26 Chief Learning Ofcer April 2014 www.CLOmedia.

com
The
Virtual
Reality
BY ALAN TODD
Why companies are taking a wait-and-see
approach to virtual leadership development and
how striking a balance between technology-based
and face-to-face learning is important.
G
athering dispersed learners in the same location is difcult.
Even if getting everyone in the same place were cheap
and easy, few companies have enough physical seats to ac-
commodate all the people they would like to develop.
Transforming the math that dictates the reach and scale of
corporate learning through virtual technology is attracting CLOs atten-
tion and a growing ow of venture capital.
But the concern remains that quality is being sacriced in the quest
for scale. Many learning leaders are waiting to see how experiments play
out in higher education, and those who have begun to experiment gener-
ally relegate virtual learning to low-priority subjects like compliance-driven
training and basic technical or vocational knowledge.
While virtual training may be available to
employees, it is rarely central to leadership de-
velopment strategies. The more senior the au-
dience and the more focused the learning is
on judgment and decision-making, the more
likely it is to be face-to-face.
In an interview with Knowledge@Wharton,
an online business journal for the Wharton
School of the University of Pennsylvania,
General Electric Co.s Susan Peters put it this
way: There is an element of our teaching that
we recognize will always be face-to-face and,
therefore, probably less technology-sensitive.
ON THE WEB
Millennials are social learners,
and cloud technology, with
built-in social collaboration
features, is best suited for this
next generation of learners.
How can you make it work for
other generations as well?
Find out here: blog.CLO
media.com/?p=4194.
Chief Learning Ofcer April 2014 www.CLOmedia.com 27
28 Chief Learning Ofcer April 2014 www.CLOmedia.com
I dont suspect that we will ever go to a place
where we have only technology-based learning or
e-learning. We really believe that inspire, connect
and develop happens with real impact when people
are physically together.
Peters, who at the time was GEs CLO and is cur-
rently senior vice president of human resources, is
right. No company will likely convert entirely to
e-learning for senior leaders. The peer-to-peer and
teacher-to-student chemistry is too powerful, the net-
work-building opportunities too important and the
prestige of being chosen for high-touch investment is
too signicant to ignore. Yet plenty of room exists be-
tween a leadership development approach that is only
technology-based and one that is mostly face-to-face.
More importantly, the case for moving quickly is more
urgent than most companies realize.
Under Pressure
The globalization of the workforce, more dispersed
decision-making and increased cross-silo coordination
place pressure on CLOs to boost their reach. Those
trends also emphasize a specic leadership competence
the ability to collaborate.
Analysis by The Corporate Executive Board Co., a
leadership advisory company, shows that network per-
formance outcomes achieved by using the contribu-
tions of others and by contributing to the performance
of others as opposed to individual performance drives
an increasing proportion of overall enterprise perfor-
mance. Organizations that build the network perfor-
mance capability of their employees can signicantly
accelerate their performance versus focusing on individ-
ual task performance alone (Figure 1).
Approximately half the impact of employee perfor-
mance on rm prots is driven by the ability of the
individual to make the larger ecosystem better, not just
by execution of individual tasks. Companies that do
not develop the network performance are missing the
potential performance opportunity available to them.
The relative importance of net-
work performance compared to indi-
vidual task performance has more
than doubled in the past decade,
from 22 percent in 2002 to 49 per-
cent in 2012, and we see no reason to
believe that trend will reverse, said
Thomas Handcock, senior director in
CEBs HR practice.
Seen in this light, virtual learning becomes less
about embracing a new delivery channel with supe-
rior reach and scale and more about developing a
new network-collaboration muscle that will be es-
sential for tomorrows leaders. This insight has three
signicant implications for learning organizations:
Classroom Learning
Still Has a Place
By Chris Lennon
L
earning management systems, MOOCs,
gamication and other online tools provide
customizable and interactive online training that
makes learning available anytime, anywhere. But
e-learnings growing popularity is not a threat to
traditional classroom learning. Classroom
training hasnt just survived its on the rise.
Research and analysis rm Brandon Hall Group conrms this. In
its 2013 Relationship-Centered Learning study, the rm reported
a 5 percent increase in classroom-based learning in the past
year. While not large, that growth is fueled by the successful,
face-to-face interactions that classroom learning provides.
Classroom learning maintains its relevance largely because its
the most effective medium to teach soft skills. These skills are
crucial across multiple development areas. Research
conducted in 2013 by consulting rm Millennial Branding and
American Express Co. found more than 60 percent of
managers agree that soft skills are the most important when
evaluating an employees performance, followed by 32 percent
who cite hard skills as the most important.
Further, many companies struggle to educate employees on
complex soft skills such as adaptability, critical thinking,
organization and collaboration traits closely tied to common
pain points related to leadership development and succession
planning. This is why classroom training still has a place. It
provides students with the opportunity to practice and receive
feedback from an instructor who can observe and evaluate their
performance in real time.
However, when students leave the classroom, if what theyve
learned is not put into practice quickly, knowledge retention
becomes an issue. According to the University of Waterloos
Curve of Forgetting study, students lose 50 to 80 percent of
what theyve learned after one day. This gure jumps to 97
percent after a month. But theres a solution integrate
face-to-face and virtual learning.
Classrooms are optimal for soft skills training, and online
learning and social collaboration tools extend students
learning, make it accessible anytime, anywhere, and allow
employees to share and learn from each others experiences in
real time. This collaboration promotes knowledge retention
because it facilitates on-the-job skill application, counteracting
the 50 to 97 percent knowledge loss from classroom training
without social reinforcement.
The most effective learning programs combine e-learning, social
collaboration tools and the classroom. Doing so broadens
students learning opportunities and engagement, and ensures
that there will always be a place for classroom learning espe-
cially if learning leaders continually nd ways to improve it.
Chris Lennon is the director of product management for learning
at SilkRoad Technology Inc., a talent management software company.
He can be reached at editor@CLOmedia.com.
Thomas Handcock
Chris Lennon
Chief Learning Ofcer April 2014 www.CLOmedia.com 29
1. Companies undermine their commitment to devel-
oping employee capabilities to work together across
silos and distance if they ask them to come into a
central facility and learn face-to-face. Leaders must
make decisions and build consensus for action vir-
tually, and some of an organizations learning ap-
proaches should reect this reality.
2. The risk of a wait-and-see posture toward virtual
learning is greater than most organizations appreciate.
CLOs content to wait until the discipline matures
may cede performance and prots to rst movers.
3. To develop network performance capabilities, vir-
tual learning must be collaborative. Solo learning
online can increase reach and scale, but the ability
to collaborate virtually can only be accomplished
through practice.
While there is urgency to become more procient
at collaborative virtual learning, learning leaders rightly
observe that the eld is still in its infancy. Vendors are
scrambling to develop offerings worthy of companies
emerging leaders. Nevertheless, it is possible to identify
characteristics of successful experiences in learning de-
sign and participant engagement.
Design and Engagement Are Key
In learning design, any virtual experience must in-
clude vetted content, allow time for deliberate practice
and focus on a specic, real-world application. Success-
ful online collaborative learning must structure oppor-
tunities for synchronous and asynchronous interaction
among learners and actively facilitate those interactions
to reinforce healthy and productive collaboration.
As part of a focus on product management, Mas-
terCard Inc. designed a collaborative virtual learning
experience to deliver training in 2013. The company
chose a virtual platform because of its need to deploy
a learning curriculum globally and customize it to re-
gional differences. But it was the collaborative com-
ponent of the platform and its application to real-world
problems that has drawn the rms attention since
deployment.
Leigh Bochicchio, vice president of global learning
at MasterCard, told Elearning Magazine, Participants
are doing their job during the learning process, and
solving complex business problems
that require collaborative thinking as
opposed to working on theoretical
examples in classroom training.
While focusing on the design
and content is critical, organiza-
tions must also focus on partici-
pant engagement. Learning re-
quires a substantial amount of time from busy
learners, and virtual, social learning experiences can
feel unfamiliar and uncomfortable to beginners. To
maintain focus, CLOs can tap intrinsic motivation to
reduce the amount of perceived effort or raise the
stakes of participation.
Intrinsic motivation is driven by relevance, which
organizations can generate by tying learning experi-
ences to business challenges that learners collectively
face. If a learning experience allows participants to
tap expert and peer know-how to get their day jobs
done, they are more likely to lean in. And partici-
pants are more likely to pay attention when faculty
experts are trusted brands, either internal execu-
tives or recognized outside experts.
Organizations can also reduce the amount of effort,
or at least the perceived burden, of participation.
Chunking content into small bites reduces the amount
of energy that individuals have to expend in a single
burst and allows leaders to t learning into cracks in
their schedules. Switching among learning modes such
as reading, video, reection and discussion reduces the
perception of drudgery. Gamication of low-energy
activities adds a sparkle of interest that gets learners
through slow patches. An easy-to-use technology plat-
form can guide participants through the learning jour-
ney so they dont have to burn energy wondering what
to do next or how long it will take.
Increasing the positive or negative consequences of
participation can also boost engagement. If learners
know the organization expects full engagement and
completion and that engagement which is easily
measurable online will factor into performance as-
sessment, they are more likely to stay involved and try
to excel. Certication can also act as an attractive incen-
tive, as can peer pressure either friendly competition
or a desire not to let down peers by being unprepared.
Here is another place that technology platforms can
help by making peer engagement rates transparent.
Source: The Corporate Executive Board Co
FIGURE 1: PERCENTAGE OF CHANGE IN PROFIT BY
PERCENTAGE OF HIGH PERFORMERS IN BUSINESS UNIT
High Individual Task and Network Performance
High Individual Task Performance Alone
n=23,339
Percentage of Employees
15
10
5
0
0 25 50 75 100
The addition of network
performance significantly
improves the organizations
ability to achieve breakthough
business performance.
VIRTUAL continued on page 46
Leigh Bochicchio
46 Chief Learning Ofcer April 2014 www.CLOmedia.com
tigue that can come from competing priorities. Then,
when employees start to see results and their peers ex-
hibiting the behaviors, they often are more inspired to
continue the transformation journey.
For example, a CLO could build a training program
that explains to current and new employees how to live
the culture strengths and overcome related challenges.
This program should demonstrate what the critical be-
haviors look like in practice and the methods employ-
ees can use to exhibit those behaviors. More informally,
a CLO could provide opportunities for employees with
similar interests to get together to talk about their work
and their experiences adopting the critical behaviors.
Third, learning leaders can instill a sense of employ-
ee pride and commitment. Look for ways to connect
workers to something larger than a new policy on pa-
per. When employees feel their work is contributing to
a larger purpose they believe in whether its build-
ing a ghter jet that is so well-made it keeps service
members safe while protecting their countries, or de-
livering a health plan that helps its members to live
healthier lives every day.
Fourth, create programs to help grow informal peer
networks and motivators, and develop methods that
empower employees to live the culture and critical few
behaviors. While culture is often articulated at the top,
managers reinforce it at every level in a company.
CLOs may need to educate managers how to empow-
er direct reports and praise the benets of change in
ways that lead to improved behaviors and increase
rates for change adoption.
Finally, tell company stories that embody the cul-
ture, and repeat them. Stories about a strong leader in
the organization or a dening moment in the compa-
nys history are often a source of pride for employees
and can be a natural way to reinforce desired behaviors.
Ideally, CLOs will include some facet of corporate
culture as a part of every employee development pro-
gram. For example, they should choose corporate learn-
ing strategies and allocate budgetary resources in accor-
dance with cultural objectives, and nd ways to connect
employees with similar interests, capabilities and goals.
When fully aligned with the learning strategy, cul-
ture can be used to deliver the most effective learning
to help employees meet the companys strategic priori-
ties. When a companys culture is not aligned with the
strategy, a culture-led approach to learning can help to
create desired performance results more quickly and
sustain them long term.
CLO
DeAnne Aguirre is a senior partner with Booz & Co.
Micah Alpern is a senior associate with Booz & Co. and a
member of the Katzenbach Centers operating team.
Kristy Hull is a Booz & Co. principal. Rutger von Post is a
partner with Booz & Co. and head of the Katzenbach
Center in North America. They can be reached at
editor@CLOmedia.com.
VIRTUAL continued from page 29
Breaking Down the Barriers
While these strategies encourage learners to collab-
orate online, trouble spots invariably emerge. Older
generations may be less inclined to embrace collabora-
tive technologies. Junior employees may struggle be-
cause their time and screens are not their own or be-
cause discussion boards are interpreted as wasting
time in settings where employees feel like theyre on
the clock. In early stages, online communities may
even attack individuals who admit weakness for the
sake of problem solving.
So, how can organizations encourage skeptics to
collaborate virtually? Start with the learning experi-
ence rather than collaborative software tools such as
Jive or Yammer. Learning experiences have a begin-
ning, middle and end, so skeptics may be more in-
clined to endure for a short period, perhaps just long
enough to form a habit. Structured learning environ-
ments offer the control necessary to frame expecta-
tions, ensure that collaboration remains productive
and contain potential misbehavior.
Front loading training for audiences who are
likely to collaborate is another useful strategy.
Emerging leaders are likely to be ambitious, willing
to take career risks and comfortable with social
technology. Making heroes out of those individuals
who contribute most to team success can go a long
way toward encouraging desirable virtual collabora-
tion behaviors. Starting with audiences outside the
country where the company is based is another
promising strategy. These leaders may be starved for
development and predisposed to collaborate to ex-
pand their networks.
Perhaps the most important step an organization
can take to encourage virtual collaboration is to in-
clude the skill as part of the framework of competen-
cies that must be developed to achieve organizational
performance objectives. If virtual learning is simply
a tool to bring down the cost and extend the reach of
training efforts, it is not terribly difcult for a skep-
tic to resist. If it is instead the means to develop a
competence that is essential to the organizations
ability to perform at a high level in the future, opt-
ing out is more difcult.
The bad news is the urgency to embrace virtual
collaborative learning and the consequences of
waiting are greater than organizations thought. The
good news is this insight can accelerate social learn-
ing efforts. The result is a better chance that the
improved reach and scale that originally aroused
interest in virtual learning will arrive sooner than
we thought.
CLO
Alan Todd is the CEO of CorpU, a for-prot membership
organization. He can be reached at editor@CLOmedia.com.