to attract
learners. •Use LearningConnection as part the employees’
job duties; learning should be part of the
employees’ work.
•Implement career development programs and
say, “Go to LearningConnection if you want to move up!”
“Learn how to become a manager and access
LearningConnection!”
“Promote yourself and learn – go to
LearningConnection!” NEXT
Ensuring Return on expectation:
The true measure of success for
your LMS (Cont’d)
2) Consumer Marketing
Remember: Many project launches fail due to bad
marketing.
Try a corporate wiki as a
support system. It is
very effective!
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Ensuring Return on expectation:
The true measure of success for
your LMS (Cont’d)
Copyright is a form of protection provided by
the US laws to the authors of “original works of
authorship,” including literary, dramatic,
musical, artistic, and certain other intellectual
works. This protection is available to both
published and unpublished works.
One of the benefits of the Web is that
everyone is sharing their knowledge, not just
across organizations but across the globe. It’s
easy to copy content from the Web, but most
images are copyright-claimed. Copyright
protection subsists from the time the work is
created in fixed form. In other words, your
work is copyright as soon as it is on paper.
When it is tangible, it is copyright. NEXT
Keeping it legal: Finding free
images, video, and software for
training
Creative Commons (CC) are works available to
the public for free and legal to share, use,
repurpose, and remix. The Creative Commons
licenses enable people to easily change their
copyright terms from default of “all rights
reserved” to “some rights reserved.”
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Keeping it legal: Finding free
images, video, and software for
training (Cont’d)
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Use the following resources to find legal and
free content/images:
http://search.creativecommons.org
http:// www.mozilla.org
http://search.yahoo.com/cc
http://www.flickr.com/commons
http://morguefile.com
http://www.compfight.com
http://www.stockvault.net
http://images.google.com/hosted/life
Keeping it legal: Finding free
images, video, and software for
training (Cont’d)
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Use the following resources to find legal and
free applications/software:
Video: http://www.blip.tv
Ad and Audio: http://www.hulu.com
Audio: http://www.ccmixter.org
Docs: http://scribd.com
Presentations: http://www.slideshare.net
Library full of open software:
http://www.sourceforge.net
http://www.osalt.com
Keeping it legal: Finding free
images, video, and software for
training (Cont’d)
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Keeping it legal: Finding free
images, video, and software for
training (Cont’d)
Here’s more!
MS Office alternative:
http://www.openoffice.org
Photoshop alternative: http://www.gimp.org
Firefox browser: http://www.mozilla.org
VLC Video Player: http://www.vidoelan.org/vlc/
Thunderbird Email alternative:
http://www.mozilla.org
Audacity Audio Editor:
http://audacity.sourceforge.net
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Create Phenomenal Learning
Videos
Many online training programs fail due to lack
of interactivity and visually engaging content.
People are more likely engaged in learning
when they can relate to the situation.
Everything you see should tell a story. People
relate well to storytelling because it brings it
home to them.
When you have over 1 minute and 48
seconds of a streaming video for your
learning activity, folks tend to divert to their
normal duties, read emails, chat with their
neighbors, or other activities.
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Anyone can make video content and distribute
it to the world. However, good video does not
happen because you can hold a video camera.
Your success in video will come not from
technology but your knowledge.
An impactful video requires adequate
planning, structuring, and production.
The best way to learn how to make
content that is engaging and
aids learning effectively is to
actually make some video.
Create Phenomenal Learning
videos (Cont’d)
Two video principles :
1) Choose the pictures first, then write a
script.2) If there is no action, don’t use a video.
Use a podcast if you have 5 minutes or
learning content without pictures,
otherwise, you will lose your audience!
Create Phenomenal Learning
videos (Cont’d)
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Five layers of creating a video:
1. Pictures – draw a storyboard outlining
the scenario you would like to illustrate
and outline your comments after. Sketch
illustrations of your scenes and make
sure your storylines match your pictures.
2. Spoken words – create the monologue or
dialogue for the storyboard
3. Music – changeover of slides, emotions,
etc.4. Sound effects – accentuate your images
5. Special effects – once or twice only, or
you will irritate your audience!
Create Phenomenal Learning
videos (Cont’d)
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Three ways to ensure effective learning:
1. Have a solid structure of your content.
Check your information and make sure
that each picture is focused on one task at
a time.2. Repeat the key information in your
content. Repetition is crucial in enforcing
knowledge to your learners
3. Use multiple modalities to repeat key
messages. Examples of such modalities
include videos or graphics to represent
key messages in order to effectively retain
the critical information.
Create Phenomenal Learning
videos (Cont’d)
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Three stages of the video production process :
Step 1: Pre-Production - planning and
storyboard. Take videos based upon your
storyboard. It is critical that you plan ahead so
you don’t spend too much time editing your
work or taking unnecessary videos and
miss out on scenes that you need
for your story.
Create Phenomenal Learning
videos (Cont’d)
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Step 2: Production – shooting in action. Make
sure you have permission to shoot the area
and/or the subjects. Plan enough time to
shoot so there is no rush in shooting the
video. Shoot the video in manageable chunks
instead of a long video for easier uploading
and editing. The bigger the file is, the longer
it takes for the file to upload, open, and/or
accept edit changes.
Step 3: Post-Production – editing and effects.
Review your video and make sure that it is a
good representation of your storyboard. After
editing, add the sounds, special effects, and
any necessary headings and/or final touches.
Create Phenomenal Learning
videos (Cont’d)
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Final NoteBeing part of the training &
development team is such a
tremendous value given that we are
part of the solution. Working and
learning is the same activity through
collaboration and this is how we
should visualize the new culture of
our working environment.
Collaboration allows people who
share interests and initiatives to work
together regardless of their location,
share information, and help one
another. The social media has the
capacity to transform training into a
learning mechanism as natural as it
is powerful. We should embrace the
technology and also, understand
NetGen because they are our future!
Use the social media for learning! You
can generate success on small ways
and have one objective at a time.
Start small and eventually, it will
grow bigger!
Vendor exhibits
We have met with several vendors
throughout the conference period.
Over the next few slides, we will
review a few companies that provide
fascinating learning and development
services.
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CertPointVLS – offers an LMS platform
for all learning, training, and
performance activities. This vendor has
authoring tools embedded within the
learning platform as well as real-time
reporting for the training certifications
and registrations. Pending for a demo.
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Vendor exhibits
Intuit – offers an LMS platform with
multiple subportals to target the
business-line specific audience groups
and training requirements as well as
online community discussions. Pending
for a demo.
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Vendor exhibits
TOPYX – provides a fully-hosted
Software as a Service (SaaS) LMS
platform for all learning and training
activities. Because this is a new
company, not all features are available
that are mostly offered by other
vendors. For example, the authoring tool
is currently under construction and will
not be available until February 2010.
Certification components are not
available until June 2010. On the bright
side, the annual hosting fees are only
12k and implementation would take
approximately 6-8 weeks for completion.NEXT
Vendor exhibits
Learn.com – voted as the best enterprise
LMS provider in 4 years in a row. This
vendor focuses on medium-to-large size
companies who need a fully functioning
LMS but does not have the IT staff or
budget to implement and host an LMS
internally. Pending for a demo.
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Vendor exhibits
Beeline – offers custom eLearning
development services targeting
corporate training and development.
This vendor also offers their customized
courses to be launched using their
learning management system.
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Vendor exhibits
Raptivity – offers interactive eLearning
content by leveraging from their library
of pre-built interactions based on best
practices in instructional design. The
vendor offers SCORM/AICC compliant
content for all of their interactions. We
were granted a no-cost trial access to
their software.
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Vendor exhibits
3M MPro – provides project projectors
that are very compact and mobile. Their
projectors allow trainers to conduct
presentations quickly and efficiently. The
device is a complete system with sound
features and without the use of another
device due to the internal and external
memory space.
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Vendor exhibits
The New Social Learning
PLAY VIDEO
Click remote to play video
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The New Social Learning
How to Educate, Facilitate, and
Motivate
NEXT
How to Educate, Facilitate,
and Motivate
NEXT
One of the greatest challenges
organizations face is maintaining a focus
on improving results across all functional
areas and levels, while communicating
results to all involved.
The presenter described that many
leaders are operating as “management
dumpsters”
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“Management Dumpsters” you ask?
Here is a story to illustrate:
Miranda
has
goals in mind before she
enters work.
She takes
two steps thru
the doo
r and John is short
$400.00 in OT.“You
need to fix
this NOW!”
Two
more steps
and Kirk say
s no
work
was don
e last night
becaus
e the capacitor
malfunctioned
.
Two serious issues
need to get res
olved
right
away,
and Mirand
a has only
taken 4
steps thru
the doo
r.
What will happen to these?:•Task A•Task B•Task C•Task D
Complete:•Task A•Task B•Task C•Task D
How to Educate, Facilitate,
and Motivate (Cont’d)
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How does Miranda get these issues
resolved?
Miranda developed a “message pad
process” to document/ address issues
that were dumped on her.
Here’s how it worked:
She issued John a slip to take to Lisa in
HR to handle. The duplicate copy
reminded her to follow up @ 3pm
John’s issue has been resolved,His timesheet was entered incorrectly.
How to Educate, Facilitate,
and Motivate (Cont’d)
NEXT
How does Miranda get these issues
resolved? (cont.)
Miranda hands Kirk a slip and tells him
to see Dave in engineering. Later that
day Miranda flips thru her message pad
and follows up with Kirk.
Kirk resolved the issue with Dave’s help.
How to Educate, Facilitate,
and Motivate (Cont’d)
NEXT
How does Miranda get these issues
resolved? (cont.)
Miranda is in the bathroom stall and
over hears two co-workers talk about an
issue regarding the supply room.
“I am going to let Miranda know about
this” says woman 1
“You shouldn’t. You’ll just get one of
those stupid message slips! Go talk to
Ryan and he can get you the parts you
need” exclaims woman 2Stupid
message slips?
How to Educate, Facilitate,
and Motivate (Cont’d)
NEXT
ACCOUNTABILITY!
How does Miranda get these issues
resolved? (cont.)
Miranda’s feelings were hurt as she
continued to hide. But then realizes
what just happened:
How to Educate, Facilitate,
and Motivate (Cont’d)
NEXT
The main points of this session:
Scorecards act like a thermometer to
measure.Action plans act like thermostats to
regulate processes.
Focus on non-negotiable accountability
How to Educate, Facilitate,
and Motivate (Cont’d)
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Brain-Based Research for
Better eLearning Designs
Engaging learners in the
excitement of learning!
Passionate experiences
inspire passionate learners!
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The search feature has improved from
library cards to Google. With numerous
learning styles the common goal is to
trigger the “ahh haa” moment of
learning.Learning Orientations:
•Transforming Learners (Innovators)
Mentor Me•Performing Learners (Implementers)
Coach Me•Conforming Learners (Sustainers)
Guide Me
Brain-Based Research for
Better eLearning Designs
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Top Reasons for Dropping Out:
•Learner Ability•Learner Readiness
•Lack of Commitment
•Unmet Requirements
•No Context/ Connection
•Distractions or Obstacles
•No involvement or Relationships
•Unmet Communication Needs
•Attitudes and Behavior Patterns
•No Time Management Skills
•Stress/ Anxiety/ Frustration
Brain-Based Research for
Better eLearning Designs
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Top Passion Strategies
•Always engage emotions. The best
learning comes from concrete experiences
stimulated by great emotions that
influence how we allocate attention and
ensure retention and recall.
•Detect what is meaningful, expected,
understood, and valued; use relevant,
concrete experiences to build on what
exists in memory. Identify meaningful
benefits : why should I care and pay
attention.
Brain-Based Research for
Better eLearning Designs
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Situation-Based Learning Design:
Research Insights for eLearning
The New Learning Landscape:
Training Intervention
•Learning: Our learners build
understandingPerformance Situation
•Remembering: Later on the job, they
remember what they’ve learned
•On the Job performance: They apply
what they’ve learned to their jobs
•On the Job learning: Remembering /
Prompting
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Learning Outcomes
Individual fulfillment: The learners get a
return on their efforts
Organizational Results: The organization
gets a return on its investment
What do we want our learners to be able
to do, and in what situations do we want
our learners to do those things?
“in what situations do we want to
remember what they’ve learned?”
Learning and Forgetting Curves
Aligning Context
Retrieval Practice
Spacing
Situation-Based Learning Design:
Research Insights for eLearning
