blended learning 2015 -...

Future of Learning WhitepaperBy Interactive Services

www.interactiveservices.com

BLENDED LEARNING 2015

Contents

1. Introduction

2. Contributors

3. The Research Journey

4. Ten Key Topics for 2015

5. Summary

6. Participants

7. Interactive Services

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Measures of Success (RoI)

L&D: Strategic Partner or Order Taker?

Making the Most of Video

Gamification

Communities of Practice

Make It Real in the Workplace

How Mobile Is Mobile?

MOOCs

Classroom Is King

Active Learning

IntroductionThrough late 2013 and early 2014, Interactive Services collaborated with Thomson Reuters on a pre-boarding program for new hires. Designing a creative and innovative pre-boarding experience, one that would endure in the business, meant looking at current learning trends to help future-proof our program.

Industry conferences in 2014 buzzed with the usual hot topics: mobile, social, collaborative, learner-centric, etc. However, we know that L&D professionals are not always able to implement these exciting tactics when they get home. Culture, resources, budgets, and technology all factor in the reality of learning design.

It made us ask the question: what will blended learning really look like in 2015?

With the Thomson Reuters program complete, we began to gather survey-driven data, combined with a series of live virtual and in-person workshops, run in collaboration with more than twenty Fortune 500 U.S.-based organizations. Together, we built a picture of where corporate learning is headed.

Our goal was to look beyond conference buzzwords and focus on the daily realities of the L&D professional, who works on behalf of multiple stakeholders to deliver exciting, effective, and impactful training initiatives.

We wanted to uncover the data that will help L&D professionals design and deliver exceptional training programs, improving performance across their organization, and elevating L&D to its rightful place at the strategy table.

This report highlights our key findings and recommendations across ten learning topics. We hope you find it a useful tool in your planning for the coming year.

ContributorsThank you to everyone who contributed to our Blended Learning 2015 report. Particular thanks go to Sharon Kaliouby and Ian Henry at Thomson Reuters who facilitated and contributed to some of our most effective research sessions this year.

For a full list of attendees to our virtual and in-person workshops, see Page 15.

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“Should we create initiatives specifically

for millennials? Or are the supposed

differences just hype?”

“Soon, more people will type on glass than keyboards.”

“Mobile learning has been the hot

topic for ten years! So why aren’t we all

doing it?”

The Research Journey

Blended Learning 2015Thought leader workshops

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“Internal teams are shrinking. If I have to

choose, I’d rather have a developer than an

analyst on my team.”

“We are good at designing training, but

not so hot at proving its effectiveness.”

Measures of Success (RoI)With an annual training spend of over $140 billion in North America alone, why is so little data available on Return on Investment (RoI) on training? Organizations that measure the impact of their training dollars are few and far between. Is this due to lack of resources, or the unwillingness of a business to acknowledge the inefficacy of its current training model? Who cares if training fails? And what is the opportunity for L&D if we can prove that it works?

ConclusionOur research shows that hard metrics for return on investment for training are rare. Respondents agreed that this is due to:

• Unwillingness of the organization to assign budget to training evaluation.• Unwillingness of the individual L&D or business lead to measure “yesterday’s”

initiative.• Lack of standard measurement process and protocols.• Lack of ownership beyond training delivery.• Focus on potential savings not potential earnings.

L&D teams that routinely prove RoI:

1. Ask the business what it is already measuring, and design training to move that specific needle.

2. Build evaluation plans into their annual budgets.3. Don’t rely on learner and manager feedback to prove efficacy of training.4. Elevate the status of L&D by proving benefits to the bottom line.

In the eternal battle for budget, proven RoI remains the strongest argument. The L&D team that masters the measurement of training efficacy will be better funded, better supported, and better regarded by its organization. RoI is the nut to crack in 2015.

“The metric leadership wants is

RoI, but we measure money saved, not

impact on the P&L.”

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What methods does your organization use to measure training effectiveness?

WHAT THE DATA SAID...

Only 28% of organizations measure training against business KPIs.

Learner-driven evaluation is the most utilized form of training evaluation.

Only 20% of organizations invite external evaluation of training.

Control groups are utilized by only 20% of organizations.

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Happy sheets

Online surveys

Control groups

KPI link

Structured interviews

Management feedback

Compliants

Coaching

Supervisor assessment

External audit/analysis

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

“Social learning is great because it can

also include informal learning and an offline networking element.”

“Nobody is quite sure what it means; it’s the

opposite of making things smaller and

having smaller chunks of learning.”

Communities of PracticeWe know that one of the latest developments in L&D practice is to bring socialization, crowd-sourcing, and community-building to bear on our learning strategies and solutions. However, how can this be done successfully? How do you maintain quality and consistency of content? How do you prevent becoming a curator of content versus a strategic learning partner? And, perhaps most importantly, how do you make sure that building a social community of practice leads to positive learning outcomes?

ConclusionOur findings show that there is a low perceived value in building online communities of practice that leverage social learning or crowd-sourced content. Successful strategies to implement such programs include.

• Use onlinecommunities to develop distance-based cohort relationships.• Use existingplatforms and architecture to reduce costs and improve RoI (e.g.,

leveraging SharePoint for post-courseware discussion and best practices).• Establish norms and admin standards – there is a generational challenge;

online communities can tend to be overly self-policing as people are afraid of saying something wrong.

• Create a rewards system for user-generated content – no rewards = no people/participation.

• Online communities of practice that are deployed with a well-supported communicationandadministrativeplan that promotes participation.

Online communities of practice are in the early stages of being leveraged to support and reinforce L&D efforts. While they may only appeal to specific audiences (high proficiency with online tools) and particular situations (consultative, distributed workforce, etc.), they can be invaluable in creating a center of excellence and network within an organization.

“The verdict is still out on online

community-based learning.”

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Over 50% of L&D professionals would like to see more online community learning.

Barriers such as audience prejudice (23%) and lack of evidence of impact (19%) mean many organizations are slow to implement such communities.

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How do online communities feature in your blend?

What factors prevent use of online communities?

Qualitative responses show that technical and administrative challenges prevent long-term success of online communities of practice.

Online community /...

No issues

No evidence of impact

Cost Time to deploy Complexity Technology

Audience prejudice

WHAT YOU SAID...


No appetite Want to stopWant to try Want more Correct level Want less

“We still have infrastructure issues.

Our video is not reaching as far as we

would like.”

“The financial and expertize barrier to

entry is disappearing for video kit.”

Making the Most of VideoVideo is recognized as an increasingly important training method. However, the way video is produced and digested is changing.

The rise of YouTube, Instagram, and Vine has legitimized the development and inclusion of user-generated video and ‘low-cost’ video. Additionally, the increase in mobile and tablet-based learning appears to be linked to an increase in the use of video.

ConclusionOur research showed video to be a preferred medium for both practitioners and learners. Here are five conclusions from our study that may help guide your use of video in corporate learning.

• Infrastructure – Slow loading times kill the video experience! Organizations need to test extensively to ensure that video can be viewed across different platforms and devices. Use of streaming services like VIMEO can be useful.

• Managingexpectations – Clients often see video as a ‘quick’ solution and can underestimate the shoot/reshoot overhead, and the extensive editing times that go into producing video. Managing expectations for a quality delivery is a key to success of a video-based program.

• Standards for user-generated content – Lo-Fi shouldn’t mean unwatchable. Organizations should consider producing a ‘guide to making video’ for their community to ensure a minimum quality standard for user content.

• Authenticity – YouTube is making citizen production and journalism the norm and ‘slick’ video production can be perceived as too stylized. The candid style is a useful way to prove your authenticity to your learning community.

• Timing – Most participants felt that video, while useful, needs to be short. Don’t fall into the trap of ‘padding’ your content with video.

“Traditional broadcast quality is perceived as ‘too slick’ for our

users these days.”

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90% of clients consider video to be good value for money.

25% of clients said the biggest hurdle to introducing more video is cost.

Video is perceived by 50% of L&D to perform well and 30% say it’s currently underutilized.

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Is video a good use of budget?

What are the main hurdles to implementing more video?

How well does video perform?

Video

Poor use of budget/time Good use of budget/time

Video

No issues Cost Time to deploy Complexity

No evidence of impact Audience prejudice

Technology

Untested Ine�ective Performed well Underutillised

Video

WHAT YOU SAID...

“We saved a million dollars in printing costs this year by

moving two workbook programs to tablet

delivery.”

“If you want to get mobile accepted, get a program developed for the exec audience and let it trickle down

from there.”

How Mobile Is Mobile?Most organizations we spoke to deployed some kind of mobile learning project in 2014. The majority of these projects were tablet based, with only a few use cases involving mobile phones. While e-learning made up the majority of these projects, other formats like video, audio, and workbooks saw a revival. Being able to access these materials while offline was seen as a big plus. Infrastructure and device compatibility were the main hurdles to deployment. So how do we make the most of mobile?

ConclusionMobile learning is clearly destined to become ubiquitous over the coming years. However, as an industry we are still teasing out the best way to design and deliver mobile learning, and we can expect a certain amount of pain in this ongoing transition period. Participants in the research recommended the following to ensure the success of a mobile learning initiative:

• Compatibility – Limit the list of compatible devices you sign up to as part of the design spec. Promise to deliver only for these devices. Include a ‘buyer beware’ warning for other devices.

• Interactivityvsimmersion – Moving from Macromedia Flash to technologies such as HTML5 requires an instructional design rethink. Typically, HTML interactivity levels are lower than Flash. Compensate with great storytelling and strong visual design.

• Beyond e-learning – Look at all assets and training formats available for mobile learning. Transforming workbooks into mobile active learning experiences can be just as effective as traditional desk-top e-learning.

• Design for small screen – Organizations should consider separate designs and use cases for tablets and phones. Trying to combine the two into one design can result in a frustrating experience on both devices. Tablets can take the weight of a full training module. Phones are better for performance support and mini-experiences.

“Right now, mobile is only for flagship

projects.”

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Clients felt that tablet-based learning (75%) was a good use of budget. Only (48%) said the same about phone-based learning.

Infrastructure and technology was the biggest hurdle to deploying tablet-based learning (45%).

However, evidence of impact was listed (30%) as the main hurdle to deploying phone-based learning.

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How successful has tablet learning been versus phone learning?

What are the key hurdles for mobile deployment?


Tablet based learning

Phone based learning



Technology

Phone basedlearning

WHAT YOU SAID...

“If we’re not looking at real work in the

classroom, then it’s hard to make a

business case.”

“Our staff are clear; classroom is their

preferred method.”

Classroom Is KingThe classroom is back! For some organizations it never went away, but for most of us, the classroom lost its place in the blend to cheaper, more logistically versatile learning media (e-learning, video, and virtual sessions). Now that organizations are once again willing to allocate budget to travel for training, what does the modern classroom look like? How do you make the most of the precious time you have together? And how do you prove to the business that they will see a return on their investment of travel budget and opportunity cost?

ConclusionThe classroom is by far the most popular training mechanism for both learners and line managers. In the modern climate of cost-reduction, here are the top five design tactics that our research has shown support your business case for the classroom.

1. Many-to-Many Model Don’t use your precious class time to broadcast to learners from the stage. Let

the learners build on what they already know and teach each other. Make the most of this excellent networking opportunity to build coalitions of practice.

2. ‘Real-World’Application Ask learners to bring their day job to the class. Why workshop fictional case

studies when you could be workshopping live projects and situations?3. Expert Clinics Experts should be used sparingly. Make the most of their time by setting up live

in-person and virtual clinics to address real issues that the learners are facing.4. ObservationalAssessment You’re not done training until you’ve applied what you learn in the real world.

Live workplace assessments ensure that class learning is applied where it matters.

5. Flipped Classroom Don’t let anyone enter your class until they’ve demonstrated understanding

of the core concepts you will be discussing. Use e-learning, workbooks, and assessment to ensure everyone is on the same page when the class begins.

“The classroom is back!”

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80% of organizations believe classroom training to be a good use of both time and budget.

Cost (25%) is seen as the greatest obstacle to classroom training, with time to deployment second (8.5%).

86% of organizations believe that classroom training performs well.

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What do your customers say about classroom?

What factors prevent classroom training?

How does classroom training perform?


Classroominstructor led



Technology

Classroom instructor led


Classroominstructor led

WHAT YOU SAID...

L&D: Strategic Partner or Order Taker?Despite being a demonstrable key to an organization’s successes, L&D often finds itself on the outside looking in when changes in business strategy or organizational direction are decided. L&D is often brought into the conversation late in the organizational development or change management process and relegated to the role of ‘order taking.’ How do we, as L&D professionals, communicate and demonstrate our value in the decision-making process, and show we bring immeasurable value in making key initiatives successful?

ConclusionOur research reveals a disconnect between the type of training intervention and its perceived effectiveness or cost. This gap affects the perception of the value of training.

• Classroom or instructor-led training was perceived as most effective but is either stable or contracting in its usage going into 2015.

• A ‘flipped classroom,’ where learners gain knowledge outside the classroom and focus classroom time on intensive practical application, was seen as highly effective, but has either not been tried or is underutilized in organizations.

• Informal on-the-job training is attractive due to reduced costs but does not pay dividends in transferring knowledge in a consistent way. It is also untrusted by the business.

• Video-based training is perceived as highly effective but is underutilized across the training blend.

L&D teams can improve their position as strategic partners by:

1. Aligning training interventions to the perceived value of the training method while retaining the integrity of instructional design principles.

2. Communicating the principles of instructional design driving the proposed modality.

3. Focusing time in training, regardless of method or format, on precisely what needs to be taught to meet instructional and performance objectives to reduce costs.

4. Gaining buy-in to a proposed instructional approach at a higher level in the organization earlier in the change process.

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Clients believe classroom training (80%) and tablet-based training (76%) to be a good use of both time and budget.

But L&D are asking for less classroom training and in many cases are yet to try tablet-based learning. Are we aligned with what our clients perceive to be great training vehicles?

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Do tablet-based learning and classroom training represent good use of training budget?

How is your blend mixed right now?




No appetite Want to stopWant to try Want more Correct level Want less



“L&D needs to look more at what the

need is and to invest in instructional design – bad ID, regardless of

format, will be a bad investment.”

“Evaluate how much employee time people are spending and ask,

‘Can this be reduced?’ Man hours cost

money.”

“Presenting to the most senior level to

get their buy-in – sowing the seed early

improves our position.”

WHAT YOU SAID...

Make It Real in the WorkplaceHow do we communicate and demonstrate the importance of knowledge and skill transference to the job and how critical the training blend we select is in making it happen? While not all training is created equal, all training should bring the learner as close to their work environment and experience as possible as quickly as possible. What modalities and training blends best accomplish this and what is our role as guardians of effective training in championing it?

ConclusionOur research shows that making blended training “real” to the learners is a combination of understanding the audience, the business, or subject matter, and the learning approach and media that will best suit those needs, and then finding opportunities to let the learner practice and demonstrate mastery in the workplace.

• Align training to the business’s objectives.• Ensure the training environment and tools/systems we simulate in our training

are current and reflect the learner’s experience on the job.• Find the right fit of technology, delivery method, and real-world application in

our training blend.• Qualify our training approaches with the business. Be fearless in asking “Does

this look like what you do?”• Focus our discussions and justify our design approaches on real-world results,

not instructional pedagogy.

If we speak the language of the business, the business, and our learners, will listen. In the question of “What should we train and how should we train it?” keep the conditions the learner works in, how the learner is expected to perform, and how they’ll be measured when their performance is evaluated at the front-and-center of our L&D efforts. This ensures our learners transfer skills effectively back to the job and provide immediate benefit to the business so the business comes back to us asking for more and, more importantly, how it should be taught.

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What’s the key to making your training ‘real’ in the workplace?

“Get your objectives clear in closecooperationwithmanagement and, from there, working towards the most effective combination of learning and performingactivities.”

“Match method and media to learner job role (e.g., pocket guides for truck drivers).”

“Identify where you need to train out of context (e-learning/classroom) and where you can train in context, with genuine role-basedobservation,practice,andassessmentactivities.”

“Start with performanceobjectives. Then determine the best mix of learning delivery methods to generate a visible lift in performance (in the workplace, not via knowledge assessment).”

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“Tools and cheat-sheets can be as important as the

learning itself. Ensure there’s enough support for learners when they

return to work.”

“We must tear down the wall between

learning and work.”

“The best training is where work and

training are combined. If we trained pilots

the way we train our employees nobody

would fly.”

WHAT YOU SAID...

GamificationWe chose not to gather data on Gamification, but this proved to be a mistake on our part. As soon as we began workshopping Blended Learning 2015 with participants, the topic of gamification surfaced as a priority.

Participants struggled to agree on common definition but were able to segregate gamification into two broad areas:

1. Traditional learning programs where gamification elements were used to make the experience more engaging.

2. Programs designed to simulate and practice a task, sometimes repetitively. Most participants felt that a combination of organizational skepticism and expensive development hindered the adoption of gamification.

ConclusionParticipants provided the following advice when considering the implementation of gamification in an organization.

Counter skepticism – Work out how to get the exec. population onside. Getting the exec. using a gamified program has been proved to generate a positive attitude to gamification in other parts of the organization.

Tone – Games don’t need to be silly or childish. Engaging with game elements doesn’t mean trivializing the subject matter. A game can be a mission, a challenge, or a business simulation. (Sometimes the last word you should use is ‘game’!)

ILT – Road test your gamification in the classroom before coding it into your e-learning. The classroom is the best (and most cost-effective) place to test, modify, and amend your gameplay strategy.

Social – Try to make the game social and either cooperative or competitive. This will greatly increase the chances of it engaging the audience.

Tools – Before commencing on a custom development, work out whether you can create your game using a third-party tool. There are some great game engines out there.

Start with a ‘test out’ assessment – Participants reported that the easiest way to introduce game-based learning was to create a gamified assessment that allowed learners to test out of a course that they take annually and would rather avoid.

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“It’s hard to visualize the end result for

the client during the early stage design;

they usually default to something less

challenging.”

“It costs too much and takes too long. I need

quicker results.”

“The exec. population is skeptical – they think gamification trivializes

the subject.”

WHAT YOU SAID...


Only 25% of respondents have attempted to implement a MOOC while almost 40% of respondents said their organization has no appetite to look at MOOCs in 2015.

Evidence of impact is seen as the top barrier to implementation (33%).

65% of clients feel MOOCs are a poor use of budget in 2015.

How well has a MOOC performed in your organization?

What are the key hurdles to implementing a MOOC?

How do clients perceive use of budgets for MOOCs?

MOOCsMost participants reported that MOOCs are still considered experimental in their organizations. MOOCs offer great potential, but the right model for implementation and management has not yet been developed. Issues of scope definition and resource ownership mean that long-term curation and management of the MOOC is contentious.

One organization implemented a MOOC as a ‘quick fix’ to help cope with an L&D resource drawdown, but felt this tactical approach had ultimately caused more harm than good to the MOOC business case. The question remains unanswered: what is the right place for MOOCs in corporate learning?

ConclusionThe MOOC discussion focused on these five areas to be considered when implementing or evaluating a MOOC strategy:

• Who owns it? – A MOOC needs managing. L&D professionals expressed a fear that MOOC curation is too often ‘dumped on their plate’ rather than remaining the responsibility of the relevant business function.

• Creationtocuration – Some participants felt that MOOC business cases were based on the false economy of freeing up resources from course development – resources which were required to curate content being supplied to the MOOC system.

• Qualityandquantity– MOOC quality varies. This, plus the sometimes overwhelming quantity of MOOC content, put some participants off early in the process. To mitigate, providing a guiding ‘golden-path’ curriculum can help.

• Grazing – Some participants want better controls to ensure that learners don’t go ‘grazing’ – enrolling in courses on a whim, in areas that don’t benefit their function.

• Gym-membership model – People join MOOCs with the best intentions. However, like the January rush to join a gym, these intentions often last no longer than the first month.

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“For CPD it worked well. It’s great

for structuring a repository.”

“If the quality dips then people turn off

quite quickly.”

“MOOCs appealed to us because we

were going with a ‘no money, no people

strategy’ due to the crisis, but it turned out to be more work than

we anticipated.”

MOOC


MOOC

No issues



Audience prejudice


MOOC

WHAT YOU SAID...


90% of organizations consider formalized coaching and on-the-job training (active learning) the most effective formats.

These formats are typically designed in-house (65% and 85% respectively) and so they are internal resource intensive.

Audience prejudice (22%), lack of evidence of impact (18%), and technology restrictions (19%) make online community learning a rare format. 50% of organizations find cost, complexity, and time to deploy impact coaching offering.

Which training formats perform best?

Who designs your workplace training and coaching?

What factors prevent use of certain training types?

Active LearningMost of us consider ourselves to be active learners. We learn best by talking, discussing, trying, doing, and playing. Studies show active learning to increase retention by up to 50% compared to passive learning formats (lecture, reading, listening, watching). Truly active learning places responsibility for learning on the learner, i.e., you get out what you put in.

Few people argue that active learning is less effective than passive learning. However, the reliance on the learner to drive their own education, coupled with the more high-order learning tasks that active learning demands (synthesis, analysis, evaluation), makes some organizations (and L&D professionals) employ less active learning than they’d like, especially in its most effective form: coaching and practice in the workplace.

ConclusionWhile active learning is best deployed via workplace coaching and on-the-job training, most organizations lack the internal resources to design, deploy, and measure such initiatives. Instead, organizations rely on vendor-supplied surrogate learning experiences (interactive e-learning and simulation-based classroom) to provide an active learning experience. These formats can be very effective, but not as effective as ‘real’ work experiences. Online communities offer a chance for learners to drive their own collaborative learning, but for more organizations there are still technical and cultural barriers to this format.

Our research shows that organizations which successfully deploy active learning:

1. Build application (go do) activities into their asynchronous training.2. Teach observational assessment techniques in the class that can be used in the

workplace.3. Practice the many-to-many learning approach, asking learners to coach others.4. Apply a simple, active-learning model to all training programs (e.g., What? So

What? Now What? based on Driscoll’s Theory of Reflection).

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“The key to a successful training

program is real-time application.”

“Start with the end in mind and understand what someone needs

to be able to do in their job, then work backwards to figure

out the best medium to deliver.”

“We want to transition from training as an ‘event’ to more of

a real-time support mechanism.”

Informal in the job...

Formalised coaching /...



Informal in the job...

Not used Designed in house Designed with vendor

Bought from vendor as product

No issues



Audience prejudice



WHAT YOU SAID...

SummaryWe have been delighted with the levels of engagement in this study, and the richness of experience shared. Together, we believe we’ve produced a report that will help guide learning decisions in 2015, and aid L&D professionals as they make their business cases for training budget.

If we could pull one key idea for consideration for each topic, it would be as follows:

Measures of Success (RoI)

In the eternal battle for budget, proven RoI remains the strongest argument. The L&D team that masters the measurement of training efficacy will be better funded, better supported, and better regarded by its organization. Very few organizations do this well. RoI is the nut to crack in 2015.

CommunitiesofPractice

While they may only appeal to specific audiences (high proficiency with online tools) and particular situations (consultative, distributed workforce, etc.), communities of practice can be invaluable in creating a center of excellence and network within an organization.

Making the Most of Video

The rise of YouTube, Instagram, and Vine has legitimized the development and inclusion of user-generated video and ‘low-cost’ video.

How Mobile Is Mobile?

Organizations should consider separate designs and use cases for tablets and phones. Trying to combine the two into one design can result in a frustrating experience on both devices. Tablets can take the weight of a full training module. Phones are better for performance support and mini-experiences.

Classroom Is King

Don’t use your precious class time to broadcast to learners from the stage. Let the learners build on what they already know and teach each other. Make the most of this excellent networking opportunity to build coalitions of practice.

L&D:StrategicPartnerorOrderTaker?

L&D can improve its standing as a strategic partner by closely aligning with business goals and focusing on performance metrics that map closely to the roles of the audience. (Focus on what they do, not what they know.)

Make It Real in the Workplace

Keep the conditions the learner works in, how the learner is expected to perform, and how they’ll be measured when their performance is evaluated at the front-and-center of our L&D efforts.

Gamification

Most participants felt that a combination of organizational skepticism and expensive development hindered the adoption of gamification. Counter this by getting the exec. population onside first.

MOOCs

MOOC quality varies. This, plus the sometimes overwhelming quantity of MOOC content, put some participants off early in the process. To mitigate, providing a guiding ‘golden-path’ curriculum can help.

ActiveLearning

Organizations that successfully deploy active learning build application (go do) activities into everything, even their asynchronous training.

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Interactive Services Our TeamInteractive Services designs and develops award winning blended learning solutions.

We develop bespoke training solutions that improve talent and performance in the workplace. Our expertise includes custom e-learning, mobile learning, classroom training, and blended learning. We partner with global organizations who seek high-quality training to help them achieve their business goals.

Interactive Services is committed to being the first choice for solving business challenges through custom e-learning and corporate training solutions. We see innovation and creativity as our key strengths in the development of training that meets the common needs of global organizations to develop talent and leadership. We help clients develop results-focused learning strategies and provide them with training that meets their specific requirements and tailor it to their individual needs.

Our goal is to develop training for our clients that enables them to exceed their performance targets. We strive to bring organizations to the next level of success by developing customized training that increases talent, inspires leadership, and builds a culture of performance improvement throughout all areas of a business.

New in 2015

The Compliance Learning Center is a suite of learning modules and tools, designed by industry experts to deliver workforce compliance.

Each module is built with easy customization in mind, so you can educate your workforce about the risks and safeguards that make your business unique.

We’dlovetohearfromyou.

To comment on this report, or to learn more about the Compliance Learning Center and our bespoke training design, please get in touch.

[email protected]

Thanks to each member of the Interactive Services team who contributed to the development of this whitepaper.

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MattPlassChiefLearningOfficer

Mark DoroszVPComplianceLearning

Contact: New York, +1-212-518-6552Email: [email protected]

Gabriel SzaszkoDirector,PerformanceSolutions

Contact:State College, PA, +1-918-605-4576Email: [email protected]

Neil CullenDirector,BusinessDevelopment

Contact: New York, +1-646-549-9087Email: [email protected]

PaulKellyVP,GlobalLearningSolutions

Contact:New York: +1-646-233-3477EU: +44-207-193-7116Email: [email protected]

Dan BrownStrategic Learning Director

Contact:Bentonville, AR, +1-479-657-3099Email: [email protected]

Glenn KennyVP,BusinessDevelopment

Contact: San Francisco, CA, +1-415-235-9871Email: [email protected]

John O’BrienDigitalMarketingManager

Contact: Dublin, IRE, +353-1-8111300Email: [email protected]

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