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John Just is vice president of learning solutions and IT for OpenSketch, a division of MedAssets-Precyse, where he leads custom e-learning services. John is a national leader in e-learning and has provided expert advice to many enterprises across the United States, including large Fortune 500 and nonprofit firms. He has held positions as IT director and web-design instructor at Florida Virtual School, instructional design and technology professor at University of Tampa, chief information officer at Pinellas County Schools, and co-founder and head-of-school at Pinellas Virtual School. John earned a bachelor’s degree from Pennsylvania State University, a master’s degree in instructional technology from the University of South Florida, and a doctorate in instructional technology from Nova Southeastern University.

John Just

This webcast reveals a number of effective approaches for creating e-learning that captures learners’ attention and keeps it. Faced with a big challenge to keep patients engaged in their therapeutic e-learning content, TAO Connect and OpenSketch teamed up to design and build educational tools that were aimed at maximizing learner comprehension.
In this webcast, you’ll learn:

e-learning best practices that are focused on enhancing learner engagement
how interactive e-learning elements help patients engage, reflect, and even contribute data for providers to review
examples of combining modern e-learning technologies such as mobile and xAPI (Tin Can) with traditional care methods to provide a more cost-effective and successful caregiver–patient interaction.
 


The Secrets of E-Learning: Tools That Boost Learner Engagement

How can talent professionals build learning experiences that focus on helping learners to fish like champions and simultaneously stock the pond with what they need to perform?

Are You Teaching Others to Fish or Just Stocking the Pond?

JUST HOW MUCH EMOTIONAL INTELLIGENCE MATTERS?

Justin Lombardo is one of the first executive learning professionals to successfully reform learning and development and human performance systems and practices in healthcare for greater effectiveness and efficiency. Most recently, he served as vice president for the Learning Institute and Chief Learning Officer for Children’s Medical Center, Dallas, where he centralized education, training (clinical and non-clinical), leadership development, and organizational development. Prior to healthcare, he was part of the early management team at Motorola University. Currently he is a senior consultant with talentRISE, a firm specializing in workforce and talent recruitment. He has served on education and training and development advisory boards at the regional, national, and international level, including a task force on technology education for an agency of the United Nations; Center for Creative Leadership Corporate Advisory Board; Oversight Board for Physicians’ Assistant graduate studies, Feinberg School of Medicine, Northwestern University; and the Center for Nursing Excellence. He was also appointed by the governor of Illinois to the state’s task force on workforce development. Mr. Lombardo holds a BA in theater and communications from St. John’s University, an MFA in directing from Catholic University of America, a graduate certificate in theology from St. John’s University, and has completed graduate studies in Western thought from St. John’s College.

Justin Lombardo

Dr. John W. Carter retired from the Navy after twenty-two years as a surface warfare officer, serving on several different ship classes as well as a tour with the U.S. Marines, and on the staff of Joint Forces Command. His last tour of duty was teaching political science at the U.S. Naval Academy, which included the introductory American government course, civil-military relations, political philosophy, and a senior seminar on the political thought of the American founding.After retiring from active duty, Dr. Carter continued his work at the Naval Academy as a class of 1968 Senior Military Instructor where he taught applied leadership to the midshipman. In 2009, he earned his PhD in Politics from the Catholic University of America.From 2011 to 2015, Dr. Carter was a lecturer in leadership at Christopher Newport University, Newport News, VA. He taught introduction to leadership, leadership through the ages, leadership theory, and values leadership. He has delivered a workshop on emotional intelligence for the Hampton Roads Criminal Justice Training Academy and presentations on democratic leadership through the Tea Party Movement, the formation of new leaders, and the heart of the leader (its impact on leadership style and values).Dr. Carter recently finished a project to complete the design of an online master's degree at Divine Mercy University in Arlington, VA. He led the completion of the last five courses in the program, including two leadership courses where he was the subject matter expert.He is principal and CEO of LearningDesignCo, LLC, a learning architecture consuting firm based in Cincinnatti, OH.Clients include the Xavier Leadership Center, Matrix Animation, and White Oak Consulting.Samples of his work are found at www.learningdesignco.com

John Carter

You’ve got numbers from your training. Now what? If you find that your data are unclear, or don’t seem to guide your next steps, you’re not alone. Let’s take care of that.Preparation CountsFirst, let’s review how to set yourself up for success with metrics. Here are the key steps to prepare for action:Set measurable goals for the course. For example, start from learning objectives and set goals for how much people should learn. (See” Track Success with Metrics.”)Find the features of the course that impact the goals. For example, use A/B testing to measure the effect on the course of including videos, or making videos of a certain type. ( See “Find the Levers with Metrics.”)If you you’ve done these things, you’ll be ready for your next steps. If you didn’t do these things, and you’ve got a pile of numbers to make sense of, you’ve signed up to be a data miner. Now, mining data is an honorable profession, and if you have a background in statistics and a large volume of data (say, thousands of students), you could give it a try.However, with the limited size of datasets that we typically get from training, it’ll be hard to find patterns that are significant. So, you’ll come out ahead if you have a system designed from the start around measurable goals and measurable features.Course Focus vs. Portfolio FocusDesigning a course around measurable learning objectives may already be part of your design process. We are used to thinking about training in this way. And, this is work that can happen in isolation from other courses. For example, the learning objectives for sales training for Widget X probably have no relationship to the learning objectives for engineering training for Widget Y. This compartmentalization makes it relatively simple work to set measurable goals for courses.To act on metrics, however, requires a portfolio view. To find the courses that need work, and to accumulate insights into what levers work best, is a long-term effort that spans many courses.First, to find the courses that need work, we have to know what an underperforming course looks like. While we will have some external criteria for this, such as “X number of people need to get at least 80 percent of the quiz answers correct,” the best way to address this is to look across the portfolio and find the lowest courses. In other words, establish a baseline, then find the low outlier that should be prioritized for improvement.Next, your experiments to find levers of quality (for example, through A/B testing) will be spread out across many courses. You won’t test every feature of every course, though. In fact, you might test only one or two features in each course to make the job manageable and data easier to interpret. As you accumulate a “bag of tricks” through your testing, you can apply things you've learned from one course to the design and troubleshooting of other courses.Put Best Practices to WorkCongratulations—you’ve set yourself up with some well-designed goals and levers. Now, your next steps are relatively easy.Redesign an existing course: If your data show that a course is underperforming, and it can be adjusted by one or more of your levers, consider redesigning and republishing. This assumes that course will continued to be delivered long enough to justify the investment, which you can ensure by checking your data early in the life of the course. In fact, it’s best to plan for iteration with any course: publish, collect data, adjust, and publish again.Approach future courses differently: Keep track of the best practices that you uncover through testing, and apply them in the planning stage for new courses. More importantly, once you’ve established best practices, you’re going to include them in all of your new courses. What if one of these new courses still underperforms? At that stage, you can have a discussion about the level of investment in the course. Because even with knowledge about best practices, you’ll naturally make tradeoffs between what works best and what you can afford.If the course is a priority for the business and it’s not working well, it may be time to add more high-end features, such as virtual instructors. And thanks to your work with metrics, you were able to point out that it wasn’t working, and you know what to suggest to improve it.Share Best PracticesAs your final action, share your findings with others. When you find what works best for your training, there’s a good chance it’ll be a benefit to other designers. Of course, mileage for a particular design choice may vary. Again, what you find works for engineers in your industry may not apply to another industry or to sales, for instance. So, also keep track of the demographics of your audience and include that information with your report.In the long run, you could help lay the groundwork to make training a leading profession in the data-driven workplace of the 21st century.

Act on Metrics

Winter 2013 - The Public Manager

Moving From "Reinventing Government' to 'Moneyball Government'

In today’s rapidly changing world, the ability for an organization to anticipate trends and embrace uncertainty is not just advantageous—it’s essential. Strategic foresight equips organizations with this very capability, fostering a

Embrace Uncertainty—and Opportunities—With Strategic Foresight

As virtual selling becomes commonplace for most salespeople, it is important for them to develop and sharpen the skills that will make them successful. We’re all fatigued with Zoom, so training can’t just be yet another online meeting. 3D immersive simulations give you the opportunity to inject some fun, excitement, and competition into your sales training mix.
During this event, you will learn how organizations like Nestlé Purina and John Hancock:

Improve engagement and retention with immersive sales simulations.
Get their salespeople to practice, maintain, and enhance their skills (since traditional methods of training are not found to be engaging and worthwhile).
Save time and increase insight for sales leaders using research-fueled simulations that identify the key strengths and weaknesses of your sales team.


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