Organisations are becoming increasingly complex; they have to be in turbulent change led environments.

As organisations reflect the complexity of their environments, individuals reflect the complexity of their organisations, as well as the environments. Encouraging trainees to 'take the broader picture concerning their organisation on-board' heightens individuals' awareness of their operational and commercial environments. This is necessary for them to help attain their organisation's collective goals and brings their own life goals into focus. It also makes them realise how increasingly difficult their working lives are becoming.

Many organisations today have human resource management and development frameworks. The human resource manager or team leader is more proactive in his or her team members' training and development. Because of this direct input, the team leader is more aware of an individual's needs in the workplace, as well as their personal development needs. This, in effect, is a symbiotic relationship. Organisational development is highly dependent on its management's and employees' development. It is important to get it right.

In such challenging times, training and development (T&D) in organisations is already stretched in many ways, having to operate on so many different levels. T&D also has to take a multi-level approach to meet the many different needs of the trainees and their employers. It is not surprising, therefore, that we find ourselves questioning, at times, the direct relevancy of the training we commission for our organisations. How do we know that the T&D we deploy is directly applicable to our organisation?

In finding out which are the best kind of T&D programmes for the organisation, it is highly advantageous for the commissioning bodies to have an in-depth knowledge or profile of their organisation. To find out exactly what makes the organisation tick, one needs to know: its strengths and weaknesses; its deep-seated problems; its level of resilience; its ability to absorb change; and its degree of effectiveness eg. managerial effectiveness, team effectiveness, etc. Such profiles are also invaluable in creating competency frameworks, which can help not only with assessments and appraisals, but also in creating programmes and tools for training and

development that are directly applicable to the organisation.

Programmes developed within the organisation tend to be more effective since they are not off-the-shelf, bought-in programmes which may or may not address the organisation's needs: an evidence-based research programme on an organisation through, for example, longitudinal empirical studies. Longitudinal research basically means research carried out over long periods of time (how long depends on the research design and remit). This provides an excellent opportunity to gather vital information within the organisation regarding organisational change. This often helps to form a more precise profile of the organisation than short-term studies can hope to achieve. The profile can also be on different levels, for example: logistical, psychological, micro-political, etc. Longitudinal research can help, for instance, in combination with critical incident techniques, when analysing organisational behaviours and in helping to develop a competency framework for the organisation. This is invaluable in giving not only an insight into the kind of training and development most applicable for the organisation, but it can also help to develop multi-level approaches for classroom or workplace training, mentoring, coaching, life coaching, and distance (computer) or course-based training.

An evidence-based research approach may sound complicated and, in some ways, it is. The more objective, robust and rigorous the research, the better the foundation is for more effective training and development, and more effective managers and employees.

One of the most practical and cost-effective ways is for the organisation to work with research partners: working with research advisors and consultants from business schools that have robust research facilities and departments, for example. Research partnerships may exist between, for instance, an organisation's internal human resource consultant or change consultant and an external source from within a research department of a university (business school). An internal consultant engaged in a research programme with the university eg. an MBA or a higher level MPhil could conduct the research in partnership with his/her academic

partner in designing and conducting the research, and developing the resulting competency framework organisational development (OD) tools. Blended Virtual Solutions to Enhance Training and Learning The creation of the blackboard (or chalkboard) in the early 1800 s offered a huge new benefit for teachers: the ability to share drawings, writing and formulas with everyone in the classroom at the same time. Their use spread fairly quickly, given the speed of those times, and by the mid-1800 s blackboards had become standard equipment for classrooms throughout the United States. Just as this innovative breakthrough in the early 1800 s opened possibilities for new ways of teaching, today s new technologies offer enormous benefits to educators and trainers, nearly eliminating barriers created by distance. These technologies enable communication and collaboration in a multitude of ways that catalyze creativity and learning, and leading companies are incorporating them into their blended learning programs to enhance their competitive edge. Technologies offer companies the ability to capture, retain and disseminate knowledge in ways never before possible:
y

Water cooler exchanges with valuable nuggets of best practice information can be shared across the organization

People can have immediate access to training through formally produced, self-paced workshops tailored to address their needs, as well as to more generic, informal information through social media, Internet searches, and videos that fill in gaps

Online and internal social networks offer discussion groups where people post questions and benefit from responses offered by co-workers and colleagues

Internal blogs and wikis encourage employees to share knowledge and add additional dimensions to organizational knowledge bases

Webinars offer convenient, inexpensive ways to gain real-time information, ask questions of experts, and enhance the value of face-to-face learning events through pre-and post-event sessions

3D environments promote effective, experiential learning processes and interactive, interpersonal exchanges that catalyze learning and retention and strengthen connections.

Cheaper Can Be Costly: A Case for Investing in Self-Paced ELearning Self-paced e-learning is more expensive to create than real-time curricula, but the savings begin immediately and it s an investment that pays off in multiple ways. Like buying a rug or carpet, you can spend more upfront for something that will really work and be usable for an extended period, or you can buy something that is cheaper initially, may not have the look and feel you want and will need to be replaced within a few years. Most of us have learned that, ultimately, the cheaper choice actually costs us much more in a number of ways. Self-paced e-learning is an amazingly flexible component to include in any blend of learning tools. But an hour of self-paced e-learning costs much more to create than an hour of real-time curricula (approximately $10,000 compared with $6,000 for design, development and production costs). However, once the e-learning is created and uploaded, there are no presentation costs: no room reservations, no setup or cleanup, no AV specialists, not even a presenter. And there are no travel costs or accommodations required, and no significant work disruptions for attendees. In fact, self-paced e-learning workshops can be a huge benefit, providing just-in-time access to information when it s needed, whether to learn about something new or to review information that has become fuzzy over time. Accessible via computers, integrated with Learning Management Systems for easy tracking, elearning workshops offer training that is available whenever learners are ready to focus on the material. The information is consistently presented, but can be tailored to enable learners to spend more or less time on specific segments, based on their knowledge levels and immediate needs. E-learning workshops effectively instruct people about a wide range of topics, offering short, indepth instruction on important aspects of processes, practices, methods and systems. They can also be designed as both prerequisites to, and follow-ups after, comprehensive, real-time training sessions. As prerequisites, they ensure that everyone present in a training event has

the same level of background information, so that valuable group learning time is spent gaining new knowledge rather than getting everyone on the same page. As follow-ups, they reinforce the ability to utilize new knowledge, allowing instructors to select and emphasize information presented during group learning sessions for review and guidance as attendees begin to apply the new knowledge in real-life situations. Having this kind of learning tool available also helps reduce on-the-job errors and increase productivity by giving employees quick, easy access to best practices whenever they need it. Effective e-learning workshops offer a variety of effective learning components, including:
y y y

Synchronized audio, text and graphic images that reinforce comprehension Video clips that demonstrate complex information Interactive and game-like processes that hold learners attention while simultaneously testing and reinforcing learning. Research and experience over two decades has shown that this kind of training is highly effective, often equaling the learning achieved from face-to-face training sessions. The initial investment quickly and significantly begins to save money. By strategically incorporating elearning into a blended learning program, organizations can drastically reduce the need for face-to-face training, reach a larger audience and provide on-going training to whoever needs it, whenever they want it.

Want Executive Management to Sign Off on Your New Training Initiative? Speak Their Language.

During the interactive exercise and discussion phases of the presentations, it became clear why so many people had chosen to attend: coming from Training and Human Resources, with challenges and outcomes that are often difficult to assess, the attendees didn t speak the bottom-line P&L language of their organizational decision makers. A big focus of both presentations was to identify and present the numbers when making a pitch for a new program. Most of the participants knew, or were able to identify processes by which they could gather, the data they d need to make a convincing case. But during the practice segments (when participants broke into small groups where each developed and presented a practice proposal, then received feedback from the others), one big mistake was made again and again: The crucial data that made the case for the proposals was presented at the end of the spiels. Speaking the language of HR and Training, participants often began by explaining what the program was, how it worked and ways it would improve morale, productivity, retention, etc. Then, at the end, they d tag on a line about the cost benefits that would accrue from implementing their proposals. Of course, by that time, most decision makers would have stopped paying attention and, ala Dilbert, be wondering when this would be over so they could go to lunch.

As was pointed out at both sessions and as every Trainer knows when developing curricula you have to start with something that matters to your audience. Yet, when HR and Training professionals offer proposals to decision makers, they often start with what matters to them. They know that poor morale, inadequate training, and lack of collaboration/knowledge sharing cost the company money. And they assume the executives know this, too. But the executives don t usually read the studies that substantiate the impact that effective training, leadership, teamwork and knowledge sharing programs can have on company outcomes and bottom lines. So start your proposals with this information to get their attention and wrap up by reminding them of the way the training will affect the bottom line. You will find yourself addressing a more attentive and friendly audience, with much more successful results.

What Is Blended Learning? The term Blended Learning is used to describe a mix of learning environments that combines old and new resources for learning and development. This strategy creates a more integrated approach for learners. Computer technologies and the Internet have led to explosions of knowledge, with a resulting increased need for people to process and utilize that new information. Fortunately, those same technologies also offer a wide array of surprising new possibilities for learning and development. Many of the technologies people think of as resources for staying connected with friends, and for entertainment, are being incorporated into formal Blended Learning programs.

Examples include everything from shared documents as places for people to both respond to training-related questions, as well as read and respond to each others answers, to You Tube videos that demonstrate important processes and practices that can be

accessed via links sent out to work groups connected on Twitter. A range of Intranet and Internet services facilitate moderated group discussions, and work-based wikis and blogs. These integrate with and supplement more formal training that occurs in face-to-face training, Webinars, self-paced e-learning workshops, and 3D Virtual Training and simulations.

Reap the Benefits of Social Learning in Your Organization

Social Learning is the term for a new solution to an old problem: how to capture, vet and disseminate the amazing knowledge that people carry around in their heads? When people work in the same location, they learn from each other in a variety of informal ways:
y y

Observation and modeling Casual conversations at the water cooler problem can offer an unexpected solution where a moment of venting about a tough

A purposeful trip across the room or down the hall to the resident expert, whose store of valuable knowledge, and readiness to share it, is well-known within the organization. This kind of knowledge sharing benefits organizations and employees in several ways. The most direct benefit is that work gets done faster and more efficiently as people pass on tips or demonstrate best practices that shave minutes, hours and even days from a project. Less direct,

but equally important, is the impact on the organization s culture and morale. Most people like to help others, and it s a demonstration of respect to seek someone s knowledge and experience. Organizations with knowledge sharing cultures reap benefits not only of increased efficiency and effectiveness, but of improved commitment and connectedness when people s psychological needs are met through their work experiences. With people now working remotely and from different regions and time zones, informal social learning has become more complicated, though in some ways it has become more important than ever. People can feel more isolated and disconnected under these conditions, and access to the knowledge of co-workers can shrink to a very small pool of people working in a local office. This is one of the reasons Social Learning has become such an important topic for corporate training today.

Incorporating a wide range of social media technologies, social learning strategies create ways to connect people and encourage knowledge sharing. It can be something as simple as posting a shared document in which people can share their knowledge and experience on a specific topic, with contact information to encourage more in-depth exchanges. Desktop sharing technologies enable people to help each other from anywhere in the world. And video cameras not only help people know each other a little better, they can also be used to demonstrate a technique or process, with posted videos that expand the number of people who can learn from these exchanges. Internal blogs and wikis offer rich resources for creating repositories of shared knowledge created by and available to all employees.

For trainers, social media technologies open new possibilities and new responsibilities. As moderators of these repositories, trainers can ensure that the shared knowledge, practices and policies represent best practices. In addition, by tracking the topics and information, trainers will gain important insights into new formal training programs needed by the organization, as well as identify those that need to be changed