Traingmag 2012/9-10 CLOUD CONTROL

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PLUS:
Focus on Games & Simulations
Are You Ready for Cyber War?
Hard Skills vs. Soft Skills Training
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SEPTEMBER/
OCTOBER
2012
A learning management system that exists online,
“in the cloud,” allows learners anywhere, anytime access
CLOUD CONTROL

Cloud Control
Your learning curriculum needs a new technological
platform, but you don’t have the expertise or IT
equipment to pull it off in-house. The answer? A learning
system that exists online,“in the cloud,” where learners can
access it anywhere, anytime. BY MARGERY WEINSTEIN
Hack Attack
Cybersecurity isn’t just IT’s problem; employees must be
trained to avoid information breaches, e-mail scams, and
more. BY GAIl DuTToN
Games & Simulations
Training trends, technologies, and case studies.
BY MARGERY WEINSTEIN AND loRRI FREIFElD
Taking Soft Skills
for Granted?
Federal workforce training
grants may be missing
the boat when it comes to
covering technical skills
vs.soft skills.BY GAIl DuTToN
SEPTEMBER/OCTOBER 2012 VOLUME 49, NUMBER 5
Training Vol. 49, No. 5 (ISSN#0095-5892, USPS #414-190) is published six times a year in January/February, March/April, May/June, July/August, September/October, and November/December by
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FEATuRES
COVER ART: LILKAR/SHUTTERSTOCK
51 Strategies for Success
Training magazine taps 2012 Training Top 125
winners and Top 10 Hall of Famers to provide
their learning and development best practices in
each issue. Here, we look at strategies to foster
technology innovation and implementation and
onboarding.
59 In Covey We Trust
A tribute to Dr. Stephen Covey—an inspirational
teacher and leader who left a tremendous legacy
to the training industry and the world at large.
BY loRRI FREIFElD
2 online ToC Web-only content
4 Editor’s Note Left to My Own Devices
BY loRRI FREIFElD
6 Training Today News, stats, and business
intel BY loRRI FREIFElD
10 Soapbox Lights, Cell Phone, Action!
BY TITA BEAl
18 How-To Technology to Reinforce Training
BY KENDRA lEE
20 World View Focus on Peru
BY DR. NEIl oRKIN
64 Best Practices The Avatars Are Coming
BY NEAl GooDMAN
66 Training magazine Events From
Learning as Usual to Learning Unusual
BY ToNY o’DRISColl
68 Trainer Talk Focus on the Fundamentals
BY BoB PIKE
70 Talent Tips The Answer Is Blowing
in the Wind BY RoY SAuNDERSoN
72 last Word It’s 1:50 p.m. Where Are You?
BY PETER PoST
DEPARTMENTS
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Using Virtual Worlds for Impact
See how KFC and The Nuclear Regulatory Commission implemented
virtual learning environments and the business impact they reaped.
http://trainingmag.com/content/using-virtual-worlds-impact
Best Practices for Collaborative Software Training
To be effective, training for collaborative software must extend beyond
the how to also incorporate the who, what, when, where, and why.
http://trainingmag.com/content/best-practices-collaborative-software-
training
Escape Your Rote E-mail Habits
Key guidelines for professionals who must navigate the virtual world while
ensuring critical relationships and results.
http://trainingmag.com/content/escape-your-rote-e-mail-habits
How to Choose and Customize Your Social Learning System
Just because a product has the largest market share doesn’t mean it is
the best one for your organizational needs.
http://trainingmag.com/content/how-choose-and-customize-your-social-
learning-system
The Power of SaaS
Why one HR solutions provider made the switch from on-premises
solutions to a Software-as-a-Service platform.
http://trainingmag.com/content/power-saas
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editor’s note
Lorri Freifeld
lorri@trainingmag.com
W
henIgoonvacation,Icompletelydisconnect.Idonotchecke-mail.Idonot
call in for voicemail. I do not surf the ’Net. This is my way of recharging my
batteries—both internally and on my devices. I find being unplugged for a
week is liberating, leading to increased creativity and decreased stress—right up until
the minute I turn my computer back on and find 500 e-mails in my in-box!
But apparently I’m in the minority when it comes to our love af-
fair with technology. It seems most people can’t put it on the back
burner, even for a brief time. In fact, some 52 percent of Americans
workedwhileonvacationthisyearvs.46percentlastyear,according
to a survey of more than 1,300 American adults age 18 and older by
remote computer access company TeamViewer and pollster Harris
Interactive. This included 30 percent who spent time reading work-
related e-mails, 23 percent who took work-related phone calls, and
18 percent who received work-related text messages.
Interestingly enough, though, this use of personal devices for
work can lead to problems, particularly security problems. In
“Hack Attack,” we look at the threat posed by employees using mobile devices and their
home computers to access the corporate network remotely. This often leads to corpo-
rate data being stored on these devices and accessible by cyber thieves. Find out more
about much-needed cybersecurity training strategies on p. 28.
While wrestling with security issues and hardware and software costs, some orga-
nizations have turned to training “in the cloud”—a learning management system
(LMS) based on a platform that exists on the Web, doesn’t require hardware or soft-
ware, and enables learner access anywhere any time. “What we call E-Learning 1.0 is
severely limited by a browser using local computing resources,” says Tom Graunke,
chairman and CEO of IT training company StormWind. “Cloud services open up
an enterprise-level of resources unlike any we’ve seen in the past. The result is what
we call E-Learning 2.0, which provides high quality and a huge experience upgrade
over what’s been offered in the past.” See p. 22 for more on training in the cloud, plus
a case study on cloud-based coaching.
Rounding out this technology-themed issue is our special section on Games & Simula-
tions, beginning on p. 35. Discover how the evolution of gamification and multiplayer
online games is ramping up organizational interest and learner engagement. Learn about
teaching leadership and team dynamics via a simulation based on a tragic Mt. Everest
climb (p. 40). And see how medical technology company Medtronics, Inc., is using simu-
lations to foster high-potential teamwork and train on a new medical device (p. 42).
This is a perfect lead-in to our Learning 3.0 Conference, being held October 24-25
in Chicago. There, we’ll explore how the coming changes in Relationships, Reach, and
Robotswilltransformhowwedesign,develop,anddeliverlearning(seep.66formore).
On a sad note, we bid farewell to a beloved figure in the training industry: Dr.
Stephen Covey, who passed away at the age of 79. See p. 59 for a tribute to the man
who inspired us all.
Left to My Own Devices
TRAINING EDITORIAL ADVISORY BOARD
Raymond D. Green, CEO, Paradigm Learning, Inc.
Bruce I. Jones, Programming Director,
Disney Institute
Nancy J. Lewis, former CLO and VP, ITT
Corporation, and former VP, Learning, IBM
Rebecca L. Ray, Ph.D., Managing Director,
Human Capital, The Conference Board
Nick Schacht, President and CEO, Learning
Tree International
TRAINING TOP 10 HALL OF FAME
Brent Bloom, Senior Director, Global Talent &
Development, KLA-Tencor Corporation
Cyndi Bruce, Executive Director, KPMG
Business School – U.S.
Jim Federico, Senior Director, Platforms &
Operations, Microsoft Corporation
Gordon Fuller, Global Design & Development
Leader, IBM Center for Advanced Learning
David Gauci, Director, Worldwide Talent &
Organization Capability, Pfizer Inc.
Craig Gill, National Director, Leadership and
Professional Development, Deloitte Services LP
Daniel J. Goepp, Managing Director, Learning
& Development, PricewaterhouseCoopers, LLP
Vicente Gonzalez, Learning and
Development, Booz Allen Hamilton
Donald Keller, Chief Learning Officer and VP,
Global Education & Development,
SCC Soft Computer
Diana Oreck, VP, Leadership Center,
The Ritz-Carlton Hotel Company
Kevin Wilde, VP, CLO, General Mills, Inc.
2012 TOP 10 YOUNG TRAINERS
Bruce Baumgarten, AAA University
Executive, AAA NCNU Insurance Exchange
Josh Bodiford, Manager, Learning
Development, Cerner Corporation
Minette Chan, Training Program Manager,
Ooyala
Stephen D. Evans, Training Manager, URS
D’Anna Flowers, IT Training Manager,
Accretive Health, Inc.
Jason Forrest, Chief Sales Officer,
J Forrest Group
Katie Mulka, Director, Training,
Quicken Loans
Anil Santhapuri, Assistant Manager,
Human Resources, CGI Information Systems ad
Management Consultants Private Limited
James Sokolowski, Director, Global Learning
and Leadership Development,
Savvis, a CenturyLink Company
Danielle Tomlinson, Senior Director,
Global Training, Red Hat

GLOBAL LIFE SCIENCES COMPANY LIFE TECHNOLOGIES faced several chal-
lenges as it moved into fiscal year 2012:
• Provide development opportunities to a diverse and globally dispersed
employee population
• Offer easy course access on a multitude of learning topics
• Enable learners mobile access to the development that helps them be
more successful in their roles
Faced with these challenges, “we developed a strategy
that would result in a highly customizable learning expe-
rience that could be deployed through an easily accessible
and robust platform—leading to tailored, just-in-time,
highly distributed development opportunities,” explains
Lucas Vitale, director of Learning & Talent Management.
“Through this strategy, we built a new learning platform to
provide instant access to engaging online content.”
Running approximately 20 minutes or less, modules in
this new e-learning platform are single-topic focused for
just-in-time learning and are grouped into series, which
cover a broader range of content.
All modules are accessed through Life Technologies’
new platform, MoDU (Mobile Digital University), which
affords one-click access through single sign-on from the
company intranet, e-mail, and/or iPad. A Quick Reference
Guide, articles, white papers, and self-guided facilitator
materials support each module.
Technical features of MoDU include a catalog that sup-
ports multiple languages, tracking
capability for reporting and metrics,
certificates of completion, and avail-
abilitywithintheappfordownloading
modules for offline viewing.
Learning content is available in the
cloud for Life Technologies employees,
and the MoDU application is available
in the Apple app store.
MoDU launched May 30; as of the
end of August, 22,000-plus modules
had been viewed by 48 percent of
Life Technologies employees, Vitale
says. “We have delivered more than
5,000 hours of content and continue
to get positive feedback from em-
ployees on the ease of use and value
of the learning.”
For a video overview, visit http://
lifetech.xcelus.net /modu / MoDU_
commercial_HQ_v2.mp4.
6 |SEPTEMBER/OCTOBER 2012 training www.trainingmag.com
by Lorri Freifeld
TO SUBMIT NEWS, research, or other Training Today tidbits, contact
Editor-in-Chief Lorri Freifeld at lorri@trainingmag.com or 516.524.3504.
news, stats, & business intel by Lorri Freifeld
Are You Asking the Best Questions?
PRODUCTIVITY AND TECHNOLOGY: Those two words could (or even should) go
hand in hand. It’s possible now to work smarter, and more ubiquitously, than ever.
How do you know, however, that the technology you’re using and the effort you’re
expending is worthwhile? Are you both effective AND efficient? One way to find out
is to learn from the people around you.
Here are two questions I suggest you ask
people you know when you’re looking to get more
from your technology—the gear, tools, and apps:
1. What do you use for…?
This is a question I often ask when I’m trying to
get something done that I have a feeling could
be done easier (meaning faster, cheaper, and/
or better). Sample questions I’ve asked include:
“What program/app/tool do you use to track
expenses while you’re traveling?” Or “What app do
you use to organize items on your to-do lists?”
2. Who do you know who...?
With the proliferation of social networking—and
access to those networks via your tablet, smart
phone, and desktop computer—it’s easier and
faster than ever to learn from the community.
Once you define something to get better at, use
this question to tap your network for expertise.
It’s time to ask new questions; in doing so, you
may notice an increase in output and a life and
work style that leads to success.
By Jason W. Womack, MEd, MA
www.womackcompany.com | www.twitter.com/jasonwomack | Jason@WomackCompany.com
Products & Services >> Better Training=More Profits >> Tech Talk p. 8
Training @ Life Technologies
Productivity Coach’s Corner

“Do what you love” has been the advice embedded in American commencement
speeches for decades. Now, however, it’s “Do STEM”—Science, Technology, Engineering,
and Mathematics.
“We have the brains, we have the educational capability, and I’m pretty sure students
want a job when they graduate high school and college,” says Army Ranger and
entrepreneur Matthew Brosious, co-founder of FreightCenter.com, a third-party logistics
company and freight software technology provider. “We do not have to go overseas to find
our talent.”
But national statistics reveal a gap between STEM jobs and potential employees that
will only grow wider if current trends continue unchanged:
• Only approximately 6 percent of U.S. graduates leave college with a STEM-based
degree, compared to 28 percent in Germany, 37 percent in South Korea, and 47
percent in China, according to National Center for Education Statistics.
• STEM jobs are projected to grow twice as quickly as jobs in other fields in the next
five years, according to the U.S. Bureau of Statistics.
• Eighty percent of jobs in the next decade will require significant technical skills.
• Of the 20 fastest growing occupations projected in 2014, 15 will require considerable
science and/or mathematics preparation, according to the U.S. Department of Labor.
training SEPTEMBER/OCTOBER 2012 | 7www.trainingmag.com
>> Social relationship management for
hiring firm Jobscience acquired social
profile management company Atomkeep
to help job seekers validate and control
their social identity across multiple sites
such as Facebook, LinkedIn, Google+,
Twitter, Pinterest, Monster, Yelp, and
YouTube. Accessing user-validated
accounts helps recruiters and employers
avoid cases of mistaken identity and
potential liability issues.
>> Lancaster General Health, a three-
hospital, not-for-profit health-care
system in south central Pennsylvania, is
providing 400 leaders across the system
with access to Harvard ManageMentor,
an online learning solution from
Harvard Business Publishing. Harvard
ManageMentor is the centerpiece of LG
Health’s initiative to create a cadre of
agile leaders equipped with the skills and
knowledge they need to navigate today’s
complex and continuously changing
health-care environment.
>> Independent IT training company New
Horizons Worldwide, Inc., entered into a
definitive merger agreement under which
it will be acquired by NWHW Holdings,
Inc., a newly formed entity backed by
investment firm (and current investor)
Camden Partners Holdings, LLC, and an
investor group. Total enterprise value of the
transaction is approximately $56 million.
>> Accredited online university Capella
University formed an education alliance
with Adventist HealthCare in Rockville,
MD. As part of that alliance, employees
of Adventist HealthCare and their
immediate family members are eligible for
reduced tuition at Capella. They also are
eligible for a 2012 New Alliance Partner
Grant of $3,000 if they begin a Capella
Bachelor’s, Master’s, doctoral, specialist,
or post-Master’s certificate program by
November 2012.
Partnerships&Alliances
STEM Sell
that searching for
information con-
sumes 8.8 hours of
an employee’s time
eachweek,whilean-
alyzing information
to support decisions
takesanadditional8.1hours.Theabilityto
efficiently create, find, organize, and ana-
lyze information has become vital.
4. Mobile learning must move forward.
Mobile learning needs to reach beyond
content delivery to provide a conduit for
collaborative working and learning.
5. New role for learning management sys-
tems (LMSs). Claire Schooley of Forrester
says the LMS needs to integrate informal
learning tools (including social), provide
Amazon-type content evaluation and rat-
ing, allow flexibility to take courses offline
and on mobile devices, and provide robust
tagged content search so learners can in-
stantly find a piece of content.
GLOBAL LEARNING TECHNOLOGIES creator
CERTPOINT Systems and learning
thought leader Charles Jennings, Dun-
troonAssociates,identifiedfivekeytrends
affecting the way people learn in today’s
borderless world:
1. An organization is no longer the unique
keeper of knowledge. Digital technology
and its inherent transparency mean that
a commercial insight is as likely to be cre-
ated by a supplier, dealer, or customer as
by the product development team. This
fuels the need for social learning, collabo-
ration, and communities.
2. Business-focused learning, not process-
focused learning. Knowledge remains
powerful, but access to the right knowl-
edge at the right time is where the real
power lies. Traditional process-led learn-
ing must transform to give employees
skills to achieve business results.
3. Finding needles in haystacks. IDC (In-
ternational Data Corporation) estimates
Biz Trends that Affect Learning

8 |SEPTEMBER/OCTOBER 2012 training www.trainingmag.com
>> Richardson, a global sales
training and strategy execution
company, launched Richardson
QuickCheck, an e-mail-based
program that leverages salespeople’s
mobile devices to deliver daily, bite-
sized learning to reinforce training.
QuickCheck uses customized,
scenario-based situations and a game
approach with real-time tracking of
results on leaderboards.
>> Sales training and development
provider Carew International
launched Carew On-Demand, the
organization’s new and upgraded
online professional development
community. Carew On-Demand will
present Carew International’s training
content in an interactive online
format for skill development and
reinforcement where and when it is
needed. It will start with the release
of DPS On-Demand, the online
reinforcement for the Dimensions
of Professional Selling sales training
program.
>> The Forum Corp. unveiled First-
Line Essentials, a training program
based on Forum’s recent research
about the core people-management
practices essential to leaders’
success. The two-day classroom
program allows front-line leaders to
develop skills in four foundational
people-management areas.
>> Online training platform
Mindflash launched a training app
for Yammer, a provider of enterprise
social networks. The new app
makes it easy to create, distribute,
and track courses while seamlessly
incorporating them into companies’
internal communications.
>> Platte Canyon issued a new
release of its Training Studio e-learning
authoring tool, which allows database-
driven content with no programming.
Version 3 is now completely HTML and
JavaScript, allowing the targeting of
multiple browsers and mobile devices.
Products&Services
>> Zao, a technology platform that
helps employers structure and manage
social referral programs, added new
analytics and gamification features that
help make employee referral programs
social and engaging, while encouraging
participation and providing clear
actionable participation guidelines and
the ability to offer appropriate incentives
at every phase.
>> Boeckeler Instruments now features
compatibility between its Pointmaker
line of video marking products and the
new Wacom wireless tablets, allowing
presenters to draw and mark on video
images while freely roaming the room,
unimpeded by pen or tablet wires.
>> Education Management Solutions
(EMS), a provider of simulation-based
educational training solutions for health-
care providers and educators, introduced
ORION, the next-generation Clinical
Simulation Management platform.
ORION offers enhanced navigation,
advanced search, expanded integration,
analytical tools, and multiplatform
mobile device support.
>> Hatsize, a cloud automation software
provider for hands-on training and demos,
will launch Hatsize Learning Vouchers—a
self-paced, hands-on practice training
solution. The VMware vSphere 5.x self-
paced lab training practice sessions can be
offered to remote students any time and
anywhere. Students can purchase 30-day
or 60-day Hatsize Learning Vouchers from
preferred providers. The learning vouchers
give students hands-on technology
practice time to help them become
VMware vSphere 5.x experts.
>> InfoPro Learning, Inc., launched
HTML5-based learning solutions, calling
the special service “HTML5 ACE.”
Capabilities include creation of native
applications for iOS and Android devices
by wrapping them through PhoneGap
and developing Web-based solutions
that work across devices.
HOW DO EMPLOYEES AND EMPLOYERS FEEL
about training in their organizations
these days? According to an Economist
Intelligence Unit survey of 252 business
executives and public sector workers from
the U.S. and the UK conducted on behalf
of Promethean:
• Outofthe54percentofU.S.respondents,
64 percent think their organizations
should offer more training and update
existing programs to help job seekers in
their home markets.
• Nearlytwo-fifths(37percent)ofU.S.re-
spondents say current training at their
organization is not good at improving
innovation among employees.
• Some 79 percent of U.S. survey re-
spondents believe job seekers should
be doing more to develop their skills.
Nearly two-thirds (64 percent) think
local, large businesses, and educational
institutions need to increase efforts to
advance workers’ and job seekers’ abili-
ties over the next two years. Some 62
percent of U.S. employers feel this is
also true of central governments.
• Some 22 percent of those surveyed
from the U.S. say a more efficient and
better-trained workforce would lead to
an improvement by 20 percent or more
in profit. Employee productivity could
improve by 5 percent or more, accord-
ing to 90 percent of respondents.
BetterTraining=MoreProfits

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soapbox
www.trainingmag.com
An actor, a cell phone, and a solid storyline lead to an engaging onsite,
in-person simulation to improve customer service. By TiTa Beal
The Training need
An industry leader was losing market share to
more customer-focused competitors. Executives
to lobby guards took pride in their high-quality
operation. The head of Executive & Leadership
Development realized it was too much pride—a
“you’re lucky to be our customer” attitude had
spread from the corporate office through the chain
of command to the lobby guards and mainte-
nance staff. He planned a three-day executive
development seminar on self-esteem issues, then
a four-day in-person simulation (as opposed to a
simulation played on a computer) to practice ap-
plying the concepts, followed by action learning
assignments on the job. He had a clear vision:
• Build on concepts covered in the seminar…but
get people out of their heads. No PowerPoint slide
lectures and no fat three-ring notebooks.
• Use affective not cognitive experiences. Make
participants feel self-esteem issues, not just
talk or write about them…but not in a puni-
tive way.
• Make the simulation fun. It should be like a
game, even though the company did not have
money for digital games.
• Be kinesthetic, tactile—maybe team Tiddly-
winks challenges…
Main PerforMance objecTive
As a result of the four-day simulation, participants
will have applied what they learned in the seminar
(based on “The Human Element” by Will Schutz)
to actual situations and increased their awareness
of how their words and actions can support or
undermine other people’s self-esteem.
Lights, Cell Phone, Action!
Tita Beal is a New
York City instructional
designer/writer and
closet playwright. For
more information, visit
www.fastjobtraining.org.
W
hat if you lack the funds, time, and
software to produce a multimedia
training extravaganza…but you
want the excitement of a video game for your
learning program? An engaging onsite simula-
tion can be created with a cell phone attached
to a talented actor and a solid storyline.
ProPosed soluTion
I was brought on to design and write the
simulation. After my first ideas were nixed
as too punitive or too supportive, too much
like work or too different from work, my
most way-out idea was accepted: Participants
would plan and create 3-D models for a muse-
um and theme park related to the industry—
with, at each stage of development, positive
challenges to provoke self-esteem issues. To
design the structure and sequence of interactions
of the simulation, which would be played out in
person over the four days, I merged seminar con-
cepts together with:
learning theory’s rigorous focus on answers to basic
performance questions (e.g., Robert Mager’s work):
• Why does the organization need to invest time
in this simulation and how will it support
overall organizational goals?
• What do participants need to be able to decide,
say, or do by the end of the simulation?
• What knowledge, skills, and attitudes do par-
ticipants need in order to make those decisions,
communicate effectively, and take appropriate
actions? What can we assume all participants
already have? What resistance can we expect to
new concepts and skills or required changes in
attitude?
• How can we measure the extent to which par-
ticipants have achieved these objectives?
Gaming elements (e.g., von Neumann—or the
back of a board game box):
• Clear, challenging but fun goal
• Constants, variables, and chance
• Rules for achieving the goal
• Alternative strategies for “winning”
Dramatic structure (e.g., Syd Field)
• Initial goal/theme that forces decisions and
actions
• Increasingly complex, challenging obstacles
• Surprise twists that re-energize interest—this
is particularly important because the simula-
tion had to hold attention for four days
• Crisis (will the goal be achieved or not?)
10 | SEPTEMBER/OCTOBER 2012 training

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• Climax (what act/decision determines if the
goal will be achieved?)
• Resolution (aftermath/impact)
Key Simulation eventS
This simulation can apply to many industries. For
example, if you work in health care, participants
might come up with a roller coaster ride through
the nervous system. If energy: Work on an oil
rig. If law: Join a jury in a mock trial. If banking:
Ride the money trail from depositors through
the bank’s credit department and then into new/
expanding businesses. If pharmaceuticals: Create
a treasure hunt through jungles for seeds and then
ride through the R&D medical lab…
Day 1: Planning
• The senior manager (the actual one) opens the
meeting, distributes an e-mail from a not-for-
profit organization requesting proposals for a
new educational museum and theme park, and
then explains why Marketing has chosen the
team in the room to propose and win the bid.
• The nonprofit’s executive director is intro-
duced (a talented New York actor, Jean Rich-
ards, who, in addition to performing in plays,
has narrated voiceover corporate training pro-
grams and, therefore, understands corporate
style and cultures). She asks participants to
come up with as many ideas as possible for the
planned museum and theme park about their
industry.
• Facilitators spread piles of informational mate-
rials over tables, set up flip charts, give the time
limit, and then leave.
• Afterward, facilitators guide a debrief about
what happened and how that affected self-
esteem: How did you feel when no instructions
were given and you faced a pile of literature?
Who took leadership roles/who didn’t? Who
gave ideas/why? Who felt left out/ignored/
undercut? Did anyone notice and provide
support?
Day 2: ProPoSing
• Participants present their many ideas on flip
charts to the executive director.
• Suddenly her cell phone rings (our high-tech
moment). She apologizes: “I know I asked for
as many ideas as possible, but the head of my
board just called. I can only accept three pro-
posals. Please select your best three.”
• Facilitators again give only time limits and then
leave…and afterward, conduct the debrief: How
did you feel about your decision process? Who
took leadership? Who felt left out of the deci-
sions? Whose ideas were chosen? How did you
feel when your ideas were not selected—and
how did others support you…if at all?
Between Days 2 and 3, participants receive
assignments to explore creative museum displays
and plan how to create 3-D models for the three
ideas.
Day 3: ProDucing 3-D moDelS
The training room is filled with brightly colored
arts and crafts materials and everyone starts cre-
ating the 3-D models, but the nonprofit’s execu-
tive director is hanging over people’s shoulders,
asking nerve-wracking questions about what
they are doing. Mid-way, her cell phone rings
again, and she announces:
“Tomorrow, students from an impoverished
high school will attend your presentation of the
models. They’re interested in careers in your in-
dustry, but they are teenagers, so the 3-D models
and the way you present them must be interesting
enough to keep their attention. Awarding of the
bids will partly depend on the quality of your pre-
sentations and students’ reactions, not just your
proposals.”
Afterward, facilitators debrief on self-esteem is-
sues related to the executive director’s hovering
and badgering and the sudden pressure to create
something actual teenagers will like.
Day 4: DemonStrating the 3-D moDelS
The real students arrive. Participants give tours of
the three models. The high school students report
they value the opportunity to meet with people
in the field and learn in such an interesting way.
When facilitators debrief, the only complaint is
from a participant: “Why didn’t you tell us this
was just a simulation?” (The thin workbook for
taking notes on activities and debriefs was labeled
“Four-Day Simulation.”)
All other comments were positive—a tribute to
Jean Richards’ acting, the guidance of facilitators
who knew when to let participants flail and when
to support, the realism of simulation activities,
and the insistence on the educational value of fun
by the head of Leadership Development whose
vision guided the simulation.
soapbox
www.trainingmag.com12 | SEPTEMBER/OCTOBER 2012 training

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work work work lunch work work work elearn
lead

T
echnology provides a cost-effective, fun way
to stay in front of your participants with key
content reminders after the training is over.
We’ve added technology-based reinforcement to all
our training programs, and our clients have reaped
big rewards.
For one organization’s sales prospecting pro-
gram, we used a combination of e-mail and video
follow-up. One year later, prospecting continues
to be a habit for the whole sales force, driving new
customers and revenue for the company.
Whether you’re reinforcing a strategic skill change
such as sales, or simply changing the way employees
complete their expense accounts, technology can
help you ensure behavior change sticks.
Here are the top techniques we’ve found that
successfully incorporate technology in training
follow-up:
E-MAIL
1. Use a consistent, descriptive subject line format
that references the program so participants know
what’s in the e-mail and want to open it. For exam-
ple: [Prospecting] E-mail Tips
2. If you’re inserting a video, limit your e-mail to
no more than 90 words to entice recipients to lis-
ten. Don’t waste their time reading. Get them to
the video.
3. Avoid graphics. These are hard to read on
smart phones and often are confused with junk
mail, causing them to be mistakenly deleted.
4. Plan one or two e-mails per training hour.
Schedule the e-mails to be sent over the course of
six to eight weeks to bring about permanent behav-
ior change. One e-mail per week is plenty and won’t
overwhelm.
5. Send the e-mails to managers, too. We find that
they use the content in team meetings to adapt the
training to specific actions they want their employ-
ees to take, further extending adoption.
6. Tosendprogrammatice-mails,considersystems
such as Constant Contact, iContact, or Mail Chimp.
They allow you to schedule e-mails and see who has
opened them and who has clicked on video links.
VIDEO
1. Limit the length of your video to three minutes
or less. This keeps participants’ interest and guar-
antees they’ll listen to the end.
2. Expand on one tip from the training and
close with an easy call to action.
3. Videos don’t need to be professionally made,
but they do need to look professional (think dress
code and a steady hand on the recorder). Use an in-
teresting spokesperson and compelling content.
4. Post videos in-house or on a private
channel on YouTube or vimeo. I recom-
mend having people livestream the videos,
not download them. This way you can reuse
them, too. Amazingly, people don’t remem-
ber unless it’s unusual content.
OTHER TECHNOLOGY
1. If you don’t have access to video, use a tech-
nology such as Brainshark, which creates a
PowerPoint presentation with audio, and the
potential to be much more. It may not be as dynam-
ic as video, but still works well.
2. For major programs such as a significant
sales training initiative, consider using social
media networks to create a community around
your topic. Create private groups in Linkedin or
Facebook where people can share successes and
ask questions.
Visit www.klagroup.com/techreinf and we’ll send
you a sample of one of our reinforcement videos
and e-mails. t
how-to
Kendra Lee is an
IT seller, prospect
attraction expert,
author of “Selling
Against the Goal,”
and president of KLA
Group. KLA Group
develops custom
training programs to
help clients break in
and exceed revenue
objectives in the
small and midmarket
business (SMB)
segment. For more
information, visit
www.klagroup.com or
call 303.741.6636.
Use Technology to
Reinforce TrainingTechnology such as video, e-mail, and social media can help to
cement behavior change following training. BY KENDRA LEE
For a major program, such
as a sales training initiative,
use social media networks to
create a community around
your topic.

world view
Dr. Neil Orkin is
president of Global
Training Systems. His
organization prepares
corporate professionals
for global business
success. Global Training
Sytems in partnership
with Badiyan Inc. has
developed a global
e-learning performance
management program
to take global business
understanding to the
next level. For more
information, visit www.
globaltrainingsystems.
com.
Most training programs run one to two days and are conducted
in major cities, especially Lima. BY DR. NEIL ORKIN
P
eru is a country with tremendous natural
resources, especially metals such as gold and
copper. It is a land famous for the advances
of the Incas, who had one of the most sophisticated
cultures the world has known. With a population
of 29 million and a location next to one of the
fastest-growing economies in the world, Brazil, Peru
is a land global organizations need to watch.
Education is valued here. The Peruvian govern-
ment understands that having a better-educated
workforce will enable its citizens to do higher-level
work and develop finished products for export.
There is a shortage of engineers and scientists in
Peru, which has hampered the development of its
economy. Peru has experienced a large trade imbal-
ance for many years. This is the result of exporting
agricultural products and minerals, and importing
finished goods. The Peruvian government believes
that opening up the country to global trade (Peru
has signed several trade agreements with other
countries) and upgrading the education of its people
can help turn things around.
Poverty is an issue for many of its citizens. Basic
living conditions such as having clean water and
adequate waste disposal are often not available.
Because the middle class is small and growing slow-
ly, companies face several challenges here, including:
1. The population does not have the disposable
income to purchase many goods and services.
2. The majority of the workforce does not have the
skill set to manufacture finished goods for export.
THE STATE OF TRAINING
The training industry in Peru is not as developed
as in other countries. Most of the training is con-
ducted in major cities, especially Lima. One- to
two-day programs are popular. Comprehensive
needs assessments should give your organization
a clear understanding of what should be offered.
Often, giving your workforce a through ground-
ing in problem-solving, quality, and oral and
written communication can make a difference.
Don’t assume your Peruvian workforce is familiar
with topics that are well known in your regular
training. Although many of the “elite” in this
country have studied abroad, expect the major-
ity of your trainees to not speak English.
You will need to watch your vocabulary
and your rate of speed when presenting
information. Using slides and visuals
can greatly increase comprehension and
retention of your material.
CROSS-CULTURAL BUSINESS TIPS
Time: Although you will be expected to be
on time to meetings, functions, etc., expect
your Peruvian workforce to be late often.
Formality: This is a formal culture.
Trainers are respected and are expected
to lead the class. Minimize group work
and use family names when addressing
participants.
Group: This is a group-oriented culture,
so you should not single out individuals.
Decision-Making: Trainers are expected
to make all classroom-related decisions.
Costs: Keep in mind that the costs for a train-
ing program in Peru typically will be higher
than usual. Most training materials need to be
brought in.
TraininginPerucanbechallenging,butovertime,
as the country builds its economy, your organiza-
tion will be well situated for global success. t
Comprehensive needs
assessments should give
your organization a clear
understanding of what training
should be offered. Often, giving
your workforce a grounding in
problem-solving, quality, and
oral and written communication
can make a difference.
Focus on Peru

Reserve your seat today.
shrm.org/conferences/diversity
Candi Castleberry
Chief Inclusion and
Diversity Officer,
University of Pittsburgh
Medical Center
Leymah Gbowee
Nobel Peace Prize winner,
columnist, Newsweek/
Daily Beast Africa
Jose Rene “J.R.” Martinez
Actor, motivational speaker
and former U.S. Army soldier
Dr. John J. Medina
Developmental molecular
biologist and research
consultant
KEYNOTE SPEAKERS
Making the
D&I Connection
SHRM 2012 DIVERSITY & INCLUSION
CONFERENCE & EXPOSITION
OCTOBER 22-24, 2012 | CHICAGO, ILL.
The SHRM Diversity & Inclusion Conference & Exposition offers you the
opportunity to learn how to produce positive and measurable results
and change the way your organization does business. Join fellow HR
professionals, diversity practitioners and other business leaders to get
inspired by, collaborate and network with others who lead workplace
diversity initiatives.
This year’s conference covers a wide array of topics including how to:
make the business case for diversity and inclusion
develop a robust diversity and inclusion strategy that’s aligned with your
organization’s business objectives
create a globally inclusive and culturally competent workforce
build measurement and accountability mechanisms … and much more.
The popular Game Changers series is back this year, featuring senior
executives from Nationwide Insurance, Girl Scouts of America,
Facebook, Peckham, Inc., SHRM, Xerox, The Office of Personnel
Management (OPM) and Weyerhaeuser. These Game Changers will
discuss their strategies, setbacks and successes in developing their D&I
programs and will provide real-life models for your own efforts.
Reserve your seat today.
shrm.org/conferences/diversity
Jose Rene “J.R.” Martinez
Actor, motivational speaker
and former U.S. Army soldier
Dr. John J. Medina
Developmental molecular
biologist andt research
consultant
make
develop a robust diversity and inclus
organization’s business objectives
create a globally inclusive and culturally competent workforce
build measurement and accountability mechanisms … and much more.
The popular Game Changers series is back thisk year, featuring senior
executives from Nationwide Insurance, Girl Scouts of America,
Facebook, Peckham, Inc., SHRM, Xerox, The Office of Personnel
Management (OPM) and Weyerhaeuser. These Game Changers will
discuss their strategies, setbacks and successes in developing their D&I
programs and will provide real-life models for your own efforts.
12-0515T

Your learning curriculum needs a new
technological platform, but you don’t have
the expertise or IT equipment to pull it off
in-house. The answer? A learning system
that exists online, “in the cloud,” where
learners can access it anywhere, anytime.
BY MARGERY WEINSTEIN
Control
Cloud

www.trainingmag.com training SEPTEMBER/OCTOBER 2012 | 23
ou’ve been conditioned to keep
your eyes open for the latest
learning management system
updates and are resigned to
periodic hiccups with the hard-
ware. You may be accustomed to
either your in-house or vendor
IT workers installing elaborate
software and then ensuring the software they
installed fully integrates with your other soft-
ware platforms,such as your human resources
or talent management system. But what if you
didn’t have to worry about installing software
or buying hardware at all? A learning man-
agement system (LMS) based on a platform
that exists on the Web is a way to limit—or
even do away with entirely—in-house LMS
upkeep. It also allows learners to access the
system anywhere, anytime.
TECHNOLOGY UPGRADE
When you are limited to the technology capabilities of a
software system and your in-house IT equipment, you can
only do so much for learners. You may be able to deliver
the classes you promised, but not the high-tech bells and
whistles they may have been hoping for. “What we call E-
Learning 1.0 is severely limited by a browser using local
computing resources,” says Tom Graunke, chairman and

www.trainingmag.com
CEO of IT training company StormWind. “Cloud services
open up an enterprise-level of resources unlike any we’ve
seen in the past. The result is what we call E-Learning 2.0,
which provides high quality and a huge experience upgrade
over what’s been offered in the past.”
That upgrade opens up a learning experience on par
with what your youngest, most tech-savvy learners are
accustomed to. “This evolution to cloud resources intro-
duces students to high-definition (HD) learning capabilities
such as green-screen technology and the integration of
Hollywood-quality imagery,” says Graunke. “Previously, we
were limited to clip art graphics and basic voiceover.”
For trainers, cloud-based coursework often means greater
ease of instruction resulting in greater long-term learning
impact. “For the trainer, it brings back the personalization
of classroom training,” Graunke points out. “It allows for the
student to see a high-definition, live broadcast of a class and
interact with it in real time. It finally delivers on the promise
of e-learning.”
Technological advancements made possible with cloud-based
platforms may even allow learners to take the driver’s seat in
developing content, says CornerstoneOnDemand CEO and
President Adam Miller. “We expect much more real-time, user-
generated training content. Users can use their smart phones
to record how to do something and post the video to a course
catalog or collaboration portal,” says Miller. “Next, the expec-
tation is that training content can be available on any device at
any time for consumption, so you can access the training on
your desktop, smart phone, tablet, or smart TV.”
RAMPED-UP MENTORING
AND COLLABORATION
The ability to share so much anytime, anywhere allows for
amped-up mentoring. “Some cloud-based training providers
CASE STUDY:
CLOUD-BASED COACHING
By Anthony Robbins, Robbins Research Institute (RRI)
We live in the age of information—the most prolific and fast-paced era
mankind has ever known—a world in which all the information ever ob-
tained is doubled less than every two years; a world in which 1.3 billion
e-mail users send more than 200 billion messages per day; and a world
in which a single computer chip is close to having the power of a human
brain. We live on an information superhighway where the touch of a
button can provide us with the answer to almost any question we can
imagine. As businesses and as individuals, we have more choices today
than any other time in human history but less guidance and consistent
focus on the area that matters most—growing your business.
ENGINE FOR GROWTH
My company, Robbins Research Institute (RRI), is no different. My
team and I didn’t always know how to transform our business to keep it
moving into its next growth phase. For years, I was having an amazing
impact on the quality of people’s lives, but I wasn’t producing the busi-
ness results I needed and wanted year after year. Recently, I have found
that the single most important factor in the growth of your business is
based on effective strategy execution and psychology.
Specifically, part of the strategy to grow our business was to im-
plement a new Customer Relationship Management (CRM) system.
A fundamental outcome for making the change was to accelerate
our pipeline and increase our close rates while decreasing overall
sales costs. We looked at several best-in-class solutions based in
the cloud and on site. We ultimately chose salesforce.com as our
CRM platform. One of our primary concerns was to ensure the RRI
pipeline of opportunities didn’t experience a downturn while people
were trying to figure out how to sell using a new CRM. The simple
truth is that “technology DOES NOT equal growth.”
Implementing salesforce.com and conducting user training created
a “platform for growth.” However, there was something still missing.
That missing link was behavioral integration and transformation,
which established our “engine for growth.” Like many companies,
we were concerned with how to transform our culture while maxi-
mizing the advantages of our investment.
Over the last few years, I have become fascinated by the value
and functionality of what companies such as RRI can extract from
the cloud. Interestingly, more than 10 years ago, salesforce.com
founder and CEO Marc Benioff had an idea to build a company with
a revolutionary vision for creating a cloud-based CRM platform that
eliminated traditional software. After attending one of my programs
called “Unleash the Power Within,” Marc decided to embark upon
building his vision for salesforce.com. Marc is quoted as saying, “Tony
Robbins and his strategies and tools have been at the core of our
culture from the beginning. He has been one of the critical keys to
salesforce.com’s leadership in cloud computing and its growth into a
$3 billion company.” Marc learned the keys to making a breakthrough
possible in his own life and took deliberate action by changing his
“Strategy, Story, and State.” The result of these three vital tools was a
massive shift in his thinking that once created and now continuously
transforms salesforce.com.
I have had the privilege of working with more than 4 million people
from 100-plus countries in the last 35 years. Through my experience,
I have found that although we are all different culturally, we all have
similar patterns of behavior. A breakthrough is a moment in time
when suddenly the impossible becomes possible. There are three key
elements to any breakthrough: Strategy, Story, and State. If we have
the right Strategy, sometimes we need a better Story—one that em-
powers us to break through instead of limiting us. If we have the right
Story, sometimes we need to get in a stronger State. Eighty percent
of someone’s successes or failures is based on psychology, while 20
percent is mechanics or strategy.
BEHAVIORAL TRANSFORMATION
After implementing salesforce.com, we quickly realized that our
organization needed to undergo a cultural transformation that

offer Web portal access, collaboration, virtual instructor-led
training (VILT), and mentoring tools to enhance the learner’s
experience,” says Hatsize Vice President of Marketing Vicki
Morris. For example, she says Hatsize provides each student
with their own hands-on learning environment where they can
work at their own pace to complete a course or practice before
taking a certification exam. Instructors can take control over
a student’s learning environment and coach them through an
exercise. The technology also provides a “State Save” feature
that enables students to take a break and return later to con-
tinue from where they left off. “Built-in chat and collaboration
tools,” says Morris, “allow students to engage in informal learn-
ing from other students in much the same way as social media
enables non-structured communication among peers.”
Cloud-based technology should be a way to integrate the learn-
ingexperience,saysEmadRizkalla,presidentandCEO,Bluedrop
Performance Learning. “From a learning perspective, the
advantages of the cloud are in the opportunity to take many silos
ofdisparatelearningopportunitiesandtoconnectthemintoone
experience, to share and network with like-minded learners, and
to expand the learning horizon to include all the organizational
structures in which they can or should exist,” says Rizkalla. He
points out that while today’s learners are spread out across the
country, and even the world, they still need to learn from one an-
other.“Since80percentoflearningisinformal,learnerscravethe
opportunity to network with like-minded professionals,” says
Rizkalla. “But what happens if you are one of three risk manag-
ers in your organization? The corporate learning management
system, no matter how much ‘social lipstick’ they put on it, of-
fers you very little. You will want to be able to go beyond your
corporate silo and network with, and learn from, risk managers
globally. This enormous gap in the LMS space is why we built
CoursePark.com—for learning to benefit an organization, it
actually needs to be architected for the user.”
started with integrating new selling behaviors. User training was
good, but it just wasn’t going to get us the results we needed.
To change your culture, you must transform behaviors. Our team
felt we needed a partner who understood our business and would
be able to deliver winning behavioral transformation. We chose
Baker Communications and its services called “Coaching in the
Cloud” to deliver a 12-week cadence of focused sales coaching
that drove measurable ROI while helping our team integrate win-
ning CRM behaviors and best practices literally into the nervous
system of our organization.
Sustainable behavioral change does not come from a single
event such as user training. Real transformation comes from mak-
ing an impact on an organization consistently over time. Coaching
in the Cloud is a dynamic cloud-based service that systematically
delivers targeted results using real customers in our pipeline,
which makes the one-hour-a-week commitment a relevant and
welcomed activity. By delivering these sessions in the cloud,
we made excellent use of our time, which allowed my team to
connect quickly with their peers, their manager, and our expert
CloudCoach. Coaching in the Cloud helped my organization break
through its own limiting beliefs by creating certainty on a weekly
basis. Their cloud-based coaching services understand how to
create breakthroughs by attacking a sales team’s Strategy, Story,
and State. Although Baker Communications didn’t call it that,
it was clear its process for transforming sales teams was based
upon a similar methodology.
STRATEGY, STORY, AND STATE
We launched by working with our CloudCoach to identify our
mission and outcomes, which formed the basis of our Strategy.
During our one-hour virtual bullpen, we focused on sharing wins
and celebrating individual successes. We then talked about the
gaps and roadblocks that appeared to be keeping us from closing
even more opportunities. This is where our CloudCoach started to
understand the Stories each sales rep had about why they failed.
Reshaping someone’s Story is key to experiencing a break-
through. Once we understood the Story, the team collectively
shared best practices to help that person rewrite their Story of
what is possible and how to attain success using new approach-
es. The next step in the one-hour session was to brainstorm
solutions and other shifts in Strategy that would lead to success.
The final step was a review of action items and short-term plans
to implement what was learned. This closed the loop and gave
the team actionable tasks and strategies to execute. In just one
hour, the sales team was able to quickly review its pipeline and
the challenges it faced in moving prospects to the next stage
while learning how to use salesforce.com to accelerate oppor-
tunities with less effort and time. The energy on every call was
amazing and contagious. Overall, our sales team experienced
a powerful State change by joining a team call that focused on
individual breakthroughs and finding new approaches to personal
success, one deal at a time. When my team got back on the
phones, they were reenergized with new strategies to win busi-
ness from challenging customer scenarios. As soon as just one
shift in their approach worked, our sales team was hooked.
THE BIRTH OF CLOUDCOACHING
INTERNATIONAL
Based on the results we achieved with Coaching in the Cloud and
the similarities between Baker Communications’ coaching process
and my methodologies for creating breakthroughs, we decided
to form a joint venture called CloudCoaching International (CCI).
CCI is the culmination of more than three decades of my focus—
modeling the most successful businesses in existence and the
strategies that produce consistent and abundant results.
Our mission is to help sales organizations break through their
limiting beliefs and their challenges while maximizing their CRM
investment—it opens the minds of sales makers, managers, and
leaders to even greater levels of potential and possibility, while
implementing real tools to maximize their bottom lines.

ON-THE-JOB LEARNING ENABLER
The ability to access cloud platforms from any location at any
time enables on-the-job training that delivers knowledge at
the exact moment workers need it, says Dan Cooper, former
CEO, ej4. “ej4 created custom video e-learning for Intermec,
a supply chain inventory tracking solutions provider, to allow
for ‘just-in-time’ product training for its channel sales teams,”
he explains. “The technology at Intermec is ever-changing,
and it needed a way to disseminate new product information
quickly and easily to its sales partners in the field,” says Coo-
per. “Cloud-based e-learning was the perfect solution for the
sales team. Courses are short, to the point, and can be easily
accessed by partners on their own devices.”
The flexibility of cloud technology is balanced with built-in
mechanisms that ensure accountability. “Training materials are
universally presented to the entire target audience, eliminating
variables associated with personally staffed training sessions
and assuring both information consistency and timely, sched-
uled delivery,” says TechScholar Principal William Breslow.
“Compliance can be assured with management reporting and
comprehension, and retention can be tested with quiz ques-
tions.” Breslow notes that the technology allows administrators
to do a deep dive into the actions of its learners. “Using Internet
reporting technology, management teams can see the time of
day people completed the training,” he says.
“With properly programmed features, they
can even see how much time was spent on any
individual screen and what links were accessed
for more information. This helps fine-tune and
structure future training.”
COST-EFFECTIVE
Cloud technology can be the most cost-effective
choice for a company, says Chris Lennon, di-
rector of Product Management, SilkRoad
Technology. “Leveraging cloud technology
gives companies a financial advantage by be-
ing able to quickly respond to changing market
needs, industry trends, or regulatory require-
ments. Without hardware, companies have
the ability to use and manage software, in-
cluding adopting new technologies as they
become available,” he says. “Companies don’t
need to hire IT staff but rather can use that
budget to hire training professionals who
can add value to the company. However, the
value extends beyond the obvious; the energy
that goes into managing the infrastructure
can be invested into improving your train-
ing programs. It’s hard to put a price tag
on your energy and focus, but all of us working
today understand the value.”
SilkRoad’s GreenLight customer, Lifestyle
Family Fitness, found the financial benefits
of easy, high-quality remote access through
a cloud-based LMS compelling. “It gave
us flexibility and the ability to utilize our
bandwidth more effectively, while provid-
ing productive, hassle-free management of
e-courses and workshops,” says Director of
Training and Development Julie Dietz. “In
addition, there was no installation of hard-
ware or download of any type of software to
access our LMS, which was important since
we have more than 55 remote locations. The
investment made was well worth the savings
realized in just travel expenses alone.” t
AUTHORING TRAINING CONTENT IN THE CLOUD
One of the biggest benefits of the cloud model is that it provides learners with
access to training content anytime, on demand. But when it comes to design-
ing content for on-demand training, there are certain considerations to keep
in mind. Brendan Cournoyer, content marketing manager at Brainshark, Inc.
(www.brainshark.com), a provider of online presentation technology and mobile
apps and solutions to help organizations create, share, access, track, and
manage multimedia training content in the cloud, offers four keys to creating
effective learning content in the cloud:
1. PROPER PLANNING AND DESIGN. Unlike traditional classroom training,
on-demand training is fixed. You can’t adjust an on-demand lesson on the fly
if a learner’s engagement level wanes. For this reason, it’s important to design
your content in a way that will be effective for all types of learners.
For example, you can keep lessons short by breaking up longer topics into
shorter modules, and include interactive elements to act as “rumble strips” and
maintain engagement. You also should give your learners fantastic visuals that
grab their attention and make them wonder what’s coming next.
2. SEAMLESS ACCESSIBILITY. Since learners generally access cloud-based
content on their own, it’s critical that the materials you create are intuitive and
easy to find. You should develop a naming convention for each class, lesson,
quiz, etc., that’s simple to organize, making it easy for learners to find what
they want. If your titles are confusing or the audience has difficulty finding the
right content, they’ll likely lose motivation and interest in the program, and your
success rates will plummet.
3. EFFECTIVE MEASUREMENT AND EVALUATION. Of course, training in the
cloud is about more than just creating learning content. Tests and quizzes also
should be made available on demand as part of your program. Not only does this
give your audience the continued opportunity to learn at their own pace, but you
can use responses to gauge the effectiveness of your training content. For example,
if certain questions are being answered incorrectly most of the time, you should
reevaluate your content and look for better ways to present that information.
4. ACCESS TO ADDITIONAL HELP AND RESOURCES. No matter how much
you plan, design, and evaluate your training content, there still will be times
when learners need additional help and clarification. Be sure your material
includes information about whom to contact with questions or comments.
Depending on the scope of your learning program, different people in your
organization might be best suited to answer specific questions. Identifying and
getting buy-in from these subject matter experts while developing your content
ensures the highest quality information and provides experts for your learners to
turn to when they need extra help.

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Despite ﬁrewalls and anti-virus and anti-
malware applications, cybersecurity experts
say most computer systems already are in-
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can do to prevent it. That’s the biggest sur-
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Cybersecurity isn’t just IT’s problem;
employees must be trained to avoid
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“Non-IT employees think cybersecurity isn’t their prob-
lem…and that IT has taken care of it,” notes Prenston Gale,
director of information security for Dynamics Resource
Corporation, which trains government agencies in cyber-
security. At one time, reliance upon the IT department was
sufficient. Today, however, organizations’ security perimeter
is human, and humans are the weakest link.
CYBER THREATS
Lone hackers have been replaced by sophisticated criminal
organizations and by hacktivists (such as Anonymous) that
engage in automated, advanced persistent threats (APTs)
that often gain entry by exploiting end-users. All organi-
zations are vulnerable. Attackers target small companies,
as well as multinationals, and general employees, as well as
senior executives.
Social engineering and spear phishing are core tactics, ac-
cording to the report, “When Advanced Persistent Threats
Go Mainstream,” by the Security for Business Innova-
tion Council (SBIC) and RSA. Unlike earlier scams, the
e-mails or phone calls associated with social engineering
appear legitimate. The Better Business Bureau (BBB) scam
is an example. Companies receive an e-mail or phone call—
purportedly from the BBB—alerting them about a customer
complaint, along with the attached complaint form, or a case
number and log-in information to a site link. Once the link
is clicked, malware that steals information and destroys files
is loaded onto the PC. “Social engineering attacks are based
upon interacting with people pretending to be with a partic-
ular organization and then stealing information,” Gale says.
“E-mail is one of biggest threat vectors.”
Another attack uses thumb drives. After the Department of
Homeland Security (DHS) seeded a parking lot with thumb
drives in 2011, it reported that 60 percent of the devices
were inserted into agency or company computers. When the
thumb drives had the organization’s logo, the insertion rate
jumped to 90 percent, according to network security firm
Idappcom. The danger is that the drives could harbor mal-
ware or Trojans that make it easy for hackers to penetrate.
When security firm Sophos analyzed 50 USB drives left on
RailCorp trains in Australia, it found that 66 percent con-
tained malware. None were encrypted.
One insidious botnet (a zombie army of infected comput-
ers) attack actually cleans up host device problems, so the
PC runs beautifully, and then uses it to launch distributed
denial-of-service (DDoS) attacks against other systems.
CYBERSECURITY TRAINING
Active training using simulated phishing and spear-phishing
(targeted) attacks, and serious gaming using situations
unique to employees’ jobs are the most effective approaches
to cybersecurity training. The objective is for individuals to
recognize they could be responsible for major information
breaches. In contrast, traditional methods such as Webinars,
videos, and classroom sessions haven’t made the threat real
for participants, according to the SBIC report.
“Being phished isn’t a matter of being dumb. Even the late
Steve Jobs (founder of Apple) fell for a spear-phishing attack,”
emphasizes Rohyt Belani, adjunct professor at Carnegie
Mellon University and CEO and co-founder of PhishMe.
As Dave Frymier, corporate information systems officer
(CISO) of Unisys, elaborates, “It’s easy to enter innocuous
sites that lead to unexpected places. Employees can’t always
back out, and sometimes the system is infected.” Detecting
phishing depends upon noticing that something about a
contact doesn’t seem right. With training, computer users
become more aware of the dangers of active hyperlinks and
opening attachments and links to sites that ask for sensitive
information, even when the story is believable.
“The best way to make training effective is to make it
hands-on and interesting, and to immerse people in the
experience,” Belani says. “For phishing, you don’t have
to explain much.” He developed an automated way to
conduct unannounced, mock phishing exercises that pro-
vide instant, targeted training to those who are susceptible
to the attack.
By providing training at the point of their risky behavior,
people gain instant perspective and spot subsequent dangers
quicker and easier. These bite-sized experiences have enough
emotional stress to get employees’ attention, and present one
concept at a time, such as a flashcard, for easy learning.
Beforebeginningaprogram,PhishMeblastsanoticethrough-
out the organization alerting employees that spot training
will occur throughout the year in the course of their normal
work. But when simulated attacks are sent, there’s no warning.
PhishMe simulated attacks arrive just like any other e-mail.
“On a first training run at an organization, we typically find
58 percent of the people would click a bad link in an e-mail,”
Belani notes. “At 12 months, after running the campaign every
two months, susceptibility is below 10 percent. The key to suc-
cess is the frequent nature of the training.”
ThechallengeforIT—which oftenis theunittasked with con-
ducting cybersecurity training—is a combination of miniscule
funding, boring training methods, and failure to recognize that
training non-IT staff in cybersecurity is crucial.
Unisys has trained non-IT employees in cybersecurity since
2001. As Frymier says, “We focus on commonalities: what
constitutes information security; why it’s important; what a
breach would mean to our four main business units; and what
it would mean to functions such as contracting, regulatory
• Keep software current and security patches up to date.
• If you didn’t buy the thumb drive, don’t use it.
• If an e-mail looks phishy, contact the purported sender
before opening it.
• Recognize that good phishing attacks look legitimate.
• HTML is just markup language. Determine where the link
actually points before clicking.
QUICK TIPS

compliance, etc.” The jargon-free course changes at least 30
percent each year. “Last year, the course addressed encryption
resources for e-mail, files, and whole disks. New content this
year focuses upon phishing.”
BYOD CHALLENGES
“The hidden face of the ‘Bring your own devices (BYOD)’
trend is the PC,” Frymier says. Although mobile device
concerns are garnering headlines, many people access the
corporate network remotely, from their home PCs in the
evenings. Consequently, corporate data is stored there and
on thumb drives.
“Unisys solidified its security policies and guidelines with a
major focus on secure BYOD,” Frymier says. The policy out-
lines acceptable uses of personal devices for Internet usage
and corporate data in two pages of plain language, pointing
out individuals’ responsibility if they put corporate data on
a device the corporation doesn’t own, as well as the possible
repercussions if the corporation is sued for any reason. “Em-
ployees must understand they may be required to surrender
devices that hold corporate data during the legal discovery
process. That happens less than 1 percent of the time, but it’s
a risk,” Frymier says.
BEST PRACTICES
Best practices are evolving, along with the threats. Randy Gross,
CIO of the Computer Technology Industry Association (Comp-
TIA), advises organizations to use up-to-date technology and
to have secure tools available to employees. Then, ensure em-
ployees have internalized the risks, know how to behave on the
Internet and in e-mail, and understand implications of the busi-
ness’ regulations and the regulatory environment relating to
data security. As a rule of thumb, Gross advises, “If you haven’t
purchased it, don’t trust it.” t
By Maya Yankelevich, Senior Human Capital Consultant, PDRI
Who is part of the cyber workforce? All employees at every level of
the organization share a responsibility to protect valuable information
assets. Cybersecurity is part of every business function; it weaves
throughout all aspects of daily business operations and, therefore,
should be an intrinsic element of all training and development pro-
grams. A resilient organization is the result of an educated workforce
and a technologically savvy infrastructure.
Few organizations have a comprehensive cybersecurity workforce
planning strategy in place. As key stakeholders collaborate to develop
this strategy, they must address the ongoing critical shortage of
cybersecurity professionals. Learning management experts then can
plan and deploy training and development initiatives that are precisely
aligned with the enterprise’s overarching cybersecurity strategy.
CONDUCT A GAP ANALYSIS
After setting strategic direction, determine the critical skills and
competencies that are required to achieve strategic objectives. A gap
analysis can assess current workforce capabilities and deficiencies.
Keep in mind that those working on the front lines of cyber defense
must possess a mix of hybrid skills—communications expertise and
interpersonal capabilities that supplement technical ability, enabling
engagement and effective collaboration with stakeholders in other
disciplines and business leaders across the organization.
Working together, the chief information security officer’s team, the
organization’s human capital experts, and the training organization
can improve the effectiveness of workforce cybersecurity programs by
spearheading initiatives that will develop the diverse and sophisticated
capabilities required to combat increasingly complex cyber threats. CISOs
who collaborate with their chief human capital officer (CHCO) allies will
ensure that they have the resources and infrastructure in place to build,
develop, and sustain a resilient and globally competitive organization.
DEPLOY ENGAGING TRAINING PROGRAMS
The training organization is tasked with building and executing learn-
ing content that supports the enterprise cybersecurity strategy…
teaching risk management skills to end-users and enhancing the
capabilities of cyber professionals to improve business performance.
Critical to consider is the knowledge and know-how needed by every-
day users versus true cybersecurity professionals, and the different
motivators that will lead to success for each group.
Traditional end-user security awareness training programs often lack
requisite accountability and vigilance. They frequently are flat and
lack the necessary impact. Cybersecurity awareness is no longer
optional; instead of investing scarce training dollars in standard
in-house or costly offsite development programs that often don’t
deliver measurable return on investment, savvy organizations
offer flexible and immersive learning programs tailored to specific
enterprise goals.
Training content must be rich and engaging for unique cyber talent
populations; the in-demand experts are motivated by challenge and
looking for the next growth opportunity. For example, channel a
hacker-like propensity to break code into risk reduction expertise that
secures the organization’s most valuable assets in the cyber domain.
Realistic hands-on training and development simulations that repli-
cate real-world environments will not only ensure that these cyber
warriors keep their skills sharp but also enable them to grow within
the organization rather than pursue opportunities elsewhere.
MONITOR SUCCESS OF INITIATIVES
After new programs are deployed, continuously evaluate the impact
of training and development efforts by measuring employee aware-
ness, behaviors, and capabilities. Are you achieving the objectives
outlined in the enterprise cybersecurity strategy? Iteratively update
learning tools to ensure the ongoing effectiveness of the organiza-
tion’s response to a constantly evolving threat landscape.
CYBERSECURITY TRAINING STRATEGIES

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TRENDS+TECHNOLOGIES+CASE STUDIES
&Simulations
GamesFOCUS ON

www.trainingmag.com
GAME GAINGames and simulations are anything but child’s play for
astute trainers. The evolution of gamification and multiplayer
online games is ramping up organizational interest and
learner engagement. By Margery Weinstein
hen you think of “games,”
do you still think of idle
pastimes? Most trainers have
heard of the use of serious
games and simulations to
instruct employees, but
many are still unaware of the
potential of this medium.
Far from a distraction, well-designed training
games and simulations offer learners an engaging
way to learn new skill sets and practice in a
safe environment. The compelling nature of the
world learners are immersed in via games and
simulations may make it more likely learning will
stick. Not surprisingly, this relatively new medium
is ever evolving. The newest trends promise an
even more engaging learner experience.
GETTING INTO GAMIFICATION
“The most exciting development in serious games
and simulations is the emergence of the concept of
gamification,” says learning consultant Karl M. Kapp.
“Gamification is the process of using game-based
mechanics, aesthetics, and game thinking to engage
people, motivate action, promote learning, and
solve problems. This means that through the careful
application of game elements such as feedback,
storytelling, curiosity, cooperation, mystery, and the
freedom to fail, ordinary content can be made more
engaging. The idea is that instructional designers
don’t need to develop a full-blown, full-fledged game
or simulation. Instead, they can use key aspects of
games to drive engagement, activity, and learning.”
That said, gamification poses challenges to trainers
even as it offers unprecedented opportunities.
Games&Simulations
FOCUS ON
W

Designing courses requires greater thought about what
learners find most stimulating. “It’s important to keep
in mind that gamification doesn’t mean simply adding
points, rewards, or tokens to the learning process,”
Kapp explains. “Those are superficial game elements
that don’t engage the players and provide false
motivation. But other traditional game elements such
as compelling narrative, multiple levels of feedback,
interesting challenges, and authentic problem-solving
can be integrated into the initial design process
to create learning that is compelling and engaging
without the huge cost or time factors typically
associated with robust games or simulations.”
A key advantage of gamification is it doesn’t require
an investment in new technology. “Gamification
can be done at a reduced cost and within the same
relative time frame as the development of traditional
instruction,” Kapp points out. “Additionally, it doesn’t
need to be focused only on online games or Internet-
based or mobile applications. Gamification is a way of
thinking about development of instruction and does
not have to equal technology.”
MASTERING ONLINE,
MULTIPLAYER SCENARIOS
The last year has seen a steady rise in the use of online
multiplayer simulations, notes Bjorn Billhardt, CEO
of Enspire Learning. “Whereas in past years, more
than 90 percent of our simulations were played in the
classroom, now close to 25 percent of our simulations
are played online, with multiple teams competing in
Webinar breakout rooms and with facilitators creating
meaningful debriefs over the phone,” says Billhardt.
The shift to online, multiplayer experiences has been
a learning experience for course designers, as well as
their learners. “Many lessons were learned on how to
create these online experiences and make them work,”
Billhardt says. “For example, you can play a simulation
in the classroom for eight hours in one day, but when
you play online, you have to break up the experience
into smaller chunks. It’s also a challenge to create a
meaningful experience over multiple weeks—people
forget where they were in the simulation; you need at
least two or three touch points a week to keep people
engaged.”
Billhardt says these top trends in simulations can
be seen in the simulation his company created for
front-line managers. “The problem with traditional role-
play exercises is that often they are not able to create
meaningful conversations,” he says. “As a result,
classroom role-plays end up not being very precise.
On the other hand, self-paced online alternatives
such as branching video scenarios often suffer from
a lack of realism and immediacy.” For that reason,
the management simulation that Billhardt’s company
created uses a new kind of online interactivity. “The
idea we came up with,” Billhardt explains, “was to
create a team-based online simulation where learners
practice difficult management conversations with pre-
recorded actors but in which they have real learning
partners who choose the actor’s responses from a list of
options. This way, there is a human coach directing the
online role-play and giving feedback to the learner.”
Online team-based simulations allow for meaningful
interaction of peers in a structured environment, says
Billhardt. He says that this medium works better
than many other online modalities. “I think games
and simulations are growing up. There was a lot of
hype and, quite frankly, a lot of failed experiments in
using ‘serious games’ for learning. We experimented,
for example, with ongoing learning communities
where, instead of tending virtual FarmVille animals,
you could play and learn over time. The problem
with that approach, as we found out, is that people
don’t like open-ended learning games. They
want more structure,” he points out. “What I see
succeeding more and more are approaches that
use online simulations to create meaningful dialog
and discussion among a peer group that hasn’t
met (and may never meet) in person. With virtual
communication tools coming of age, online team-
based simulations will continue to gain traction.”
WHAT’S NEXT?
The use of games and simulations to train employees
is becoming an established and respected training
vehicle, says Matt Landes, serious games advocate
and instructional designer at Google. He says
there are many good signs that serious games and
simulations have arrived. “Constance Steinkuehler of
the White House Office of Science and Technology
is openly driving games as an instrument of learning
and change in a wide range of federal agencies
and programs,” says Landes. “Game design and
development is being taken seriously and is being
funded by very large government, enterprise, and
social organizations.”
Nevertheless, there are still challenges facing

www.trainingmag.com
Games&Simulations
instructional designers who want to use serious games
and simulations to train employees. Landes notes a few:
• Finding games that map on a 1:1 basis to relevant
learning and performance objectives.
• Evaluation metrics, including validating that game
play demonstrates (at a minimum) Kirkpatrick
Level 2 competence and/or supplants a traditional
quiz or other Level 2 evaluation tools.
• Determining how to blend in other modalities
without killing the fun (i.e., when you add other
traditional learning formats, the learning/change
agenda becomes more overt and the danger of
“chocolate-covered broccoli” is imminent.
Luckily, Landes says, there are solutions that can
be implemented to stay on track. “Decision-makers
should not get talked into pricey prototypes they can’t
launch and should not work with design firms that are
not experienced game designers—they are not the
same thing,” he says. “A Web development firm that
specializes in marketing can’t pivot to become a game
designer at market prices, and it may not be able to get
you a launchable game.” Instead, Landes recommends
“an experienced team of three-plus game developers
with the game designer/developers maintaining veto
rights on the game concept, design, and fun factor.”
Serious gaming and simulations will become more
refined, with gaming applications available on more
learning management systems. “I believe you will see
more self-quantification. Some will be user/learner
driven and others will be more top down. Examples
include identified and anonymous quantification of
velocity, volume, quality, etc.,” he says. “I believe
you will see a leveling off of excitement about
leader boards, static point schemas, and standard
achievements such as badges. Organizations will begin
to encounter some of the limitations and challenges
around these game mechanics. Some will become
disenchanted. Others will shift to more contextualized
competition and more sophisticated point economies
and achievement structures. Ultimately, many/most
LMSs will begin to integrate basic game mechanics as
an optional feature—if they have not already.”
FOCUS ON
UPPING YOUR SALES GAME
By Giles House, VP, Marketing, Callidus Cloud
Gamification is permeating nearly all aspects of the business
landscape. It’s become a powerful behavior incentivization
tool that makes for an engaging environment in which
to encourage employee performance, enhance training
processes, and leverage successful participants to foster peer-
to-peer mentorship opportunities.
We have been convinced of the power of gamification
to revolutionize the sales business for a while now.
Recognizing the opportunity gamification brings to
increasing sales productivity, we recently launched
MySalesGame, a cross-application gamified experience
that ties together our sales and marketing suite across
multiple applications, including marketing automation,
quotes and proposals, sales coaching, sales enablement,
commissions management, and learning management.
MySalesGame drives sales performance by tapping into the
natural competitive instinct among participants. Powered
by Badgeville, The Behavior Platform, MySalesGame drives
increased efficiency across all sales channels by publishing peer
performance on key sales and other objectives, such as training
course completion, in real time. It also provides social currency
redeemable for tangible rewards, such as cash and gift cards.
Money is a strong behavior motivator, but at some point
money actually stops motivating further actions. Reputation
across a peer community can be motivating, and in many
cases, drive behavior more efficiently than financial rewards.
Gamification technology such as Badgeville is enabling us
to provide a more powerful, visual, and visceral incentive for
people to gauge their performance and keep up with or stay
ahead of the competition.
For many, being recognized as a leader or role model by
their peers is a primary motivator. MySalesGame taps into
this notion by showcasing or highlighting the steps successful
individuals have taken to achieve their status. This not only
provides an ego boost for top performers but also provides a
clear path to improvement that helps others make incremental
progress toward their own success. For example, learners
can complete a course and take a test; those who score high
marks earn points toward status badges or tangible rewards,
which encourages participation and retention. “Advertising”
their newly acquired knowledge to the team again provides
that clear path to success that others may emulate.
Gamification can be a powerful change management
tool to help drive and manage behavior. Making it as fun,
quirky, or serious as your corporate culture allows and
breaking big-picture goals into manageable chunks—or
gamified missions—makes goal setting and achievement
less daunting compared to subjecting employees to yet
another un-engaging training program.

drives real results.
r t e lassr t t e li e.™
risi . a i a

ompanies such as FedEx, The Hartford,
and Union Paciﬁc offer some of their
leaders the opportunity to climb Mt.
Everest. But the trek does not require
parkas, ice axes, or karabiners. Nor will
participants feel the least bit cold.
They must, however, make life-and-
death decisions about who gets how
much oxygen, correctly calculate the
weather when the weather station is knocked out, and
determine what to do when one of the team begins to
experience hypothermia.
Welcome to the Leadership and Team Simulation:
Everest V2, a simulation co-created by Bryant
University (RI) Trustee Professor of Management
Michael Roberto, D.B.A. Drawing inspiration from
Roberto’s research on the failures of a May 1996
Mt. Everest climb that resulted in the death of ﬁve
mountaineers, the simulation aims to teach leadership
and team dynamics. “I’ve found that when you take
executives out of the usual business setting, it’s very
compelling for them,” Roberto says. “We wanted
something focused on team dynamics and leading
teams. We wanted to do something different, so we
could measure performance.”
Roberto had written several case studies on the Mt.
Everest tragedy and other non-traditional business
failures such as the Columbia Shuttle crash and the BP
oil spill when Harvard Business Publishing approached
him to develop a simulation. It knew his current work
and work he had done previously at Harvard. He
brought in a Harvard Business School colleague he
had worked with, Amy Edmondson. Roberto and his
colleagues worked with West Coast software developer
Forio Business Simulations on the Web-based
simulation, which took one year to develop.
www.trainingmag.com
Games&Simulations
FOCUS ON
Based on a tragic Mt. Everest climb, the Leadership
and Team Simulation: Everest V2 aims to teach
leadership and team dynamics. By Lorri Freifeld
C

Traingmag 2012/9-10 CLOUD CONTROL

Traingmag 2012/9-10 CLOUD CONTROL

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Traingmag 2012/9-10 CLOUD CONTROL