While employee compliance can be mandated, commitment can only be invited. If we want committed workers, we need to reconsider the way we manage employees, as well as increase our tolerance for dissent within our organizations. To ensure the success of any corporate initiative, executives need to stop mandating employee participation and start inviting it. Corporate America is slowly coming to realize that invitation gets its power from the possibility of refusal: Our "Yes" means nothing if we can't say, "No."
Allowing workers to voice opposition and refuse participation actually increases the possibility of creating a committed workplace. It's counterintuitive, yet has a firm foundation in business practices, and favorably impacts the business bottom line. Our Training 2009 program will explore practical application of this principle, plus proper business strategy on how to respond to and engage with resistance and dissent.
The interactive session also will focus on business theory and practical experiences from the corporate world. The program design will present several case studies and business "stories" that give practical application to engaging employee passion.
Robert Catell is chairman, and Kenny Moore is the corporate ombudsman and human resources director, of National Grid, the second largest energy company in the U.S.
By Tom Dell
The North American division of Hyundai Motor Company has seen rapid sales growth in the last 10 years or so—a fact that has not only accelerated demand for more skilled workers, but also accelerated a need to hire talented leaders. In other words, people responsible for turning organizational goals into results were highly sought after.
An internal audit found that only 22 percent of the executives remained after five years, while 75 percent of those promoted from within remained after the same period. It became obvious that cultivating homegrown leaders was worthy of attention. But that raised another issue: How should the company go about nurturing and developing its future leaders—especially in an ever-tightening labor market?
Hyundai executives realized the imperative for creating a comprehensive leadership development program—an intensive course that would focus on growing accountable employees instead of merely providing an overview of the subject. Learn how we threw away our supervisory skills "program in a box" and decided that despite all those hundreds of leadership and management companies out there, we would design our own from scratch.
Tom Dell is national manager of Hyundai University at Hyundai Motor America, Fountain Valley, CA.
By Lance Dublin
Some companies get more bang for their e-learning buck than others. These companies understand that their success with e-learning requires more than just great design, strong content, and working technology. They understand that, as with every technology implementation, the "hard" stuff is the "soft" stuff...the hard stuff is all the people issues. And being successful in dealing with these issues requires a well-thought-out implementation strategy. The key to an effective strategy is that it integrates proven techniques and approaches from change management, communications, and consumer marketing. Communication alone is not sufficient given the type of change e-learning represents. Those companies that aren't successful fail to appreciate that e-learning is more than simply another new technology. It is often a significant change requiring new ways of learning and working, new relationships, new frameworks and priorities. Learn what has worked and what hasn't. Learn how winners are applying a comprehensive framework for implementing e-learning successfully. And find out how to become one of the stellar companies that ensures its success with e-learning.
Lance Dublin specializes in strategy development, program design, and implementation of corporate learning, change management, and organizational development programs and initiatives. The coauthor of "Implementing e-Learning" (ASTD), he brings to his work a blend of more than 30 years of practical experience and an approach that combines elements of appreciative inquiry and creative abrasion.
By Diane Gayeski, Ph.D.
The way we now learn critical information—the stuff that really matters to us— doesn't align with the way we train. The enormous developments in information technology over the last decade have rewired our expectations and processes for building our knowledge and capabilities. Collaborative online technologies and mobile computing will only magnify the disconnects between our laboriously designed and produced training courses, and the little, inexpensive, and focused "apps" (software applications) we now use for our "real" lives.
So, I'm proposing ISD 2.0—a new way to look at instructional systems design. Instead of a linear, step-wise set of procedures to lock down content and produce courses, we need to develop learning infrastructures. Those infrastructures are the pathways to fast learning and well-informed practice. Instead of modules and materials, we need to develop systems—a set of collaborative tools and new guiding rules—that help our organizations to build and share knowledge and expertise.
Where can we look for models? Social networking sites. Podcasting and RSS feeds. Mobile phone apps. These are not necessarily the specific solutions, but they do point us in a direction of what the end product should look like. Small. Lean. Targeted. Performance-oriented. Personalized. Context-aware. Up to date. Portable. Attractive. Cheap. And, yes: FAST.
Diane Gayeski, Ph.D., is a futurist in learning and communication technologies. She's led more than 350 projects for clients worldwide, helping them to assess and adopt new methods for improving business performance. She also maintains a faculty appointment as professor of strategic communication at Ithaca College.
By Jim Kirkpatrick, Ph.D.
In 1959, Don Kirkpatrick wrote his original four articles that soon after came to be known as the Kirkpatrick Four Levels of Evaluation. This model is now the global standard in the industry. What isn't widely known, though: In that article more than 50 years ago, Don wrote that training managers had better learn to evaluate their programs in relation to the needs of the business "before the day of reckoning arrives." Why after 50 years have we not figured out how to do this? Sometimes, we are our own worst enemy. We keep following what we call the "Checkmark Training Model," where there is the strong belief that activity by itself translates into value.
We believe that for many learning professionals, the day of reckoning is here. The Second Annual Kirkpatrick Evaluation Summit is dedicating two days of intensive and interactive material to preparing you for the time when you are asked, or proactively choose, to effectively demonstrate the value of your (learning's) contribution to the bottom line. The Kirkpatrick Evaluation Summit will bring to you specific, practical methods by which to pull this off. Leading practitioners in the field who have employed these methods will share their successes and tips with you. We also will provide the opportunity and guidance to apply the material to the training challenges you face in your organization.
Jim Kirkpatrick, Ph.D., is the vice president of global training and consulting for SMR USA, and presents workshops for and provides consulting to Fortune 500 companies around the world, primarily in the field of evaluation. He was the director of First Indiana Bank's corporate university prior to joining SMR USA Consulting Group in early 2007. He has co-written three books with his father, Don Kirkpatrick, the developer of the four levels, and currently is working on a new book, "Training on Trial," through AMACOM.