By Dan Johnson

Aligning Our Intentions

At a networking meeting recently, a human resource professional asked me for my opinion as to why his organization’s leadership development efforts were not giving them the return on investment they had hoped for. After an extensive leadership development initiative, morale was still low, productivity did not improve, and there was an increased sense of futility in the organization. “What went wrong?” the colleague asked.

During our conversation, we uncovered one of the biggest blocks to the leadership development program’s success – the organization’s stated intention conflicted with the conditioned responses of employees. When an organization’s intentions conflict with the conditioned responses of employees, the two often rule each other out, resulting in a zero sum gain when there was potential for vast improvement.

Here’s how it played out in my colleague’s organization:

The organization stated that leadership development was important, that teamwork across departmental lines was crucial, and that communication and feedback to employees was paramount if the organization was to succeed in the marketplace. The organization launched a leadership development effort, hired top-notch trainers and coaches, and eagerly awaited the results from these efforts. In this case, the organization’s stated (and sincere) intention was to break down barriers between departments, improve the frequency and quality of feedback given to employees, and improve employee performance.

Employees responded to this leadership development initiative with (1) “I’d better cover myself because another downsizing may happen in the near future and I don’t want to be the next to go,” (2) “I’m going to do whatever I can to make myself shine because I want to get promoted,” (3) “I will go along for the ride on this leadership development effort because it seems like it’s another flavor-of-the-month program for our organization,” and (4) “Why should this effort work when everything else we tried has failed?” In essence, the conditioned responses of employees helped to block the success of the leadership development effort.

The conflict between intention and conditioned response can occur at the individual level as well. Take those of us in the performance improvement and training field as an example. We feel inspired to offer our clients complete performance improvement solutions that help clients achieve business results. We go through formal training or certification, brush up on the latest trends and techniques, and apply all that we’ve learned on-the-job with our clients. Even with all this activity to sharpen our skills, our conditioned internal responses sometimes counteract our efforts. Thoughts such as “The client will not want to hear what I have to say,” “I’m only a trainer — who am I to offer more complete solutions to this senior vice president?” or, “It’s no use trying to consult with these managers when all they want from me is a two-day teambuilding program” clearly sabotage our credibility and success. Even if these thoughts or conditioned responses are never expressed verbally, they come across in our attitude, how we carry ourselves in conversations with our clients, and in the energy we project when we walk into a client’s office. In essence, we can sabotage or limit our own success.

Take a moment right now to examine your own inspired intentions and conditioned response(s). How often do you trust your inspiration rather than talk yourself out of it? Do your natural, inspired intentions get suffocated by your conditioned responses or past history?

As you work with your client organization, become clear on the stated intention of your organization and the conditioned responses of employees. Identify what conditioned responses need to be addressed to ensure your performance improvement efforts meet with success.

Dan is the founder and president of Performance Mastery. He has been in the field of performance improvement for more than 16 years and has gained extensive experience in management and leadership development, executive and personal coaching, training, and career development.

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• Experience a fresh conference design that accommodates new and seasoned professionals.
• Attend seminars and round table discussions that focus on “Hot Topics” in instructional design and facilitation skills.
• See, hear, and meet nationally recognized and dynamic speakers.
• Learn about the latest in industry-related products and services.

• Increase Your Personal Power; Globally with High Performance Negotiating Skills with David Wachtel
• Training Across Boarders: Understanding Cultural Differences with Kenneth Davis
• Forms Alone Don’t Change Behavior: Creating a Performance Management System that Works Globally with Cathy Carmody
• The Future of E-Learning with Jason Strasser

• Communication or Training: What Do They Really Need with Roger Reeves
• Mergers: Integration and Culture with Steven Wantz
• Web-Based Assessment for Data-Driven Development of Global Talent with David Pfenninger and Elaine Voci, Ph.D.

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In today’s economy, aligning training with business objectives is essential for the success and continuation of training and development programs. At the October CIASTD meeting, three training directors (from business and academia) spoke individually about challenges they face aligning training with business objectives along with tactics they employ. Following the three discussions, an open dialog via a moderated panel discussion gave participants a chance to ask about real-world issues with the panel.

Gary Wise, Director of Learning and Development at Roche Diagnostics.

Alison Spoonmore, Managing Director of Lilly University at Eli Lilly and Company.

Cam Danielson, Executive Director of Executive Education at Indiana University Kelley School of Business and Kelley Executive Partners.

Gary Wise, Director of Learning and Development at Roche Diagnostics, is currently upgrading an LMS and adding Virtual Classroom and Collaboration tools to the mix. He’s been in the training profession for nearly 25 years with an infusion of performance consulting while focusing primarily in the telecom and healthcare sectors. He explained the importance of linking performance gaps to training efforts when budget dollars are constricted. Gary described the process that links performance consulting outcomes to course design.

Alison Spoonmore, Managing Director of Lilly University at Eli Lilly and Company, has global responsibility for Lilly’s learning process (training and development), including supporting technology and platforms. Prior to this role, she has had numerous roles in Human Resources and Manufacturing from Eli Lilly and Company. She described how the Lilly University concept is integrated with the business. She briefly discussed how business drivers establish learning priorities. Alison also showed how learning is tied to business processes.

Cam Danielson is Executive Director of Executive Education at Indiana University Kelley School of Business and Kelley Executive Partners. He summarized key findings from research on the role of the Chief Learning Officer in global corporations. Because of his research, he was able to give us the “executive” view on how to position learning within an organization. He challenged the group to make training relevant and strategic. “You can always find meetings to go to, but you need to find the meetings that will be of real value.” He encouraged the audience to keep training relevant, “Go to where the real learning is taking place.”

Cam talked about how to sell training to the CEO. “Messages like, ‘being an employer of choice,’ or ‘creating an environment that attracts the best’ are ideas that sell to executive management.” Cam told of one study where a company did an annual evaluation of employee satisfaction. They were able to demonstrate that if they got 25% of their management to go through a leadership development program, they could measure an increase in overall employee satisfaction.

Cam is the architect of the International Partnership for Executive Development, a joint venture between Indiana University, the European Center for Continuing Education (CEDEP) at INSEAD in Fontainebleau, France, and the Hong Kong University of Science and Technology. His current research interests focus on how individuals navigate effectively amid the turbulence of organizational change and transformations.

After the individual presentations, the three presenters formed a panel and addressed audience questions.

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Presentation Featured Nationally-Known Speaker

Indiana University professor Curtis Bonk presented Simulations, Interactivity, and Collaboration for Highly Motivating E-Learning Environments at October's Technology-based Training Special Interest Group meeting.

Curtis J. Bonk, Ph.D., CPA is Professor of Educational Psychology and Instructional Systems Technology at Indiana University.

As part of his presentation, Bonk emphasized learner motivation and retention as major online learning issues, complaints abound about the higher attrition rates and lack of interaction in online environments and expressed how E-learners are too often bored online and not engaged in the learning event.

Bonk noted, however, these complaints are increasing just as many innovative simulation, gaming, scenario, and other e-learning technologies are emerging. In response, this session showcased a range of simulation tools and games for the Web, from low-level learner-content interactions to massive multiplayer online games. The pros and cons of different types of simulation tools were detailed, while key advantages and disadvantages of scenario and simulation tools were compared.

Other tools discussed during this presentation included those for online translation, online learning communities, case-based learning, chat, virtual classrooms, brainstorming, testing, and survey and polling, as well as wearable and wireless technologies. In addition, all technologies and activities were sorted into synchronous and asynchronous categories. In the end, this session linked motivational principles, interactivity, and collaboration to actual online techniques and tool development efforts.

Extensive examples and advice were provided. Participants were captivated by Dr. Bonk’s unique ideas and creative presentation techniques.

Curtis J. Bonk, Ph.D., CPA is Professor of Educational Psychology as well as Instructional Systems Technology at Indiana University. He is a core member of the Center for Research on Learning and Technology at IU and a Senior Research Fellow with the Advanced Distributed Learning Lab within the Department of Defense. He received the Burton Gorman Teaching Award in 1999, the Wilbert Hites Mentoring Award in 2000, the CyberStar Award from the Indiana Information Technology Association in 2002, and the Most Outstanding Achievement by an Individual in Higher Education award from the U.S. Distance Learning Association in 2003. In 2003, he also received a State of Indiana award for Innovative Teaching in a Distance Education Program. As a result, Dr. Bonk is in demand as a conference keynote speaker and workshop presenter. He is President and Founder of CourseShare and SurveyShare and can be contacted at cjbonk@indiana.edu or via his homepage at http://php.indiana.edu/~cjbonk/.

The evening was hosted and sponsored by IDSoutions in Noblesville.

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[As a regular feature of The Facilitator, "Member Profile" features a profile of a randomly selected member of CIASTD. At every meeting, we will randomly pick a member from those attending, and profile them. The idea is to help everyone get to know each other better. In this issue, we are profiling Rick Brandon.]

Linda Dausend
InterArt Learning & Development Consultant
By David Llewellyn, Facilitator Staff Member

Linda Dausend, Learning & Development Consultant at InterArt.

If you’ve been through a career transition recently, or more than one over the years, you’ll have an appreciation for Linda Dausend and her decision to leave the land of the endless summer for the four seasons of the Midwest. After 20 years of working in retail for Macy’s West in Southern California, Linda decided along with her husband (who was also a store manager with Macy's) to quit her job and reevaluate her values and goals. Conclusion number one: Working a gazillion hours in retail was not included! They quit, sold their house, moved their daughter Taylor (now 11 years old) back to Indiana (where Linda's husband grew up) and landed in a small southern Indiana town with no job, no home, but a pretty good idea of what they wanted. Through the use of a consultant, Linda was able to determine that a position in training would be a perfect match.

Such positions are not easily available, however, so Linda tried some fun "temporary" jobs in the meantime: working for the Census Bureau, running a small ornament shop at the mall (alas, retail again, but on a MUCH smaller scale), and eventually as a Customer Service Manager for Simon Property Group's College Mall in Bloomington. Linda quickly made positive changes to that area of the mall, which caught the attention of the corporate offices and, after being named Field Employee of the Year for the entire organization, Linda was offered a job as Director of Training for Marketing. In this role, Linda developed several training programs for Marketing Directors throughout the country, including a comprehensive Simon University on-line training program designed for new Marketing Directors, Assistant Marketing Directors, and as a resource for existing Marketing Directors.

When Linda was asked to move to Indianapolis to continue her career with Simon, she declined, primarily because she found that living in Bloomington had many draws for her and her family. Searching in the Bloomington area, Linda secured a position as a Design Studio Manager for the in-house artists with InterArt, an alternative greeting card manufacturer located in Bloomington Indiana,

After many iterations of "training departments" at InterArt, the company recognized the value that an effective "learning organization" can provide to the development of the organization. With that charge in mind, the Learning and Development department was formed, with the mission of promoting organizational effectiveness. “Finally I was able to focus my talents on what I have always enjoyed doing as a leader - developing and growing people so that they can use their skills, knowledge, and attitudes to achieve business results.“

And what does she do when she is away from InterArt? Linda also has three other "jobs," although she considers them more as "hobbies." Linda teaches business classes in the evening at Indiana University, primarily for college seniors as they prepare for the "real world." She also conducts a high school singing group, the Mitchell High School Varsity Singers. In addition, Linda still provides consultations to Simon Property Group, primarily focused on Customer Service needs. Linda also plays flute in the Bloomington Symphony Orchestra, where she has recently served as President of the Board of Directors. In addition, she has served as a Board Member of Bloomington Music Works, a community musical theatre organization. She also sings with the Bloomington Pops and is a member of the worship team at her church.

When asked about her future plans or goals Linda was succinct, “To find some time for sleep, I'd rather not, but I've found that it is in fact necessary!”

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In each issue of The Facilitator, we will list members that have joined or rejoined CIASTD since the previous issue. Since the last issue of The Facilitator, we have signed 20 members:

If you are a member of CIASTD, and would like access to the complete membership list, it is available (password protected) on our Web site at www.ciastd.org.

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The Human Performance Improvement Certificate was created by ASTD. It is administered jointly by CIASTD and IUPUI locally. To get a certificate a participant must complete five courses. The first four courses are three full days each. Classes meet approximately every other Friday. The four core courses are:

1. Human Performance Improvement in the Workplace
2. Evaluating Performance Improvement Interventions
3. Analysis for Performance Improvement Interventions
4. Selecting Performance Improvement Interventions.

The fifth course consists of a real-life performance-consulting project, where participants consult with a not-for-profit organization on performance improvement issues.

This year, 12 students completed their project requirement by consulting with the Damien Center. The Damien Center’s mission is to provide and coordinate comprehensive services and education for persons living with or affected by HIV/AIDS.

The participants divided themselves into three project teams. Each team was focused on a different consulting opportunity. The three projects were:

1. Performance management systems
2. Metrics for the center’s programs
3. Culture change and employee morale issues

Pictured above: HPI students participating in their performance consulting project with the Damien Center. Left to right: Shanna Henderson, Karen Zwick, and Sam Thompson. This project is the culmination of all their previous work in the HPI program.

Pictured above: Catherine Byers, Christine Hood, and Mick Beaver

Pictured above: Sandy Cropper, Ann Seefeldt, Kim Kiphart, and Cynthia Grover

Not pictured: Stacy Curry and Susan Wright (students); instructors Marianne Whelchel and Dan Johnson.

Participants had an opportunity to apply everything they learned in the program while acting as consultants. This included everything from analysis through a final recommendation made to the Damien center leadership. They consulted with the Damien Center on three issues: (1) Performance management; (2) Program metrics; and (3) Employee attitudes/organizational culture. The final recommendations were presented on November 5.

Participants had nothing but praise for the program. Stacy Curry stated, “I found the program very beneficial. The Damien Center project allowed up to bring the information we learned in the previous classes and work with a ‘real-life’ customer. The project work for each class allowed us to apply situations in our current jobs to the HPI process.”

Christine Hood was very impressed with the program. “I have only great things to say about the HPI certification program... it has been a wonderful experience for me! Transitioning from a non-training background (I'm an engineer by degree) into the T&D and Performance Improvement world, it has given me a great start in developing my toolbox for this trade. Not only have I been able to learn and understand the terminology, but also there have been many practical applications of the skills and knowledge. I was even able to take a past performance problem project, and ‘critique’ it with the new knowledge I have; determining what I would do differently.”

Sandra Cropper also commented on the tools developed during the program, “Yes, the HPI program has given me the tools and knowledge of how to successfully conduct a performance improvement project. The Damien Center project is still continuing and is giving me the opportunity to take on a project with supervision. This is especially helpful as Dan and Marianne coach us through the finer points of how to work with the internal team and manage the change aspects of performance improvement. Another source of learning for me in this series was the opportunity to work with the class participants in the interactive class exercises, as well as, the final project.” Dan Johnson and Marianne Whelchel were instructors for the program.

Stacy Curry added, “I know the certificate will be very useful in my position. I am able to apply use the HPI process and incorporate it into my daily work.”

We want to recognize and congratulate this year’s twelve graduates.

1. Sam Thomspon
2. Karen Zwick
3. Stacy Curry
4. Susan Wright
5. Sandy Cropper
6. Christine Hood
7. Cynthia Grover
8. Shanna Henderson
9. Kathrine Byers
10. Kim Kiphart
11. Mick Beaver
12. Anne Seefeldt.

Classes can be taken individually, or as part of a certificate program. The next certification program will begin on January 30, with the first class being “Human Performance in the Workplace.” Anyone interested can contact Marianne Welchel Dan Johnson, or Ron Lindle at IUPUI (317-274-5045).

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Learning From Our Lives: Using Educational Biographies with Adults By Pierre Dominicé
Reviewed by Nicole Kobrowski, Facilitator Staff Member

Learning From Our Lives: Using Educational Biographies with Adults by Pierre Dominicé

The author, Pierre Dominince, has given readers a unique guide to using educational biography with adult learners. It focuses on helping the learner use and understand what they already know, how and why they have learned in the past and what is pushing them to continue learning. Through group work, writing histories, critical thinking and working toward their own educational journeys, they build an awareness that will continue to effect the way they view their education, families, work and community obligations.

This book is written by a man who is a member of the European Society of Research in the Education of Adults (ASREA), widely respected organization among adult educators across the world and he is the president of the International Association of Life History Applied to Adult Education (ASIHUIF).

Through anecdotes and narratives, insightful interpretations and analyses, and numerous examples of different biographical approaches, Dominince has written a book for adult educators in both formal and informal settings. This book can help adult educators in a variety of areas enable learners to assume responsibility for their learning experiences and development.

This book is written in an easy, conversational tone without much of the heavy footnoting and annotation found in many books. Most adult educators could pick up this book and immediately use many of the techniques discussed in the case studies. It is truly a timely and relevant addition to any adult educator’s library.

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WBT Courses
By Nicole Kobrowski, Facilitator Staff Member

With more companies turning to web based training, adapting traditional training can become a sticky situation. These tips are intended to help make the transition a bit smoother!

• Try to chunk content so that each screen or web page is a stand-alone or at the very least, relevant links are arranged systematically.
• Design navigation to be as natural and intuitive as possible. When learners have to think about what is coming up, they stop focusing on content. The navigation should be as simple, clear and as easy as possible to help facilitate as little lost focus time as possible.
• Clues should be used so the learner has some idea of what is coming up next. If a learner sees a button or link that reads “Click to continue”, s/he has no idea what is coming up. If the button or link states, “Click to take the test,” this will prepare the learner for what is next.

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By Jim McFarland, Facilitator Staff Member

A man hated his wife's cat and he decided to get rid of it. He drove 20 blocks away from home and dropped the cat there. The cat was already walking up the driveway when he approached his home.

The next day, he dropped the cat 40 blocks away but the same thing happened. He kept on increasing the number of blocks but the cat kept on coming home before him. At last he decided to drive a few miles away, turn right, then left, past the bridge, then right again and another right and so on until he reached what he thought was a perfect spot and dropped the cat there.

Frustrated, the man said, "Put that cat on the phone. I’m lost and need directions."

Hours later, the man called his wife at home and asked, "Jen, is the cat there?"

"Yes, why do you ask?" she said.

Frustrated, the man said, "Put that cat on the phone. I’m lost and need directions."

Given the nature of our work in training-related industries, there are times when we try to get rid of those small contracts or unwanted job aspects - or hope some clients just disappear given the frustration and grief they cause. I don’t necessarily mind cats per se’, however don’t like the irritating aspects of their lifestyle – grooming, fleas, litter boxes, hairballs and more. But recently we had to take our cat to the shelter due to a new baby and limited space in the residence. We found ourselves somewhat unsettled and very aware that the cat was no longer part of our new family. It’s funny how quickly some of those annoying aspects of pets can be so missed when we need them most and we find that part of our identity is lost.

Consider your approach and attitude with your current employer(s) and clients you service. What would your business be like without them? How often have you considered trying to do as little as possible because they don’t provide a high profit margin? What is your response when they keep changing the expectations of the new training program? What are the other irritating aspects of your work? Our business is shaped in a variety of ways and often it’s those little pesky jobs and bothersome aspects of our work that create the future opportunities that we’ve been waiting for. Consider your own business this year and how much new work has come about because you were willing to put up with a “frustrating cat.”

Whether you are self-employed, a partner in a joint venture, or a training related associate for a small or large corporation, remember the next time you try to get rid of some aspects of your job to someone else. Not only will they be right back where you found them but you may find yourself calling them for directions to your next employer!

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Call For Game Prize Donations – Help Make Our Conference Fun
Does anyone have any training videos or any fun items to donate to the game prizes for the conference? Examples: restaurant or movie gift certificates, Thanksgiving or Christmas decorations, training videos, anything you think people would enjoy.

If so, please call Judy Tillman at (317) 283-2755 by November 11.

Current prizes include:

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