BY LINDA GALLOWAY

What does Digitas, a digital and direct marketing company, have in common with Caterpillar, the manufacturer of heavy construction equipment? What about GM and Bellevue University? While these companies vary widely in size and industry sector, all have demonstrated innovation and excellence in corporate learning. They are among America’s 14 Learning Leaders for 2006. “In our many years of research and consulting work, we’ve seen countless examples of outstanding learning strategies from all types of organizations,” said Josh Bersin, president of Bersin & Associates. “In 2005, we decided to create a formal, researchbased program to recognize learning excellence and share the winning case studies and best practices with the broad corporate training community. Additionally, we wanted a way to highlight achievements in areas not typically recognized – such as multifunctional initiatives and organizational and management strategies.” While Elearning! Magazine will feature several detailed case studies of 2006 Learning Leaders in upcoming issues, herein are highlights about each winner as well as observations from Bersin & Associates’ judges.

Learning Leader Awarded to: General Motors Corp.
In the late 1990s, as General Motors prepared an ambitious schedule for introducing new vehicles (averaging one model every 45 days), it was evident that the training of 80,000 dealership service technicians must not only be accelerated, but totally revamped. The costs to expand the company’s training center model would quickly become exorbitant.

Because of the program’s business-critical mission and its scale and complexity, GM decided to partner with Raytheon Professional Services in its technical training operations and embrace a blended learning approach, with an emphasis on delivering training directly to technicians on dealership computers. The new training strategy, called GM Service Technical College, was introduced in 2000 and continues to evolve.

“This program should be studied by every learning executive,” said Bersin. “The program is incredibly ambitious and touches one of the most business-critical elements in the GM business model. Its success is a testimony to the value of carefully honed best practices for program analysis, design, implementation, and management.”

The comprehensive program – which encompasses pre-assessments, certifications, personalized curricula, management coaching, and effective use of LMS technology – is measured through both learning and business metrics such as “fix it right the first time” repairs, warranty costs, training costs (for dealers and GM), number of technicians trained, and dealer satisfaction.

Learning Leader Awarded to: Scottrade, Inc.
“Scottrade’s branch associate training program is an excellent example of the importance of upfront analysis and an understanding of the learning audience,” said Bersin.

As part of a strategy to increase market share, Scottrade set out to improve the marketing skills of its branch associates who directly interact with clients. In order to assess weaknesses, the company conducted detailed audits of hundreds of associate phone calls. Additionally, the company worked with two consulting firms to perform external audits – “secret shopper” interactions – in order to obtain objective feedback.

Scottrade determined simulations would best address the identified training needs; simulations also could be deployed over the web or intranet and injected a level of fun and interactivity into training. With the help of consultants, highly realistic simulations were developed for various scenarios, such as incoming and outbound prospect calls, customer inquiries, follow-up calls, and customer complaints. Learners could safely practice skills without compromising prospect and customer relationships.

Once the program was designed and launched, branch managers assumed ownership for its use and reinforcement. Because the program had specific business goals, Scottrade can use key performance indicators such as lead conversions and new account openings, along with anecdotal data, to gauge success.

Learning Leader Awarded to: American Power Conversion
Several years ago, American Power Conversion (APC), a provider of high availability systems for network infrastructure, set global expansion as a strategic corporate goal. The company realized that accomplishment of this goal could be facilitated through educating data center professionals throughout the world. In 2005, Data Center University, an online learning portal, was launched for the delivery of training in design, building, and operation of physical data centers.

“This program is designed for both customers and prospects and takes a comprehensive view of the learning and business challenges of both audiences,” said Bersin. “APC understands that it obtains a competitive advantage by providing critical training to professionals in underserved markets.” Bersin also cited the company’s proactive relationships with organizations such as IEEE to gain support of DCU and to ensure DCU courses can meet continuing education requirements.

To further enhance credibility, APC has recently launched the first of several certification programs for data center professionals. Today, DCU offers 40 self-paced courses and has 20,000 students registered from more than 100 countries. Most courses are available at no cost.

Global Knowledge’s Global Learning Platform provides the DCU’s technology infrastructure. Content is currently translated into 12 different languages. The platform also captures vital prospect information, collected at the time of registration, for marketing analysis and follow up.

Learning Leader Awarded to: Alcatel (now Alcatel-Lucent)
Through its STRETCH leadership program, Alcatel identifies potential leaders early in their careers and focuses on accelerating their development. Rolled out in 2000, the program is designed to develop leaders with stong business skills and customer focus. Targeting high potential employees (approximately 3% of the global employee population), the program is also used to ensure the development of an international talent pool, ready to assume management responsibilities.

As Alcatel has expanded beyond Europe, STRETCH has also expanded. Between 2002 and 2004, programs were launched in North America, Brazil,Mexico, Central America, Romania, and Asia-Pacific. In 2006, a new program started in Egypt, covering the Middle-East and India. The next step is to expand the program globally to support the new Alcatel-Lucent organization, following the merger with Lucent in late 2006.

Key differentiators of STRETCH include strong links with career development, obtaining delivery efficiencies through virtual delivery of both local and global modules, ensuring consistency through accreditation, and the creation of a professional network.

“This program includes hands-on, actionoriented learning with a high level of management involvement,” said Lamoureux. “This is a visionary program that doesn’t focus on a stepby- step approach to advancement.”

Learning Leader Awarded to: Philips Medical Systems
Philips Medical Systems is a global leader in medical technology. The company employs 31,000 people and has manufacturing facilities in the United States and Europe. The installation of a new CEO was the catalyst for this company’s focus on leadership development, with the primary business driver being increased profitability.

“Too often we see companies focusing an inordinant amount of time and money reinventing the wheel,” said Lamoureux. “Philips took advantage of existing methodologies – iinteg’s Five Dimensions of Human Performance and the Novation’s management model – for a strong program foundation.”

Launched in 2004, Philips’ leadership program includes classroom training on performance management; coaching and team dynamics; one-on-one coaching; peer learning; upward and downward feedback; development planning; and applied learning.

Anecdotal data indicates that program participants show significant increases in cross-functional coordination and teamwork and improved ability to manage the performance of direct reports. Over 50% of participants have been promoted into more prominent roles with increased responsibilities. Engagement scores for participants’ direct reports have increased by 20%, and 92% of the participants were evaluated by direct reports and supervisors as operating at Stage 3 or 4 of the Novations’ model (the highest levels) following the program.

Learning Leader Awarded to: Digitas, Inc.
According to Lamoureux, one outstanding attribute of Strategy Bootcamp is its clear understanding and execution of a very focused objective: to help vice president-level employees become more strategic, increase their cross-functional knowledge, and deepen their understanding of clients’ businesses.

The invitation-only, three-and-a-half-day program covers Digitas, Inc.’s proprietary approaches to client work and supports the goal of developing sustained, scalable marketing engines that drive clients’ businesses.

The 32 participants in each session are divided into four working groups. The agenda is structured around actual client challenges. Each day, groups spend several hours applying concepts learned to a case study. At program’s end, each group presents its recommendations to a panel of experts. Many of the ideas generated during Bootcamp have been adopted by clients and have subsequently generated additional revenue.

Senior leadership is involved in every stage, including the nomination process, the development and delivery of content, judging final presentations, and networking events.

Initially introduced in 2002, Strategy Bootcamp is now the most sought-out learning program at Digitas, Inc.

Learning Leader Awarded to: The Children’s Place Retail Stores, Inc.
Children’s Place wanted to increase usage of the store’s credit card. Needed was an effective way to increase store associates’ knowledge about the card so they would feel confident talking with customers and asking them to fill out applications. The company chose to use talking avatars, developed by Oddcast, to train associates on the card’s features and benefits and how to present the card to customers.

This approach was deliberately selected because of its appeal to the learning audience. At Children’s Place, the average sales associate is in his or her late teens or early twenties and comfortable with computers. “The success of this training is largely because it is so well matched to its learning audience. The team understood the audience and knew that the quality of the animated instructor could either add or detract from the training,” said Howard.

The simulated approach was a big hit. Many associates could recall characters by name and play back the customer situations. Even more impressive were the business results. After the training, the company reported a 29% increase in credit card applications over the same period during the prior year.

Learning Leader Awarded to: Bellevue University
Bellevue University, with approximately 7,000 students, is a relatively small school. But it has big ideas. The renovation of its auditorium presented an optimum time for Bellevue University’s learning team to address a growing communication problem with the latest interactive broadcasting technology. The team set out to create a technology solution that emulated the look and feel of a live learning experience, allowed for remote access and high degrees of interaction, and could be used for either live or recorded delivery.

The business objectives of the project were classic. The university, which currently has 11 remote campuses and offices, wanted to save money on faculty and staff meetings and increase use of the auditorium by the business community.

The university designed a solution using Sonic Foundry’s mediasite live technology along with equipment controlled through a Crestron system. “This is an example of a simple, elegant solution using lesserknown technology,” said Howard. “Essentially, Bellevue took the auditorium experience to the web. The solution not only saved the university money, it actually makes money.”

Learning Leader Awarded to: CIBC
CIBC, a Toronto-based financial services company with 45,000 global employees, implemented a comprehensive solution for rigorous compliance requirements. In order to meet ever-stricter compliance mandates from Canadian and U.S. governing bodies, the company recognized the need for a unified learning platform with robust tracking and reporting capabilities.

Working with Accenture, CIBC reengineered its compliance training processes and identified training commonalities and unique needs.

“CIBC recognized that the successful implementation of new technology required an accompanying reevaluation of learning processes and services. The company followed implementation best practices for system design, integration, testing, and rollout. It was so well managed there was little room for error,” Howard said.

The implemented solution has had measureable business impact. System management costs have been reduced by approximately 50%; compliance training is launched and delivered much faster; and compliance reports are now generated every 24 hours in order to meet regulatory requirements for new hires.

Caterpillar Inc.
“Caterpillar’s learning organization is an operational powerhouse,” said Levensaler. “It is a phenomenal example of a highimpact learning organization.”

Caterpillar University supports 90,000 employees in 30 business units as well as more than 100,000 dealer employees. The company’s 285 full- and part-time learning professionals are organized in a federated model. Approximately 50% of learning staff work in centralized organizations providing shared services and enterprise-wide training resources. Others provide dedicated support to specific business units. The Saba LMS supports and manages learning throughout the enterprise.

University President David Vance is responsible for Caterpillar University and all learning functions. An enterprise learning plan and divisional learning plans align learning with enterprise strategy through 2010 and with performance management, succession planning, and skills and competency management.

Caterpillar takes a holistic approach to learning. In addition to formal learning resources, the company promotes continuous learning through its Knowledge Network and Knowledge Network Communities. Caterpillar has a dedicated metrics team to drive accountability for results and demonstrate business impact. A Business of Learning document is updated annually to document the investment value, strategic impact, and ROI for all major programs.

Learning Leader Awarded to: Symantec Corp.
Symantec’s Support Readiness Training organization provides technical training to the company’s technical support, consulting, and pre-sales teams, as well as to the external business and support partners. A staff of 83 learning professionals supports an audience of approximately 4,000 people. Today, the organization offers 340 instructor-led courses, 150 e-learning courses and several hundred recorded TOIs (transactions on information systems).

“Symantec has created a well-oiled machine to meet the technical training needs of its employees and partners. Welldefined, time-tested processes ensure tight alignment with product development and rapid delivery of high-quality training for new products,” said Levensaler.

In order to maximize operational efficiencies in both internal and external training, the Support Readiness Training organization also serves on Symantec’s corporate learning council, alongside two other learning organizations: Sales Training/Customer Education, responsible for end user training; and Learning and Performance Group, which is responsible for management, leadership, and personal development training.

Leader Awarded to: MetLife
As of 2005, MetLife knew it needed to make major changes in learning and development, which was still primarily conducted through instructor-led training. The company took dramatic actions. It centralized the training organization and made important investments in the staff, processes and supporting technologies. An LMS was installed in early 2005, an LCMS in early 2006, and a virtual classroom solution in 2006.

The initiative, called MetLife Peformance-Learning, focuses on job performance, expansion of knowledge, and the development of new skills. Specific goals include improved alignment with lines of business and linkage of employee development to performance. The company also increased efficiencies through the use of EEDO’s ForceTen LCMS, including standardization of content creation and improved content reusability.

By leveraging best practices from other organizations, Metlife avoided common pitfalls. Early on, the L&D leadership committed to develop associates and hire the talent required to support the implementation of new systems and processes. The company also developed solid business partnerships with a limited number of key vendors.

“Upfront,MetLife recognized that it’s all about performance. Everything about its initiative is focused on the transfer of knowledge and skills based on performance expectations,” said Danna.

Learning Leader Awarded to: Saks, Inc.
Saks recognized a problem common to many other organizations: it lacked internal “bench strength.” In Saks’ case, the most acute shortage was in qualified personnel for positions of buyer and divisional merchandise manager. The company lacked a process that identified future needs to develop executives and spent most of its training dollars on new hires and trainees, not promotable employees.

The company set out to develop a competency database for merchant positions and a corresponding curriculum. Since merchant jobs had changed significantly in recent years, developing and validating competencies was critical in order to build new skill requirements for both new and incumbent merchants. Saks then conducted an extensive gap analysis and training needs assessment based on approved competencies.

The company is now developing and deploying an extensive curriculum to address competency gaps. Saks University courses range from business analysis to retail math, from trend analysis to vendor negotiations. Competencies are currently used as part of the recruiting, selection, and on-boarding processes and in the company’s performance appraisal system.

“This is proof that focus on competencies actually has business value. Through the use of technology and defined curricula, the company has significantly improved its training efficiency and improved training consistency,” said Danna. Today, Saks’ merchandising merchants are up to speed in six to twelve months. The industry average is two years.”

Learning Leader Awarded to: Institute of Nuclear Power Organizations
In 2003, INPO, realized that 60% of its workforce would turn over by 2010. Immediate and dramatic changes were needed to existing learning and development processes. A year later, INPO launched its Leadership and Learning Center.

“Rather than reacting hastily, INPO took a very methodological, process-oriented approach,” said Danna. “INPO recognized that a solid competency model would guide present and future development needs. Executive sponsorship and a defined change management model kept the initiative on track.”

The workforce was divided into six major professional groups. A core set of skills and associated development activities were identified for each group.

Benchmarking research and employee focus groups were used to design and finetune development processes and programs.

INPO chose Learn.com’s LMS to manage skills and competencies, track job skill requirements, manage learning content, and allow for self-enrollment in instructor- led training.

The company’s focus on competencies has had several side benefits. The competency model prompted an update of the performance appraisal process and is now used for 360-feedback and hiring guidelines.

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Elearing! Magazine is the media partner for the Bersin & Associates Learning Leaders Proram. To submit your application for consideration as a 2007 Learning Leader, please visit www.bersin.com/leaders.

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