Index

A

Abrashoff, Mike, 78

Adaptive learning, data analytics for, 43–45

ADDIE, 39–41, 88–92, 98, 121–122, 130

Affordances, 42, 134–135, 140

APIs, 144

Apps, 138–139

B

Bayesian networks, 44

Bennis, Warren, 78

“Beyond a reasonable doubt” standard, 33

Big data analytics, 43–45

Black box analogy, 44–45

Blended learning, 155–156

Branham, Leigh, 75

Brinkerhoff’s Success Case Model, 22–23

Brown, John Seely, 41

Browning, Robert, 21–22

Buckingham, Marcus, 78

Business, learning content aligned with pace of, 8

Business executives, 59

Business linkages, 63–64

Business problems

description of, 19

pedagogy aligned with, 35

reframing of, 85

BYOD (Bring Your Own Device), 137, 145

C

Canonical knowledge, 44

Cappelli, Peter, 26

Case studies, 31

Change, managing of, 96

Charan, Ram, 71

Classroom learning, 7, 151–153

Coaching, 73

Cohort effect, 26

Collaboration, of digital generation, 5–6

Collins, Jim, 24

Commercial leadership development products, 78–79, 81

Competitive advantage, 83

Complex learning strategies, 92–95

Compliance training, 29

Computer-based training, 149, 151

Confidence, 96

Conger, Jay, 78

Content development, 55

Corporate Leadership Council, 12

Corporate learning, gamification effects on, 153–154

Corporate research, 23–28

Corporate University Exchange, 52

Costs

direct, 61

fixed, 60–61

hidden, 60

management of, 59–61

outsourcing effects on, 61–63

reduction of, 63

variable, 60

Covey, Stephen B., 24

Crowd-sourced design, 146

Cycle of failure, 150, 171

D

Data

collection of, 86

feelings versus, 85–87

Data analytics, 43–45

Delegation, 72

Design. See Instructional design

Designer affordance, 134

Digital generation, 5–6

Direct costs, 61

Disraeli, Benjamin, 69

Drones, 145

Drucker, Peter, 84

E

E-learning

benefits of, 120

classroom learning and, 7, 151–153

criticism of, 126

design mistakes for, 127

evaluation of, 127–128, 130

as impersonal, 125–127

individualizing of, 129

instruction expense and, 120–121

instructional design for, 120–125, 130

instructor-led learning versus, 125–127

learning pronouncements about, 151–153

misconceptions about, 130–131

overview of, xvii–xviii, 119

performance-sensitive branching capabilities of, 128

pitfalls about, 130–131

presentation of, in short segments, 129, 131

savings associated with, 120

Economy, v–vi

Effectiveness, v, 166

Embedded learning, 12–13

Embellishment, 26

Emotional capital, 88

Emotional intelligence, 19

Employees

communication with, 73

development of, 58

reasons for leaving organization, 75

Ethnography, 86–87

Evaluating Training Programs, 159

Event-based leadership development, 77

Evidence

gathering of, 22, 30

hierarchy of, 31–32

“preponderance of evidence” standard, 33

in rules of court, 33

standards for evaluating, 33

Executive development programs, 10

Experts

instructors as, 10–11

learning from, 10–12

F

Feedback, 73, 76, 80, 114

Feelings, 85–87

“Fingertip learning,” 157–158

Fixed costs, 60–61

Forecasting, 103

Forgetting curves, 38

Formal learning

description of, 26, 39

economic expenditures on, 54

informal learning versus, 124

managing of, 54–56

Frankenleaders, 78, 81

G

Gagne, Robert, 170, 172

Gamification, 153–154

Gap, 85

Generation X, 26

Generational effect, 26

Goals

communicating of, 96

learning alignment with, 102

Goldsmith, Marshall, 70, 75–76, 78

Good to Great, 24

H

Handbook of Training Evaluation and Management, 99–100

Heckman, James, 20

Hidden costs, 60

Hierarchy of evidence, 31–32

High-potential programs, 20

Howard, Doug, 59

Human capital theory, 19–20

I

“I can do anything” mentality, 6

Immersive learning, 15, 42

Impact, measurement of, 56–57

In Search of Excellence, 23

Informal learning, 26–27, 39, 124–125

Instructional design

ADDIE, 39–41, 88–92

death of, 123

for e-learning, 120–125, 130

importance of, 169–170

Khan Academy, 45–46

lies about, 37–48

mobile devices for training, 41–43

necessity of, 123

overview of, xiii–xiv

principles of, as intuitive and obvious, 122–125

time allocation for, 40–41

training programs will solve problems, 38–39

Instructional media, 170–172

Instructor-led learning

description of, 10–11

e-learning versus, 125–127

as impersonal, 127

Interactivity, 144

iPhone, 135–136, 154

Isolation of learning, 104–107

IT departments, vii

K

Kane, Thomas J., 20

Khan Academy, 45–46, 138

Kirkpatrick model, 21–22, 29, 100, 111, 158–160

Knowledge, business model created around, 14

Krueger, Alan B., 20

L

Leaders

coaching by, 72

competencies of, 72

delegation by, 72

feedback given to, 72, 76

performance of, 74–75

responsibilities of, 70, 72

self-assessments of, 74

Leadership development

commercial products for, 78–79, 81

context of, 78

event-based, 77

expenditures on, 77

importance of, 72

need for, 74–77, 80

productization of, 78–79

skills needed for, 73

training included in, 77

Leadership development programs

with high returns on learning, 110–111

language used in, 78

successful, 79

Leadership gurus, 77–78, 81

Leadership Pipeline: How to Build the Leadership Powered Company, The, 71

Leadership Training That Sticks, 79

Learner affordance, 135

Learners

assumptions about, 4–5

digital generation of, 5–6

embedded learning, 12–13

engaging of, 8

environments for learning, 7–8

experts used to teach, 10–12

learning integration into work, 12–13

mobile nature of, 7–8

overview of, xii

skills and capabilities of, 9–10

Learning

benefits of, 18

blended, 155–156

classroom, 7, 151–153

from direct experience, 156

e-. See E-learning

effectiveness of, 166

efficacy evaluations, 21–23

embedded, 12–13

fingertip, 157–158

formal. See Formal learning

gamification’s role in, 153

immersive, 15

informal, 26–27, 39, 124–125

instructor-led. See Instructor-led learning

mobile, 41, 133, 136, 154–155

open-source model of, 14

return on. See Return on learning

transfer of, 37

truths about, 168–172

Learning agility, 9

Learning and development

disrupting the traditional model of, 13–14

economic expenditures on, 4

70-20-10 model used for, 155–156

Learning apps, 138–139

Learning communities, 11

Learning experiences, 10

Learning function

business leaders’ satisfaction with, 12

managing the, xiv–xv, 51–67

overview of, xiv–xv

statistics about, 12

Learning professional, as salesperson, 95–97

Learning pronouncements

e-learning will revolutionize training and replace classroom education, 151–153

gamification will change corporate learning, 153–154

Kirkpatrick model, 158–160

mobile learning, 154–155

overview of, xix, 149–151

search-enabled “fingertip learning,” 157–158

70-20-10 model used for learning and development, 155–156

Learning research

efficacy evaluations, 21–23

importance of, 31–34

overview of, xii–xiii

questioning of, 34

theories, 17–18

ways to prevent being deceived, 28–31

Learning strategies

ADDIE, 88–92, 98

analyzing of, 89–90

case study of, 93–95

as competitive strategy, 83

complex, 92–95

customers as center of, 95

data versus feelings, 85–87

definition of, 83

designing of, 90–91

developing of, 91

ethnography, 86

evaluating of, 91–92

failure of, 84

implementing of, 91

leader’s feeling that he/she knows what’s best, 87–88

model of, 93

overview of, xvi

summary of, 97–98

Learning styles, 25

Learning technologies

affordance, 134–135

future types of, 145–146

learning apps, 138–139

massive open online courses, 138, 141–143

old models applied to new technologies, 139–140

overview of, xviii, 133–134

smartphones, 135–137

video, 144

Learning theories, 20–21

Learning to lead

difficulties associated with, 71–74

as easy, 69–74, 80

leadership development. See Leadership development

overview of, xv

recommendations for, 73

summary of, 80

unlearning and, 71

LinkedIn, 154

Loss of control, vi–vii, 66

M

Madsbjerg, Christian, 86

Massive open online courses, 138, 141–143

Measuring for Success, 102

Methods and tools, 170–172

Millennials, 26

Mobile devices, 41–43, 135–137

Mobile learning, 41, 133, 136, 154–155

Modern learning, 46–47

Moment of Clarity, The, 86

MOOCs, 138, 141–143

Multilanguage webinar, 146

N

Neural networks, 37

Neuroscience sensors, 145

NIIT, 52

O

Online training, 152

Open-access models, 14

Open-knowledge models, 14

Open-source model, of learning, 14

Organization affordance, 135

Organizational goals, 72

Outsourcing

control affected by, 66

costs and, 62–63

description of, 60–61

job loss caused by, 65

loss of control and, 66

of strategic activities, 64–65

P

Pedagogy alignment with business problems, 35

Performance systems, 14

Phablet, 136

Phillips, Jack, 99, 102, 109

“Preponderance of evidence” standard, 33

Q

Qualitative research, 30

Quantitative research, 30

R

Randomized control trials, 31

Rasmussen, Mikkel, 86

Ready, Douglas, 78

Real-time immersive experiences, 8

Reiser, Robert, 170, 172

Relationship building, 96

Research

learning. See Learning research

methods of, 32, 57

questioning of, 34

social science, 32

Return on education, 27

Return on investment. See ROI

Return on learning

avoiding pitfalls associated with, 114

belief of, 109–110

example of, 100–101

forecasting of, 111

misuse of, 113–115

overview of, xvi–xvii, 99–100

prioritizing of programs with high levels of, 110–111

recommendations for using, 114–115

strategically aligned learning and, 111

value determination through, 111–112

Return on learning calculation

accuracy of, 103–104

costs of, 108

description of, 103–107

equation used for, 112

isolation of learning and, 104–107

learning from, 107

need for measuring, 101–102

reasons for, 101–102

time requirements for, 108

ROI calculation. See also Return on learning calculation

for finance, 112–113

for learning, 9, 27, 56, 99–100, 107, 109

ROI Institute, 56–57

Running Training Like a Business, 51–52

S

Sales process model, 96–97

Salesperson

competencies of, 95–96

learning professional as, 95–97

SAM. See Successive Approximation Model

Scalability, of training, 60

Schmidt, Eric, 3

Search-enabled “fingertip learning,” 157–158

Search engines, 158

Selecting Media for Instruction, 170

Sensemaking, 86

Serious eLearning Manifesto, 125

Seven Habits of Highly Effective People, The, 23–24

70-20-10 model, 155–156

Smartphones, 135–137, 154

Social capital, 88

Social communities, 11

Social learning platforms, 15

Social networking, 15

Social science research, 32

Spacing effect, 38

Specification error, 26

Starbird, Michael, 47

Strategic activities, outsourcing of, 64–65

Strategically aligned learning, 111

Success stories, 22

Successive Approximation Model, 121–122, 130

Surveys, 22, 31

T

Talent development, 4

Teaching, expert-based model of, 10–12

Technical training, 152

360-degree survey, 75–76, 80

Time management, 166

Top-down learning environments, 11

Tough, Allen, 26

Training

administration of, 55

business assessment of, 59

cost model for, 60

discretionary nature of, 60

expenditures on, 54

mobile for, 41–43

modern tools for, 47

online, 152

outsourcing of. See Outsourcing

rewarding nature of, 81

scalability of, 60

transactional nature of, 62–63

Training organizations, 53

Training programs, 38–39

Truth-telling, 167

Twain, Mark, 69

U

Unlearning, 71

V

Value

building of, 87

measurement of, 56–57

overview of, xvi–xvii

return on learning measurements and, 102, 111–112

van Adelsberg, David, 51

Variable costs, 60

Virtual classroom, 151–152

Vision, 96

W

Wearables, 145

Webinar, 139–140, 146

Welch, Jack, 78

What Got You Here Won’t Get You There, 70

“Why Leadership Development Programs Fail,” 78

Work, 6, 19