Index
| A | how money is made, terminology, 19-21 |
| advisory councils, 76, 77 | income statements, 24, 26-30 |
| agendas, planning, 81-83, 99, 101, 104-105 | money flow and profit, tracking, 24-36 |
| annual learning plans (ALPs) | stakeholders, identifying and |
capacity-to-consume analysis, 55, 58 |
understanding, 36-40, 42-43 |
components of, 52-55, 58-62 |
worksheet-business language quiz, 19 |
examples of, 55-57 |
business case for learning |
exercise for, 71 |
annual learning plans, 50-60, 70-71 |
input sources, 51 |
components of, 62 |
key points for, 70 |
description of, 11 |
menu choice approach, 58-60 |
examples of, 63, 65-67 |
prioritization approval process, 52 |
funding learning projects, 62-64, 71-72 |
| assets, 32 | presenting case for approval, 64-69 |
| "At C Level Series," 2 | purpose of, 45-46 |
value proposition statements, 46-50, |
|
| B | 69-70 |
| balance sheets, 24, 30-33 | business language quiz, 19 |
| Baldrige National Quality Award, Malcolm, | Business Literacy Institute, 20, 21 |
151 |
business model, 21-24 |
| BD, 114 | Business Model Generation (Osterwalder and |
| Berman, K., 18 | Pigneur), 22, 24 |
| Bersin & Associates, 1-2 | |
| Betof, E., 114-115 | C |
| Bingham, T., 2 | Cardwell, N. 114 |
| "Board Culture of Corporate Governance, | Case, J., 18 |
A" (O’Donovan), 75 |
cash flow statements, 24, 33-36 |
| board of directors, role of, 75-76 | charters, 80, 81, 91, 94-95, 97-98 |
| Brinkerhoff, R., 90, 103, 150 | Cincinnati Children’s Hospital Medical |
| business, knowing your | Center, 166 |
balance sheets, 24, 30-33 |
Coca-Cola, 134-135 |
business model, 21-24 |
Colgate-Palmolive, 114 |
cash flow statements, 24, 33-36 |
communication |
description of, 11, 17-18 |
description of, 12 |
exercises, 41-43 |
exercises for, 151 |
external, 134, 153, 155-156 |
financial statements |
feedback from customers, 150-153 |
balance sheets, 24, 30-33 |
internal, 134 |
cash flow statements, 24, 33-36 |
jargon, overuse of, 140-142 |
income statements, 24, 26-30 |
key points for, 156-157 |
financing cash flow, 34 |
messages, crafting, 145-148 |
Fombrun, C., 134-135 |
method, selecting, 148-150 |
funding learning projects, 62-64, 71-72 |
need for integrated system, 133-134 |
|
operational plan, 136 |
G |
segmenting target audiences, 142-145 |
Galagan, P., 2 |
strategic plan, development of with |
Gardner, H., 117 |
examples, 135-140 |
General Electric, 114 |
| Cooper, R. G., 86-87 | Gillette, 22-23 |
| corporate governance, 75-76 | GoToMeeting, 107 |
| Corporate University Xchange, 166 | governance. See learning governance |
| CorpU 10th Annual benchmarking Study | gross margin, 28 |
of Learning Excellence and |
|
Innovation, 112, 114 |
H |
| costs, direct versus indirect, 20 | Hacket, J. P., 2 |
| Cycle of Leadership: How Great Leaders Teach | Hall, B., 3 |
Their Companies to Win, The (Tichy and |
Hall, J. L., 166 |
Cardwell), 114 |
High Impact Learning Map (HILM), 90, |
103, 106-107 |
|
| D | High Impact Learning (Brinkerhoff and |
| Darden Restaurants, Inc., 166-167 | Apking), 103 |
| day sales outstanding, 32 | Hofmeister, J., 18 |
| debt-to-equity ratio, 30-31 | |
| due diligence, 62 | I |
| income statements, 24, 26-30 | |
| E | Ingersoll Rand, Visiting Executive |
| earnings per share (EPS), 29 | Program, 115-128 |
| earnings statement. See income statements | Intel, 114 |
| Enron Corp., 75 | internal communication, 134 |
| Essentials of Corporate Communication Imple- | inventory turns, 32-33 |
menting Practices for Effective Reputation |
investing cash flow, 34 |
Management (Van Reil and Fombrun), |
|
134-135 |
J |
| expenses, 20 | Jefferson, A., 150 |
| Expertus, Inc., 136, 140 | John Deere, 2 |
| external communication, 134, 153, | K |
155-156 |
Kirkpatrick, D., 150 |
| Kirkpatrick, J., 150 | |
| F | Knight, J., 18 |
| Fannie Mae, 2 | |
| feedback from customers, 150-153 | L |
| Finance Intelligence for HR Professionals | Lane, R. W., 2 |
(Berman, Knight, and Case), 18 |
Lauber, R., 163-164 |
| Lawless, R., 2 | Rapid Design Team meeting, 89-100 |
| leaders as teachers | suppliers, identifying, 96, 99, 108, 110, |
benefits of, 114-115 |
111 |
description of, 11-12 |
team composition, 91-93 |
exercise for, 131 |
|
key points for, 130 |
M |
Visiting Executive Program, 115-128 |
McCormick, 2 |
| Leaders as Teachers: Unlock the Teaching Potential | McDonald’s Corp., 23-24 |
of Your Company’s Best and Brightest |
meetings |
(Betof), 114-115 |
follow-up, 84 |
| Leading Minds (Gardner), 117 | planning, 81-83, 107 |
| learning activities | |
learning governance, 74-85, 128-129 |
N |
learning solutions, designing and |
net profit, 20 |
developing, 85-112, 129-130 |
New Product Development (NPD) process, |
as teachers, 114-128, 130-131 |
86-89 |
| learning and business goals, alignment | Ng, D., 166-167 |
between |
|
need for, 3-4 |
O |
why it is difficult to accomplish, 3 |
O’Donovan, G., 75 |
| learning and business goals, examples of | operating cash flow, 34 |
linking, 2-3 |
operating margin, 28-29 |
| learning councils, 77 | Oracle University, 166 |
| learning governance | Osterwalder, A., 22, 24 |
based on corporate governance, 75-76 |
overhead, 28 |
charters for, 80, 81 |
|
designing, 77-79 |
P |
exercise for, 129 |
PepsiCo, 114 |
key points for, 128 |
Phillips, J., 150 |
meetings/agendas, planning, 81-83 |
Phillips, R., 165-166 |
postmeeting follow-up, 84 |
Pigneur, Y., 22, 24 |
recognizing contributions of members, |
Pollack, R., 150 |
84 |
Procter & Gamble, 11-12, 22-23, 114 |
role of, 74-75 |
profit, 20-21 |
structure of, 76-77 |
profit-and-loss (P&L) statements. See income |
support for, methods for obtaining, |
statements |
79-80 |
|
| learning solutions, designing and developing | Q |
agendas, 99, 101, 104-105 |
Quesada, S., 167 |
charters, 91, 94-95, 97-98 |
Quick! Show Me Your Value (Seagraves), 142 |
communicating results with stakeholders, |
|
101,103 |
R |
exercise for, 130 |
Radicati Group, 133 |
High Impact Learning Map, 90, 103, |
Ramelli, D., 2 |
106-107 |
Rapid Design Team meeting, 89-100 |
key points for, 129 |
Raytheon, 2-3 |
New Product Development process, |
return on invested capital (ROIC), 34-35 |
86-89 |
revenue, 20 |
| Roosevelt, F. D., 115 | U |
| Rossett, A., 164-165 | UPS, 46-47 |
| U.S. Securities and Exchange Commission | |
| S | (SEC), 18 |
| San Diego State University, 165 | |
| Seagraves, T., 142 | V |
| SG&A (selling, general, and administrative) | value proposition statements |
costs, 28 |
components of, 47-48 |
| Shell Oil, 18 | creating, 47-50 |
| Skonecki, E., 166 | example of, 50 |
| stakeholders | exercises for, 70 |
analysis worksheet, 40 |
key points for, 69-70 |
communicating with, 101, 103 |
purpose of, 46-47 |
identifying and understanding, 36-40, |
Van Riel, C., 134-135 |
42-43 |
Visiting Executive Program |
needs of, 48 |
compared to fireside chats, 115 |
| Steelcase, 2 | elements of, 118 |
| Stone, R., 150 | evaluation and feedback, 123 |
| strategic boards, 76, 77, 83 | overviews of, 119-121 |
| Strategic Learning Alignment (SLA) Model | preparation for, 122 |
See also individual steps |
process of, 117-122 |
components of, 10-12 |
purpose of, 116-117 |
description of, 4, 7-16, 159-162 |
recognition of participants, 128 |
importance of using appropriate |
|
language and tools, 8-10 |
W |
tips from users, 163-167 |
Wal-Mart, 22 |
using the, 12 |
Wick, C., 150 |
worksheet for self-assessment, 13-16 |
Winning at New Products Accelerating: The |
| Success Case Method (Brinkerhoff), 103 | Process from Idea to Launch (Cooper), 86 |
| Swanson, B., 2-3 | worksheets |
business language quiz, 19 |
|
| T | stakeholder analysis, 40 |
| 3M, 114 | strategic learning alignment |
| Tichy, N., 114, 116-117 | self-assessment, 13-16 |
| "Top Training Priorities for 2005, The" | |
(Hall), 3 |
Y |
| YUM! Brands, 164 |