Podcasts about learning director

In this episode of Learning Matters, we sit down with Dasha Crosby, Learning Director at U.S. Bank, to talk about the future of learning and development!With over 15 years of experience in human capital management, talent strategy, and process improvement, Dasha shares why understanding learner pain points is critical for building effective learning strategies—and how communicating the value of learning is just as important as the content itself.We dive into:✅ How to design learning programs that truly resonate with learners✅ The importance of data, storytelling, and ROI measurement✅ How AI and VR are reshaping the future of corporate training✅ Why accessibility and inclusion must be at the forefront of L&D✅ Career lessons Dasha would share with her younger selfWhether you're an L&D leader, instructional designer, or someone passionate about professional growth, this episode is packed with insights you don't want to miss!

Aujourd'hui, nous recevons Stéphane Dehlinger, Global Learning Director de Pernod Ricard, un des fleurons français des spiritueux !

In this episode of Contracting Conversations, hosts Scott Williams and Jim Valley are joined by Dr. Renee Butler, DAU's Learning Director for Price, Cost, and Finance. They delve into the details of the CCON 009 credential, which focuses on Advanced Proposal Analysis, Indirect Cost, Profit, and Documentation. Dr. Butler explains the structure and content of this credential, its companion CCON 001, and the various courses involved, such as CON 7030V (Indirect Cost Analysis) and CON 7170V (Analyzing Profit or Fee).Listeners will gain insights into the practical applications of these courses, including how to analyze indirect costs, develop profit objectives, and document negotiation decisions. Dr. Butler also highlights the importance of business simulations in the curriculum, providing students with hands-on experience in real-world scenarios. Tune in to learn about the intricacies of contract pricing and the valuable resources available through DAU, and don't forget to like and subscribe for more insightful content.CCON 009 -  i-Catalog:  https://icatalog.dau.edu/onlinecatalog/CredentialConceptCard.aspx?crs_id=70 Contract Administration and Pricing Community of Practice: https://www.dau.edu/cop/caContracting Community of Practice:  https://www.dau.edu/cop/contractingIf you are watching this video on DAU Media, but rather watch on YouTube, go to https://www.youtube.com/channel/UCbF8yqm-r_M5czw5teb0PsAApple Podcasts:  https://podcasts.apple.com/us/podcast/contracting-conversations/id1621567225

In this podcast of “Contracting Conversations” Scott Williams and Jim Valley discussing contract financing with Dr. Renee Butler, DAU's Learning Director for Price, Cost, and Finance. They introduce the new credential CCON 005, Contract Financing, which includes three courses: CON 7500 (Introduction to Contract Financing), CON 7510 (Progress Payments), and CON 7520 (Performance-Based Payments). The discussion covers the importance of contract financing in improving cash flow for contractors and the complexities of setting up and administering these payments.  In addition, she discusses the purpose of the credential itself, and the target audience.CCON 005:  https://icatalog.dau.edu/onlinecatalog/CredentialConceptCard.aspx?crs_id=66Cost and Pricing Community of Practice:  https://www.dau.edu/cop/pricing Contracting Community of Practice:  https://www.dau.edu/cop/contractingIf you are watching this video on DAU Media, but rather watch on YouTube, go to https://www.youtube.com/channel/UCbF8yqm-r_M5czw5teb0PsAApple Podcasts:  https://podcasts.apple.com/us/podcast/contracting-conversations/id1621567225

We're now taking in more information daily than a 15th century child would see in a lifetime - have our brains caught up yet? Learning is a lifelong journey, so when it comes to using technology to teach ourselves new skills, we need to be mindful of how it's used, something that John Ambrose considers a complex area. John is our Talent and Learning Director at Colt, and joins Blanca Perez-Ordoyo Fernandez to explore the pros and cons of tech on cognitive development, and how to maximise your learning potential! In this episode: The impact of technology on cognitive functions and attention span How technology has democratised information, but not fully Techniques to maximise your learning potential and productivity Traditional learning methods vs modern, tech-enabled learning Colt Technology Services https://www.colt.net/ https://www.linkedin.com/company/colt-technology-services/ https://www.instagram.com/colttechnologyservices/ John Ambrose https://www.linkedin.com/in/johnwambrose/

This week I have the video version of my chat with Professor Eddie Obeng PhD, MBA. About Eddie Described by the Financial Times as a 'leading revolutionary' and 'agent provocateur', Eddie is a professor at the School of Entrepreneurship and Innovation at the Henley Business School, founder and Learning Director of Pentacle The Virtual Business School, and a leading business theorist, innovator and educator. “The Rock Star of Business Education" Duke Corporate Education He is the author of ten books including two Financial Times bestsellers and the ever popular All Change! Eddie writes on a wide range of subjects connected by the themes of adapting for change, leadership, innovation and organisation. His books offer insights into the most effective ways to address the rapidly-changing, disruptive environments in business, society and culture today. His writing and teaching and concepts have been incorporated in 40% of the FT100. “His books are an antidote to the dryness of much managerial theorising. Old World they are not!” Financial Times Known as a pioneer in digital transformation, design thinking and organisational agility, he provides a no-nonsense overview about how traditional rules of doing business no longer apply while offering extensive guidance to reach new heights in fast-changing business environments. He is a regular speaker at TED, Thinking Digital, Poptech, Google Zeitgeist, USI, Communitech and Gartner Conferences. "The remarkable Eddie Obeng" Chris Anderson TED Eddie was one of the first to recognise that traditional processes, face-to-face working and software solution add-ons can never deliver solutions needed in a volatile and uncertain globally competitive world. He invented QUBE to solve this. QUBE combines new behaviours in collaboration with tools specifically developed for fast ease of use within a modern productive culture. QUBE has been adopted by a wide range of organsiations including, Danone, JDE, Dentsu Aegis Network and the UK National Health Service for day-to-day working, Project delivery and Learning and Development. "QUBE, an innovative virtual world from Pentacle The Virtual Business School" Financial Times Eddie was educated at Cranleigh School, at University College London, where he earned a double first in chemical and biochemical engineering, and Cass Business School. He was granted 2 patents during his engineering career at Shell International and achieved a European award for energy efficient design at Unilever before moving to Ashridge in 1987 where he became the youngest Executive Director of a European Business School. In 2011 Eddie won the Sir Monty Finniston Award for lifetime achievement by The Association for Project Management for his contributions to the study and practice of Project Management. As a board member of the UK Design Council setting design strategy for the UK, Eddie contributed to the development of the world famous 'Double Diamond' Design Thinking model. His 4 box “Innovation Sparq” model is the framework for all the UK's strategic investment in innovation. He is also a helicopter pilot. --- Send in a voice message: https://podcasters.spotify.com/pod/show/sundaylunchpm/message

This week I have part two of my chat with Professor Eddie Obeng PhD, MBA. About Eddie Described by the Financial Times as a 'leading revolutionary' and 'agent provocateur', Eddie is a professor at the School of Entrepreneurship and Innovation at the Henley Business School, founder and Learning Director of Pentacle The Virtual Business School, and a leading business theorist, innovator and educator. “The Rock Star of Business Education" Duke Corporate Education He is the author of ten books including two Financial Times bestsellers and the ever popular All Change! Eddie writes on a wide range of subjects connected by the themes of adapting for change, leadership, innovation and organisation. His books offer insights into the most effective ways to address the rapidly-changing, disruptive environments in business, society and culture today. His writing and teaching and concepts have been incorporated in 40% of the FT100. “His books are an antidote to the dryness of much managerial theorising. Old World they are not!” Financial Times Known as a pioneer in digital transformation, design thinking and organisational agility, he provides a no-nonsense overview about how traditional rules of doing business no longer apply while offering extensive guidance to reach new heights in fast-changing business environments. He is a regular speaker at TED, Thinking Digital, Poptech, Google Zeitgeist, USI, Communitech and Gartner Conferences. "The remarkable Eddie Obeng" Chris Anderson TED Eddie was one of the first to recognise that traditional processes, face-to-face working and software solution add-ons can never deliver solutions needed in a volatile and uncertain globally competitive world. He invented QUBE to solve this. QUBE combines new behaviours in collaboration with tools specifically developed for fast ease of use within a modern productive culture. QUBE has been adopted by a wide range of organsiations including, Danone, JDE, Dentsu Aegis Network and the UK National Health Service for day-to-day working, Project delivery and Learning and Development. "QUBE, an innovative virtual world from Pentacle The Virtual Business School" Financial Times Eddie was educated at Cranleigh School, at University College London, where he earned a double first in chemical and biochemical engineering, and Cass Business School. He was granted 2 patents during his engineering career at Shell International and achieved a European award for energy efficient design at Unilever before moving to Ashridge in 1987 where he became the youngest Executive Director of a European Business School. In 2011 Eddie won the Sir Monty Finniston Award for lifetime achievement by The Association for Project Management for his contributions to the study and practice of Project Management. As a board member of the UK Design Council setting design strategy for the UK, Eddie contributed to the development of the world famous 'Double Diamond' Design Thinking model. His 4 box “Innovation Sparq” model is the framework for all the UK's strategic investment in innovation. He is also a helicopter pilot. --- Send in a voice message: https://podcasters.spotify.com/pod/show/sundaylunchpm/message

This week I have the part one of my chat with Professor Eddie Obeng PhD, MBA. About Eddie Described by the Financial Times as a 'leading revolutionary' and 'agent provocateur', Eddie is a professor at the School of Entrepreneurship and Innovation at the Henley Business School, founder and Learning Director of Pentacle The Virtual Business School, and a leading business theorist, innovator and educator. “The Rock Star of Business Education" Duke Corporate Education He is the author of ten books including two Financial Times bestsellers and the ever popular All Change! Eddie writes on a wide range of subjects connected by the themes of adapting for change, leadership, innovation and organisation. His books offer insights into the most effective ways to address the rapidly-changing, disruptive environments in business, society and culture today. His writing and teaching and concepts have been incorporated in 40% of the FT100. “His books are an antidote to the dryness of much managerial theorising. Old World they are not!” Financial Times Known as a pioneer in digital transformation, design thinking and organisational agility, he provides a no-nonsense overview about how traditional rules of doing business no longer apply while offering extensive guidance to reach new heights in fast-changing business environments. He is a regular speaker at TED, Thinking Digital, Poptech, Google Zeitgeist, USI, Communitech and Gartner Conferences. "The remarkable Eddie Obeng" Chris Anderson TED Eddie was one of the first to recognise that traditional processes, face-to-face working and software solution add-ons can never deliver solutions needed in a volatile and uncertain globally competitive world. He invented QUBE to solve this. QUBE combines new behaviours in collaboration with tools specifically developed for fast ease of use within a modern productive culture. QUBE has been adopted by a wide range of organsiations including, Danone, JDE, Dentsu Aegis Network and the UK National Health Service for day-to-day working, Project delivery and Learning and Development. "QUBE, an innovative virtual world from Pentacle The Virtual Business School" Financial Times Eddie was educated at Cranleigh School, at University College London, where he earned a double first in chemical and biochemical engineering, and Cass Business School. He was granted 2 patents during his engineering career at Shell International and achieved a European award for energy efficient design at Unilever before moving to Ashridge in 1987 where he became the youngest Executive Director of a European Business School. In 2011 Eddie won the Sir Monty Finniston Award for lifetime achievement by The Association for Project Management for his contributions to the study and practice of Project Management. As a board member of the UK Design Council setting design strategy for the UK, Eddie contributed to the development of the world famous 'Double Diamond' Design Thinking model. His 4 box “Innovation Sparq” model is the framework for all the UK's strategic investment in innovation. He is also a helicopter pilot. --- Send in a voice message: https://podcasters.spotify.com/pod/show/sundaylunchpm/message

In this conversation, we speak to director Tina Bull, AKA - Tiny Bullet. We discuss her love of dark comedy, working with diverse crews, and bringing commercial scripts to life. Originally from the UK she built up a reputation as one of the world's most awarded and sought-after Motion and Animation Designers before trying her hand at directing humans. Known for being unafraid in taking large creative risks, Tiny's films are celebrated for their creative and cultural influence. This episode is sponsored by Smoke & Mirrors See all Tiny's work HERE

Scott and Jim chat with Ray Ward, the Learning Director for CCON 025 - Contracting for Services Credential.  Ray talks about what the credential consists of, the sequence taken, capstone assessment, target audience and how to enroll.  Please listen in if you want to know what to expect and if it is the right credential for you.I-Catalog for more info and to sign up:   CCON 025:  https://icatalog.dau.edu/onlinecatalog/CredentialConceptCard.aspx?crs_id=46 Credentials home page: https://www.dau.edu/credentialsBack to Basics: https://www.dau.edu/back-to-basics; BtB Contracting: https://www.dau.edu/functional-areas/contractingContracting Community of Practice: https://www.dau.edu/cop/contractingIf you are watching this video on DAU Media, but rather watch on YouTube, go to https://www.youtube.com/channel/UCbF8yqm-r_M5czw5teb0PsAApple Podcasts: https://podcasts.apple.com/us/podcast/contracting-conversations/id1621567225

Boy, do we have a treat for you today! On this episode of the Sleeping Barber Podcast, we are joined by Eddie Obeng, CEO and learning Director of the Pentacle Virtual Business School. Metaverse pioneer, even before the “metaverse” was a thing, Eddie talks to us about what happens when the pace of change is faster than our ability to learn, 3 rules to consider when trying to keep up with change, what do high-performance organizations do in a world with excessive amounts of data, the 'productive weirdos' and so much more! This episode is a wild, and the energy levels are off the charts. Consider yourself warned. Enjoy the show! Our Guest Dr. Eddie Obeng CEO & Learning Director of the Pentacle Virtual Business School MetaVerse Pioneer, Software Developer Ambassador for the Association of Project Management Professor Henley Business School, Duke - Growth, Innovation & Entrepreneurship Author & TEDtalks alum & in-demand speaker Linkedin: https://www.linkedin.com/in/prof-eddie-obeng/ Qube.cc: https://home.qube.cc/ Our Hosts: Follow our updates here: ⁠⁠https://www.linkedin.com/company/sleeping-barber/⁠⁠ Get in touch with our hosts: Marc Binkley: ⁠⁠https://www.linkedin.com/in/marcbinkley/ Vassilis Douros: ⁠⁠https://www.linkedin.com/in/vassilisdouros/⁠ Links & Research: TEDtalk: Smart Failure for a fast-changing world: https://www.youtube.com/watch?v=EjSuaeVfE9I Eddie's Website & Books: https://www.eddieobeng.com/ HBR - 3 Ways to Prepare for The Future of Work: https://hbr.org/2023/09/3-ways-to-prepare-for-the-future-of-work McKinsey - 6 Ways to Create a High-Performance Culture: https://www.mckinsey.com/capabilities/people-and-organizational-performance/our-insights/the-organization-blog/6-elements-to-create-a-high-performing-culture 5 Monkey's Fable: https://www.youtube.com/watch?v=QhBv1kEGUeE Timestamps 0:44 - Introduction to Eddie Obeng 3:07 - Why Eddie started an online consulting metaverse 30 years ago 7:09 - Why remote work failed 9:41 - What happens when the pace of change is faster than our ability to learn? 16:56 - Policies and processes run irrespective of reality 20:10 - 3 rules to consider when trying to keep up with change 23:20 - What do high-performance organizations do in a world with excessive amounts of data 26:55 - Modern high-performance cultures don't look back, they look forward 28:52 - Why organizations need weirdos but don't have any 30:44 - How leaders can harness innovation by converting normal staff into productive weirdos 35:19 - The collaboration lessons we missed during WFH remote work 41:14 - Why is it hard for existing companies to become high-performance organizations 44:03 - Why corporate purpose is about orienting toward a customer, not ESG 47:29 - Success with diversity also depends on creating new ways to function 52:13 - The tooth fairy story: how KPIs can lead to bad behaviours 56:22 - AI - everyone is doing it but they don't know why 1:01:08 - The 3-phase approach for transforming into high-performance organizations 1:05:24 - Find out more about Eddie 1:06:52 - The problem with “saving the planet” 1:07:42 - 5 methods for figuring out what's not real aka “the truth” 1:12:43 - Post-pod with V and Marc Where to Listen: Apple Podcasts: https://podcasts.apple.com/ca/podcast/the-sleeping-barber-a-business-and-marketing-podcast/id1609811324 Spotify: https://open.spotify.com/show/4v0kaM350zEY7X2VBuyfrF?si=7083317d5afd488b ⁠⁠ Google Podcasts: https://podcasts.google.com/feed/aHR0cHM6Ly9hbmNob3IuZm0vcy84MWVjYWJhNC9wb2RjYXN0L3Jzcw?sa=X&ved=2ahUKEwji_oSOopP-AhXnlo4IHTZKBgYQ9sEGegQIARAC Youtube: https://www.youtube.com/@sleepingbarberpodcast © 2023 Sleeping Barber

Joshua Krug, Jewish Life and Learning Director, shares his career journey and its challenges. Recognized as a global thought leader, educator, and poet, Joshua ignites lives through diverse methods. He builds community and champions world repair. Joshua leverages Jewish resources to foster a united, sacred community. He delves into work challenges, emphasizing fostering belonging despite differences. Joshua recounts hosting retreats and text studies, aiming to grow communities through them. His three-to-five-year plan involves hosting varied-location retreats, continuing text studies, and facilitating influencer meet-ups in the Jewish realm. He advises social entrepreneurs to prioritize genuine human connections, active listening, and being a good neighbor. In this episode, Joshua charts his journey from a Jewish upbringing in Los Angeles to Jewish education. He recalls inclusivity challenges within the diverse Jewish community. A student's personal disclosure reshaped his teaching outlook. He foresees a future of building communities through retreats, online studies, and connecting diverse Jewish innovators. “Who is wise? The one who learns from every person” – Joshua Krug Show Notes: Joshua Krug talks about growing up and learning about his religion in Los Angeles and how good it was. Remembers a big moment when a student talked about the tough times in high school and accepted who he is. Talks about the goal of making everyone feel like they belong in Jewish groups. Shares stories from his time as the head of Jewish Life and Learning at Kehillah Jewish High School in Palo Alto, talking about hands-on learning. Says it's important to listen and that everyone has something to teach us, mentioning advice from a wise person. Making groups stronger through special trips and reading sessions. Setting up meetings with important people, especially those bringing new ideas to Jewish groups. Talks about the journey of becoming a better person and the big events that change us. Talks about the hard part of making everyone feel like they belong in different groups, saying it's key to include everyone. Speaks up for the good things that come from truly listening, suggesting that many fights start because people want to be heard.  Joshua Krug's Mission: The potential of education to transform lives through:  K- 12 (KEHILLAH)  Adult (Opening Doors)  Links Mentioned: Kehillah School  Timeline of Jewish History  Jewish Sages and Scholars  Connect with Joshua Krug: Facebook | LinkedIn | Joshua Krug's Website Contact Joshua Krug: Phone: +1 (310) 880-2479Email: joshuaskrug@gmail.com  

Et si tous les chemins menaient au learning… Petite, elle voulait être institutrice ou pédiatre.. Aujourd'hui elle est la Group Learning Director d'Engie.

Scott and Jim talk with Ken Carkhuff, Learning Director at DAU, for SBP 1010 (replacing SBP 101), Introduction to Small Business Programs, Part A, Course.  If you had a chance to listen to the Small Business Credential, CSBP 001 podcast, you know Ken loves anything small business and the Small Business Professional community.   Ken returns to talk about the SBP 1010 on-line course, who should take it, transferring learning to the workplace, how students are assessed, and more.  Look for more podcasts as we delve further into the remaining on-line and VILT courses in the CSBP 001 credential   I-Catalog for more info and to sign up:   SBP 1010:  https://icatalog.dau.edu/onlinecatalog/courses.aspx?crs_id=12882 CSBP 001:  https://icatalog.dau.edu/onlinecatalog/CredentialConceptCard.aspx?crs_id=12Credentials home page: https://www.dau.edu/training/pages/credentials.aspxBack to Basics: https://www.dau.edu/back-to-basicsBack to Basics Program Management:  https://www.dau.edu/functional-areas/program-management/; BtBs Contracting:  https://www.dau.edu/functional-areas/contractingSmall Business Community of Practice:  https://www.dau.edu/cop/sb/Pages/Default.aspxContracting Community of Practice: https://www.dau.edu/cop/contracting/Pages/Default.aspxIf you are watching this video on DAU Media, but rather watch on YouTube, go to https://www.youtube.com/channel/UCbF8yqm-r_M5czw5teb0PsAApple Podcasts:  https://podcasts.apple.com/us/podcast/contracting-conversations/id1621567225

Scott and Jim talk with Kristine Kassekert, Learning Director for Other Transaction (OT), and THE DAU expert on OTs/OTAs at DAU.  If you need help with an OT challenge, please get with Ms. Kassekert.  Kristine describes what CON 2880V - Neg-OTA-tion 101 covers,  if there is any pre-work, and how students are assessed.  Be sure to listen to this segment, along with our segment on CON2990V, which is the OTA Simulation course, in another podcast.    She can be reached at kristine.kassekert@dau.edu.  Here are some links for the credential and  courses under the credential:CON 2880V - https://icatalog.dau.edu/onlinecatalog/courses.aspx?crs_id=12989CCON 023 - https://icatalog.dau.edu/onlinecatalog/CredentialConceptCard.aspx?crs_id=76CON 2990V - https://icatalog.dau.edu/onlinecatalog/courses.aspx?crs_id=12990Credentials home page: https://www.dau.edu/training/pages/credentials.aspxDAU Equivalency Program:  https://icatalog.dau.edu/appg.aspxBack to Basics: https://www.dau.edu/back-to-basics; BtB Contracting: https://www.dau.edu/functional-areas/contractingContracting Community of Practice: https://www.dau.edu/cop/contracting/Pages/Default.aspxIf you are watching this video on DAU Media, but rather watch on YouTube, go to https://www.youtube.com/channel/UCbF8yqm-r_M5czw5teb0PsAAlso available on Apple Podcasts:  https://podcasts.apple.com/us/podcast/contracting-conversations/id1621567225   

Scott and Jim talk with Kristine Kassekert, Learning Director for Other Transaction (OT), and THE DAU expert on OTs/OTAs at DAU.  If you need help with an OT challenge, please get with Ms. Kassekert.  Kristine describes what CON 2990V - OTA (Other Transaction Authority) Simulation covers, who are good candidates for the course, bringing an OT work challenge to the class (not required - Kristine will have one to provide you) - scheduling for just your organization is possible - be sure to listen to this segment, along with our segment on CON2880V (which Kristine recommends you take first), which is the OTA Simulation course, in another podcast.    Kristine can be reached at kristine.kassekert@dau.edu.  Here are some links for the credential and  courses under the credential:CON 2990V - https://icatalog.dau.edu/onlinecatalog/courses.aspx?crs_id=12990CON 2880V - https://icatalog.dau.edu/onlinecatalog/courses.aspx?crs_id=12989CCON 023 - https://icatalog.dau.edu/onlinecatalog/CredentialConceptCard.aspx?crs_id=76Credentials home page: https://www.dau.edu/training/pages/credentials.aspxDAU Equivalency Program:  https://icatalog.dau.edu/appg.aspxBack to Basics: https://www.dau.edu/back-to-basics; BtB Contracting: https://www.dau.edu/functional-areas/contractingContracting Community of Practice: https://www.dau.edu/cop/contracting/Pages/Default.aspxIf you are watching this video on DAU Media, but rather watch on YouTube, go to https://www.youtube.com/channel/UCbF8yqm-r_M5czw5teb0PsAAlso available on Apple Podcasts:  https://podcasts.apple.com/us/podcast/contracting-conversations/id1621567225   

Scott and Jim talk with Kristine Kassekert, Learning Director for Other Transaction (OT), and THE DAU expert on OTs/OTAs at DAU.  If you need help with an OT challenge, please get with Ms. Kassekert.  Kristine describes what the OTA Credential is all about, what the course sequence is under the Credential,  the assessment, target audience, and how to apply.  She can be reached at kristine.kassekert@dau.edu.  Here are some links for the credential and  courses under the credential:CCON 023 - https://icatalog.dau.edu/onlinecatalog/CredentialConceptCard.aspx?crs_id=76CON 2880V - https://icatalog.dau.edu/onlinecatalog/courses.aspx?crs_id=12989 CON 2990V - https://icatalog.dau.edu/onlinecatalog/courses.aspx?crs_id=12990 Credentials home page: https://www.dau.edu/training/pages/credentials.aspxDAU Equivalency Program:  https://icatalog.dau.edu/appg.aspx Back to Basics: https://www.dau.edu/back-to-basics; BtB Contracting: https://www.dau.edu/functional-areas/contractingContracting Community of Practice: https://www.dau.edu/cop/contracting/Pages/Default.aspxIf you are watching this video on DAU Media, but rather watch on YouTube, go to https://www.youtube.com/channel/UCbF8yqm-r_M5czw5teb0PsAAlso available on Apple Podcasts:  https://podcasts.apple.com/us/podcast/contracting-conversations/id1621567225   

THE COURSE IS NOW RELEASED!  Scott and Jim talk with Ken Carkhuff, Learning Director at DAU, for Small Business Programs, on CON 0090, Strategies for Contracting for Service-Disabled Veteran-Owned Small Businesses (SDVOSBs).     Ken gets excited about all things Small Business, and this is no exception - he talks about what the course is intending to address, the structure, who the target audience is, how students might transfer the learning to their workplace, and how students are assessed. I-Catalog for more info and to sign up:   CON 0090:  https://icatalog.dau.edu/onlinecatalog/courses.aspx?crs_id=13095 Back to Basics: https://www.dau.edu/back-to-basicsBack to Basics Program Management:  https://www.dau.edu/functional-areas/program-management/; BtBs Contracting:  https://www.dau.edu/functional-areas/contractingSmall Business Community of Practice:  https://www.dau.edu/cop/sb/Pages/Default.aspxContracting Community of Practice: https://www.dau.edu/cop/contracting/Pages/Default.aspxIf you are watching this video on DAU Media, but rather watch on YouTube, go to https://www.youtube.com/channel/UCbF8yqm-r_M5czw5teb0PsAApple Podcasts:  https://podcasts.apple.com/us/podcast/contracting-conversations/id1621567225

THE COURSE IS NOW RELEASED!  Scott and Jim talk with Ken Carkhuff, Learning Director at DAU, for Small Business Programs, on CON 0090, Strategies for Contracting for Service-Disabled Veteran-Owned Small Businesses (SDVOSBs).     Ken gets excited about all things Small Business, and this is no exception - he talks about what the course is intending to address, the structure, who the target audience is, how students might transfer the learning to their workplace, and how students are assessed. I-Catalog for more info and to sign up:   CON 0090:  https://icatalog.dau.edu/onlinecatalog/courses.aspx?crs_id=13095 Back to Basics: https://www.dau.edu/back-to-basicsBack to Basics Program Management:  https://www.dau.edu/functional-areas/program-management/; BtBs Contracting:  https://www.dau.edu/functional-areas/contractingSmall Business Community of Practice:  https://www.dau.edu/cop/sbContracting Community of Practice: https://www.dau.edu/cop/contracting If you are watching this video on DAU Media, but rather watch on YouTube, go to https://www.youtube.com/channel/UCbF8yqm-r_M5czw5teb0PsAApple Podcasts:  https://podcasts.apple.com/us/podcast/contracting-conversations/id1621567225

Scott and Jim talk with Ken Carkhuff, Learning Director at DAU, for SBP 1010 (replacing SBP 101), Introduction to Small Business Programs, Part A, Course.  If you had a chance to listen to the Small Business Credential, CSBP 001 podcast, you know Ken loves anything small business and the Small Business Professional community.   Ken returns to talk about the SBP 1010 on-line course, who should take it, transferring learning to the workplace, how students are assessed, and more.  Look for more podcasts as we delve further into the remaining on-line and VILT courses in the CSBP 001 credential   I-Catalog for more info and to sign up:   SBP 1010:  https://icatalog.dau.edu/onlinecatalog/courses.aspx?crs_id=12882 CSBP 001:  https://icatalog.dau.edu/onlinecatalog/CredentialConceptCard.aspx?crs_id=12Credentials home page: https://www.dau.edu/training/pages/credentials.aspxBack to Basics: https://www.dau.edu/back-to-basicsBack to Basics Program Management:  https://www.dau.edu/functional-areas/program-management/; BtBs Contracting:  https://www.dau.edu/functional-areas/contractingSmall Business Community of Practice:  https://www.dau.edu/cop/sb/Pages/Default.aspxContracting Community of Practice: https://www.dau.edu/cop/contracting/Pages/Default.aspxIf you are watching this video on DAU Media, but rather watch on YouTube, go to https://www.youtube.com/channel/UCbF8yqm-r_M5czw5teb0PsAApple Podcasts:  https://podcasts.apple.com/us/podcast/contracting-conversations/id1621567225

Scott and Jim talk with Dr. Renee Butler, DAU's Learning Director for pricing, cost, and finance for the overall Cost and Pricing Credentials.  She will talk about how many credentials overall that are planned by the end of FY23, what has changed, and why you might find it beneficial to register for one or more of the credentials.   Definitely recommend you do your research and see what might apply to your current position. I-Catalog for more info and to sign up:   Credentials home page: https://www.dau.edu/training/pages/credentials.aspxBack to Basics: https://www.dau.edu/back-to-basics; BtB Contracting: https://www.dau.edu/functional-areas/contractingContracting Community of Practice: https://www.dau.edu/cop/contracting/Pages/Default.aspxIf you are watching this video on DAU Media, but rather watch on YouTube, go to https://www.youtube.com/channel/UCbF8yqm-r_M5czw5teb0PsAIf you like to receive your podcasts from Apple Podcasts:  https://podcasts.apple.com/us/podcast/contracting-conversations/id1621567225

In this special episode of the Work Awesome Podcast, Kevin Switick, CEO of AVIAN, and Ken Carkhuff, Learning Director at DAU, discuss the defense industry and how to build a successful business in the sector. They cover topics such as finding and retaining talent, building a strong company culture, and becoming a trusted advisor to clients. If you're interested in the defense industry or starting a business, this episode is a must-watch!

Scott and Jim talk with Dr. Renee Butler, Learning Director and Learning Asset Manager at DAU for CCON 018, the  Excel Skills for Business Credential - classes in Coursera!  Dr. Butler discusses what is included in this all on-line credential, the structure, and the target audience. I-Catalog for more info and to sign up:   CCON 018:  https://icatalog.dau.edu/onlinecatalog/CredentialConceptCard.aspx?crs_id=33 Credentials home page: https://www.dau.edu/training/pages/credentials.aspxBack to Basics: https://www.dau.edu/back-to-basics; BtB Contracting: https://www.dau.edu/functional-areas/contractingContracting Community of Practice: https://www.dau.edu/cop/contracting/Pages/Default.aspxIf you are watching this video on DAU Media, but rather watch on YouTube, go to https://www.youtube.com/channel/UCbF8yqm-r_M5czw5teb0PsA

Scott and Jim talk with Dr. Renee Butler, Learning Director and Learning Asset Manager at DAU for CCON 017, the Pricing Tools and Techniques Credential.  Dr. Butler discusses what is included in this all on-line credential (courses in Coursera!), the structure, and the target audience. I-Catalog for more info and to sign up:   CCON 017:  https://icatalog.dau.edu/onlinecatalog/CredentialConceptCard.aspx?crs_id=55 Credentials home page: https://www.dau.edu/training/pages/credentials.aspxBack to Basics: https://www.dau.edu/back-to-basics; BtB Contracting: https://www.dau.edu/functional-areas/contractingContracting Community of Practice: https://www.dau.edu/cop/contracting/Pages/Default.aspxIf you are watching this video on DAU Media, but rather watch on YouTube, go to https://www.youtube.com/channel/UCbF8yqm-r_M5czw5teb0PsA

I talk with Jonathan Bond, Global HR & Learning Director at international law firm Pinsent Masons about how they are creating - with their clients - new and better ways of managing their work, their time and their wellbeing. Show notes at www.helenbeedham.com.

Scott and Jim talk with Dr. Renee Butler, Learning Director and Learning Asset Manager at DAU for CCON 016, the Excel Skills for Data Analytics and Visualization Credential.  Dr. Butler discusses what is included in this all on-line credential (courses in Coursera!), the structure, and the target audience. I-Catalog for more info and to sign up:   CCON 016:  https://icatalog.dau.edu/onlinecatalog/CredentialConceptCard.aspx?crs_id=48 Credentials home page: https://www.dau.edu/training/pages/credentials.aspxBack to Basics: https://www.dau.edu/back-to-basics; BtB Contracting: https://www.dau.edu/functional-areas/contractingContracting Community of Practice: https://www.dau.edu/cop/contracting/Pages/Default.aspxIf you are watching this video on DAU Media, but rather watch on YouTube, go to https://www.youtube.com/channel/UCbF8yqm-r_M5czw5teb0PsA

Scott and Jim talk with Ken Carkhuff, Learning Director at DAU, for SBP 210V, Subcontracting Course.  If you had a chance to listen to the Small Business Credential, CSBP 001 podcast, SBP 101, and 102V, you know Ken loves anything small business and the Small Business Professional community.   Ken returns to talk about SBP 210V, soon to be SBP 2100V, on who should take it, transferring learning to the workplace, how students are assessed, and more.  If you want more videos on the rest of the Small Business Courses, please go to the DAU I-Catalog course description and click on "Click Here to Learn More" (see below for link).   I-Catalog for more info and to sign up:   SBP 210V(2100V):    https://icatalog.dau.edu/onlinecatalog/courses.aspx?crs_id=12453CSBP 001:  https://icatalog.dau.edu/onlinecatalog/CredentialConceptCard.aspx?crs_id=12Credentials home page: https://www.dau.edu/training/pages/credentials.aspxBack to Basics: https://www.dau.edu/back-to-basicsBack to Basics Program Management:  https://www.dau.edu/functional-areas/program-management/; BtBs Contracting:  https://www.dau.edu/functional-areas/contractingSmall Business Community of Practice:  https://www.dau.edu/cop/sb/Pages/Default.aspxContracting Community of Practice: https://www.dau.edu/cop/contracting/Pages/Default.aspxIf you are watching this video on DAU Media, but rather watch on YouTube, go to https://www.youtube.com/channel/UCbF8yqm-r_M5czw5teb0PsA

Scott and Jim talk with Ken Carkhuff, Learning Director, and Learning Asset Manager at DAU, for the Small Business Professional Credential.  Ken's enthusiasm really is evident as he discusses what is included in this credential, who would benefit from obtaining this credential, and how students are assessed.   I-Catalog for more info and to sign up:   CSBP 001:  https://icatalog.dau.edu/onlinecatalog/CredentialConceptCard.aspx?crs_id=12 Credentials home page: https://www.dau.edu/training/pages/credentials.aspxBack to Basics: https://www.dau.edu/back-to-basicsBack to Basics Program Management:  https://www.dau.edu/functional-areas/program-management/; BtBs Contracting:  https://www.dau.edu/functional-areas/contracting Small Business Community of Practice:  https://www.dau.edu/cop/sb/Pages/Default.aspxContracting Community of Practice: https://www.dau.edu/cop/contracting/Pages/Default.aspxIf you are watching this video on DAU Media, but rather watch on YouTube, go to https://www.youtube.com/channel/UCbF8yqm-r_M5czw5teb0PsA

Scott and Jim talk with Ken Carkhuff, Learning Director at DAU, for SBP 102, Introduction to Small Business Programs, Part B, Course.  If you had a chance to listen to the Small Business Credential, CSBP 001 podcast and SBP 101,  you know Ken loves anything small business and the Small Business Professional community.   Ken returns to talk about the SBP 102V Virtual Instructor Led Training (VILT) Course, who should take it, transferring learning to the workplace, how students are assessed, and more.  Look for more podcasts as we delve further into the remaining on-line and VILT courses in the CSBP 001 credential   I-Catalog for more info and to sign up:   SBP 101:   https://icatalog.dau.edu/onlinecatalog/courses.aspx?crs_id=12364">https://icatalog.dau.edu/onlinecatalog/courses.aspx?crs_id=12364">https://icatalog.dau.edu/onlinecat... CSBP 001:  https://icatalog.dau.edu/onlinecatalog/CredentialConceptCard.aspx?crs_id=12">https://icatalog.dau.edu/onlinecatalog/CredentialConceptCard.aspx?crs_id=12">https://icatalog.dau.ed...Credentials home page: https://www.dau.edu/training/pages/credentials.aspx">https://www.dau.edu/training/pages/credentials.aspx">https://www.dau.edu/training/pages/credentials....Back to Basics: https://www.dau.edu/back-to-basics">https://www.dau.edu/back-to-basics">https://www.dau.edu/back-to-basicsBack to Basics Program Management:  https://www.dau.edu/functional-areas/program-management/">https://www.dau.edu/functional-areas/program-management/">https://www.dau.edu/functional-areas/progr...; BtBs Contracting:  https://www.dau.edu/functional-areas/contracting">https://www.dau.edu/functional-areas/contracting">https://www.dau.edu/functional-areas/contractingSmall Business Community of Practice:  https://www.dau.edu/cop/sb/Pages/Default.aspx">https://www.dau.edu/cop/sb/Pages/Default.aspx">https://www.dau.edu/cop/sb/Pages/Default.aspxContracting Community of Practice: https://www.dau.edu/cop/contracting/Pages/Default.aspx">https://www.dau.edu/cop/contracting/Pages/Default.aspx">https://www.dau.edu/cop/contracting/Pages/De...If you are watching this video on DAU Media, but rather watch on YouTube, go to https://www.youtube.com/channel/UCbF8yqm-r_M5czw5teb0PsA">https://www.youtube.com/channel/UCbF8yqm-r_M5czw5teb0PsA">https://www.youtube.com/channel/UCbF8yqm-r...

Scott and Jim talk with Ken Carkhuff, Learning Director at DAU, for SBP 101, Introduction to Small Business Programs, Part A, Course.  If you had a chance to listen to the Small Business Credential, CSBP 001 podcast, you know Ken loves anything small business and the Small Business Professional community.   Ken returns to talk about the SBP 101 on-line course, who should take it, transferring learning to the workplace, how students are assessed, and more.  Look for more podcasts as we delve further into the remaining on-line and VILT courses in the CSBP 001 credential   I-Catalog for more info and to sign up:   SBP 101:  https://icatalog.dau.edu/onlinecatalog/courses.aspx?crs_id=2073">https://icatalog.dau.edu/onlinecatalog/courses.aspx?crs_id=2073">https://icatalog.dau.edu/onlinecata... CSBP 001:  https://icatalog.dau.edu/onlinecatalog/CredentialConceptCard.aspx?crs_id=12">https://icatalog.dau.edu/onlinecatalog/CredentialConceptCard.aspx?crs_id=12">https://icatalog.dau.ed...Credentials home page: https://www.dau.edu/training/pages/credentials.aspx">https://www.dau.edu/training/pages/credentials.aspx">https://www.dau.edu/training/pages/credentials....Back to Basics: https://www.dau.edu/back-to-basics">https://www.dau.edu/back-to-basics">https://www.dau.edu/back-to-basicsBack to Basics Program Management:  https://www.dau.edu/functional-areas/program-management/">https://www.dau.edu/functional-areas/program-management/">https://www.dau.edu/functional-areas/progr...; BtBs Contracting:  https://www.dau.edu/functional-areas/contracting">https://www.dau.edu/functional-areas/contracting">https://www.dau.edu/functional-areas/contractingSmall Business Community of Practice:  https://www.dau.edu/cop/sb/Pages/Default.aspx">https://www.dau.edu/cop/sb/Pages/Default.aspx">https://www.dau.edu/cop/sb/Pages/Default.aspxContracting Community of Practice: https://www.dau.edu/cop/contracting/Pages/Default.aspx">https://www.dau.edu/cop/contracting/Pages/Default.aspx">https://www.dau.edu/cop/contracting/Pages/De...If you are watching this video on DAU Media, but rather watch on YouTube, go to https://www.youtube.com/channel/UCbF8yqm-r_M5czw5teb0PsA">https://www.youtube.com/channel/UCbF8yqm-r_M5czw5teb0PsA">https://www.youtube.com/channel/UCbF8yqm-r...

Scott and Jim talk with Ken Carkhuff, Learning Director at DAU, for SBP 102, Introduction to Small Business Programs, Part B, Course.  If you had a chance to listen to the Small Business Credential, CSBP 001 podcast and SBP 101,  you know Ken loves anything small business and the Small Business Professional community.   Ken returns to talk about the SBP 102V Virtual Instructor Led Training (VILT) Course, who should take it, transferring learning to the workplace, how students are assessed, and more.  Look for more podcasts as we delve further into the remaining on-line and VILT courses in the CSBP 001 credential   I-Catalog for more info and to sign up:   SBP 101:   https://icatalog.dau.edu/onlinecatalog/courses.aspx?crs_id=12364 CSBP 001:  https://icatalog.dau.edu/onlinecatalog/CredentialConceptCard.aspx?crs_id=12Credentials home page: https://www.dau.edu/training/pages/credentials.aspxBack to Basics: https://www.dau.edu/back-to-basicsBack to Basics Program Management:  https://www.dau.edu/functional-areas/program-management/; BtBs Contracting:  https://www.dau.edu/functional-areas/contractingSmall Business Community of Practice:  https://www.dau.edu/cop/sb/Pages/Default.aspxContracting Community of Practice: https://www.dau.edu/cop/contracting/Pages/Default.aspxIf you are watching this video on DAU Media, but rather watch on YouTube, go to https://www.youtube.com/channel/UCbF8yqm-r_M5czw5teb0PsA

Scott and Jim talk with Ken Carkhuff, Learning Director at DAU, for SBP 101, Introduction to Small Business Programs, Part A, Course.  If you had a chance to listen to the Small Business Credential, CSBP 001 podcast, you know Ken loves anything small business and the Small Business Professional community.   Ken returns to talk about the SBP 101 on-line course, who should take it, transferring learning to the workplace, how students are assessed, and more.  Look for more podcasts as we delve further into the remaining on-line and VILT courses in the CSBP 001 credential   I-Catalog for more info and to sign up:   SBP 101:  https://icatalog.dau.edu/onlinecatalog/courses.aspx?crs_id=2073 CSBP 001:  https://icatalog.dau.edu/onlinecatalog/CredentialConceptCard.aspx?crs_id=12Credentials home page: https://www.dau.edu/training/pages/credentials.aspxBack to Basics: https://www.dau.edu/back-to-basicsBack to Basics Program Management:  https://www.dau.edu/functional-areas/program-management/; BtBs Contracting:  https://www.dau.edu/functional-areas/contractingSmall Business Community of Practice:  https://www.dau.edu/cop/sb/Pages/Default.aspxContracting Community of Practice: https://www.dau.edu/cop/contracting/Pages/Default.aspxIf you are watching this video on DAU Media, but rather watch on YouTube, go to https://www.youtube.com/channel/UCbF8yqm-r_M5czw5teb0PsA

Scott and Jim talk with Ken Carkhuff, Learning Director, and Learning Asset Manager at DAU, for the Small Business Professional Credential.  Ken's enthusiasm really is evident as he discusses what is included in this credential, who would benefit from obtaining this credential, and how students are assessed.   I-Catalog for more info and to sign up:   CSBP 001:  https://icatalog.dau.edu/onlinecatalog/CredentialConceptCard.aspx?crs_id=12 Credentials home page: https://www.dau.edu/training/pages/credentials.aspxBack to Basics: https://www.dau.edu/back-to-basicsBack to Basics Program Management:  https://www.dau.edu/functional-areas/program-management/; BtBs Contracting:  https://www.dau.edu/functional-areas/contracting Small Business Community of Practice:  https://www.dau.edu/cop/sb/Pages/Default.aspxContracting Community of Practice: https://www.dau.edu/cop/contracting/Pages/Default.aspxIf you are watching this video on DAU Media, but rather watch on YouTube, go to https://www.youtube.com/channel/UCbF8yqm-r_M5czw5teb0PsA

Scott and Jim talk with James Malloy, Learning Director, and Learning Asset Manager at DAU for the Systems Contracting Credential.  Mr. Malloy will discuss what is included in this all on-line credential and who would benefit from taking it - if you are engaged in FAR Part 34, Major System Acquisition, then this might be just right for you.  I-Catalog for more info and to sign up:   CCON 020:  https://icatalog.dau.edu/onlinecatalog/CredentialConceptCard.aspx?crs_id=47 Credentials home page: https://www.dau.edu/training/pages/credentials.aspxBack to Basics: https://www.dau.edu/back-to-basics; BtB Contracting: https://www.dau.edu/functional-areas/contractingContracting Community of Practice: https://www.dau.edu/cop/contracting/Pages/Default.aspxIf you are watching this video on DAU Media, but rather watch on YouTube, go to https://www.youtube.com/channel/UCbF8yqm-r_M5czw5teb0PsA

In the final episode of 2022, Learning Director of Aurora Orchestra Rebecca Barnett tells Patrick about their new online resource for Early Years and KS1, The Magical Toy Box. Plus, composer Bob Chilcott chats about Christmas Carols, including composition tips about melody and structure.Presented and produced by Patrick Johns#CanDoMusic #GetPlaying https://app.learning.auroraorchestra.com

Pete Hoekstra was US Ambassador to the Netherlands during the Trump administration. He served 18 years in the U.S. House of Representatives representing the second district of Michigan and served as Chairman and Ranking member of the House Intelligence Committee. He is currently Chairman of the Center for Security Policy Board of Advisors. The state of our intelligence community after learning Director of National Intelligence staff met with w Twitter folks weekly

Many online business owners get their start in the corporate world before they set out to become entrepreneurs. It's a place where we can learn some great skills, but we can also develop a faulty perception of how valuable our talents truly are when we're playing by somebody else's rules. My guest Lindsay White left her corporate job in 2019 and set out to create a freelance business that was able to not only replace her corporate salary but exceed it, all while giving her the flexibility to work exactly how she wanted to work. Now she's the owner of a successful marketing agency and helps other women gain the marketing skills to go out on their own and build their own successful freelance marketing businesses. Listen to get all the details about her career as a corporate Director of Marketing, and how she shares her framework and processes to open up a world of possibility with her clients. Highlights from this EpisodeWe talk about:Learning Director of Marketing role in an in-house agency in the corporate environment and beginning freelancing to take control over her future, and run and scale her own online marketing businessConnecting with the first client creating a strategy, and recognizing the opportunity to fill a need in the online space.Empowering women to recognize their talents and confidently offer their skills to a broader client baseThe simple steps you can take to create a values-based business to help align your business with your goals, and stay off the hamster wheel of hustle while building or growing your business.Managing the balance between increasing cash flow and growing your services without burning out through planning what offer model is sustainable for you.The actionable steps to take TODAY to start moving the needle forward in your service-based business.The benefits of hiring a Director of Marketing for those looking to hireThe 3-month cohort program Lindsay created to educate and certify DOMs and help build the skills and confidence to support your business and pivot into the new role.Website: https://lindsaywhite.co/Email: Hello@Lindsaywhite.coInstagram: https://www.instagram.com/lindsaywhite.co/Facebook: https://www.facebook.com/lindsay.klasingLinks:Director of Marketing Certification WaitlistDirector of Marketing Hiring FormFreebie: Director of Marketing RoadmapFree: Dream Team Starter KitMy website: www.juliecalcote.comNo Sweat SOPsBEFORE YOU GO: Don't forget to rate review and subscribe to The Dreamer's Manual Podcast so we can continue to bring you tailored content to...

In this segment, Jim and Scott talk with Mark Jenkins, DAU's Learning Director and Learning Asset Manager for CCON 021 - Contracting for Research and Development Credential.  Mark lets us know what the credential courses consist of - each course is entirely self-paced and is estimated to take about 11 hours to complete.  Who is the target audience for this credential?  Well, Mark will let you know if you are a good candidate.  If you touch the R&D environment, this credential may be the one for you.     These links are recommended for further information:I-Catalog for more info and to sign up:    https://icatalog.dau.edu/onlinecatalog/CredentialConceptCard.aspx?crs_id=45Webinar, with more detail, on the R&D Credential:   https://media.dau.edu/media/t/1_52idvagb/62925211 Credentials home page: https://www.dau.edu/training/pages/credentials.aspxBack to Basics: https://www.dau.edu/back-to-basics; BtB Contracting: https://www.dau.edu/functional-areas/contractingContracting Community of Practice: https://www.dau.edu/cop/contracting/Pages/Default.aspxIf you are watching this video on DAU Media, but rather watch on YouTube, go to https://www.youtube.com/channel/UCbF8yqm-r_M5czw5teb0PsA

What you'll learn in this podcast episode Most of us have heard the phrase, “If you see something, say something.” But what does that look like when someone witnesses bad behavior in the workplace? How can companies help their employees be active bystanders in the face of misconduct? In this episode, LRN colleagues Felicity Duncan, senior instructional designer, and Kristen Motzer, learning director, share their expertise on bystander intervention training and how organizations can effectively give employees the knowledge and skills they need to step in and help their coworkers. Listen in as the two share insights from their latest course development for the training library at LRN.   Principled Podcast Show Notes [1:22] - What does it mean to be a bystander, and why do organizations have bystander training? [3:05] - Unpacking the idea of a “Speak up culture”. [3:40] - Why don't people get involved when they see problems? [6:08] - How to train people to be active bystanders? [9:36] - Why are scenarios so important? [12:14] - How DEI relates to bystander intervention. [15:26] - How having a robust bystanding and speak up culture will benefit partners.   Featured guest: Kristen Motzer Kristen Motzer is an experienced leader in values-driven, empathetic behavior change. As Learning Director for the LRN Library she oversees course content development and online, blended, and facilitated learning experiences. She has expertise in human-centered learning design and has developed and managed education and learning programs at institutions such as NYU Langone Health, NeuroLeadership Insitute, Stanford University, Xavier University, and the Cleveland Clinic. Kristen holds a BA from Wright State University and an MA from Carnegie Mellon University and resides in Chicago.   Featured Host: Felicity Duncan Dr. Felicity Duncan believes that training and communication interventions have the power to transform behavior, including driving people toward more ethical treatment of those around them. Felicity graduated with a Ph.D. in Communication from the University of Pennsylvania. After teaching at the college level for several years, she transitioned to workplace education to have a bigger impact on working adults by providing them with the training they need to truly thrive in their roles. At LRN, she is focused on developing high-impact, behaviorally focused content for the LRN Library. Her most recent project saw her working with the Library team to create a powerful new DEI Program that includes not only LRN's world-class Inspire courses but also a set of microlearning assets designed to support, reinforce, and guide behavior change.   Principled Podcast Transcript Intro: Welcome to the Principled Podcast, brought to you by LRN. The Principled Podcast brings together the collective wisdom on ethics, business and compliance, transformative stories of leadership, and inspiring workplace culture. Listen in to discover valuable strategies from our community of business leaders and workplace change makers. Felicity Duncan: Most of us have heard the phrase, "If you see something, say something." But what does that actually look like when someone witnesses bad behavior in their workplace, like bullying or harassment? And how can companies help their employees be active bystanders in the face of misconduct? Hello, and welcome to another episode of LRN's Principled podcast. I'm your host, Felicity Duncan, Senior Instructional Designer here at LRN. And today, I'm joined by my colleague Kristen Motzer, the Learning Director of LRN's Library Course Content. Kristen has over 20 years of experience in technology supported learning and development, and I am a PhD with a decade of experience working in both academic and professional training environments. Kristen, thanks for joining me on today's Principled podcast. So, let's start with the basics. What does it mean to be a bystander and why do organizations have bystander training? Can you explain the sort of core idea here? Kristen Motzer: Sure. A bystander is someone who witnesses misconduct but isn't directly involved in the situation. So, they see something happening, but they're not actually a part of it. So, being an active bystander is about doing something as opposed to just standing by when you see someone being harassed or bullied or abused. And there's actually a lot of research showing that bystander intervention can have a major impact. When bystanders intervene in situations in the right way, they can stop abuse in its tracks, support victims, and really make perpetrators reevaluate their behavior. However, very often bystanders witness abuse and harassment and say nothing. That's why we need active bystander training that equips people with the tools they need to intervene successfully when they see something wrong. So, recently we've seen a lot of interest in bystander training from our partners, and Chicago now has an requirement for our long bystander of training for employees in Chicago. But really beyond that, there's a recognition that engaging your workforce to do something, to fight back, to say this is not behavior that we want to have in our workplace can be really powerful. And it's creating a speak up culture. Felicity Duncan: So, tell me a little bit more about this idea of the speak up culture. What do we mean by that? Kristen Motzer: So, it's creating an environment where people feel safe to be able to speak up. Of course, speaking up is a little bit scary. You don't know what's going to happen. There could be retaliation, things could change. The folks that usually eat lunch with might not want to eat lunch with you anymore. Things might change an environment that we spend a lot of time in at work. So, creating a safe space where there's an expectation that you see something that you don't want in your workplace culture, you're going to speak up and say something. Felicity Duncan: So, obviously acts of bystander intervention is really important. We really want this speak up culture that's going to help us build a better workplace environment. So, why don't people get involved when they see problems? Kristen Motzer: It's a great question, and it's really important to understand that it's not because people don't care. It's not that we're bad people at work or wherever we might be. It's that we're human. And intervening can be really difficult. Psychology has shown research from the 60s and onward that people have good intentions, and people tend to actually believe that if they saw something happening like harassment, discrimination, that they would get involved. But when it actually happens, that intention that they would get involved disappears and they just freeze up. And it's because of our fight, flight, freeze response kicking in. We're facing an unknown situation. We don't know how the people involved will react, and we're just scared of looking stupid, upsetting someone, getting into trouble, being embarrassed besides the possible outcomes like having some kind of retribution losing our job or our workplace friendships. So, from a biological and neuroscience perspective, our brains flood with stress hormones and react as though we're facing something like a bear, a really dangerous situation even though it's a social threat, not an actual bear, it can feel just as intense. So, when this happens, it's really hard for humans to overcome these instincts and get involved. So, we freeze. We try not to make eye contact, we put our heads down, try to hide, and if we're in a group, behavioral psychology research is found that it's even worse. So, when there's multiple people witnessing a situation, everyone's kind of expecting someone else is going to take action, and we sort of take the lead of kind of like group think. We take the lead from those around us, and if they're not doing anything, then we won't do anything. We have all these reasons why people don't intervene when they're bystanders. And Felicity, given these barriers, how do you train someone to be a bystander at work? I would love for you to take me through how you created the Inspire Active Bystander Training. Felicity Duncan: Well, luckily for us, the research that you mentioned earlier that talks about why bystanders don't intervene also gives us hope. It shows us how we can overcome those barriers to intervention. At what it really boils down to is being prepared, right? Being ready to get involved in these situations. But the truth is, it's a long road to get learners to that point. So, I'm going to walk you through what we did and why we think that works. So, we begin our training by acknowledging that this is hard. As you said, a lot of people assume that if they're in a bystander situation, that they're going to do the right thing, and then when it actually happens, they're unprepared for how scary it is, and for how strongly and viscerally they react to that fear, right? And so what we try to begin with is getting our learners to understand what to expect, right? We're really frank about the fact that it's going to be scary. Your palms are going to be sweaty, your heart is going to be pounding. You're going to be really afraid, all right? And telling them that feel the fear, but overcome it because that is not a reason not to intervene. It's just part of the experience. And so, in that way, we try to help prepare them for how it's actually going to be. What they're actually going to feel when a situation arises where they need to make some kind of intervention. Then what we do is we give learners some very practical strategies for how to intervene. And again, we're preparing them, right? We give them a literal list of step one, step two, step three, Here are four possible approaches to intervention. Here's how you would implement those approaches to intervention. So, it gets incredibly practical so that when learners are faced with these situations in the real world, they don't have to think like, "Oh, what am I going to do?" They have a set of actual steps that they can take. And then finally, we let them essentially practice using literally dozens of real world scenarios. And there's an important point here that I want to make about our training is that it's really focused on the workplace. Now, a lot of the research that you mentioned earlier, and a lot of general bystander research comes from non-workplace environments. So, a lot of it comes from campus sexual assault prevention and also from street harassment. So, we're getting involved in preventing street harassment more recently. And those are really different situations to what you'd face in the workplace, right?. In a street harassment, there's a real threat of violence, its strangers. What's at stake is perhaps your physical safety. And of course in sexual assault, if we're talking particularly, a lot of this work is done on college campuses, there's a lot more social pressure. People are really afraid of offending their friends. And that's really different to what's at stake in the workplace. You mentioned earlier the issue of retribution and retaliation. So, if I get involved, is that going to undermine my promotion? If I say something, am I going to start getting put onto bad projects? So, we really try to dig into the fears and issues that arise in a workplace context and our scenarios are really focused on that. Kristen Motzer: So, let's talk about this a little bit more. You mentioned scenarios multiple times, and I know this learning experience that we've created includes dozens of scenarios. So, why are these so important? Felicity Duncan: It really comes down to that question that you asked originally. What can we do to help learners overcome their biological resistance to saying something and get them to actually take action when they're witnessing misconduct? And as we said, the key is preparation. And we know the best way to prepare for a situation is to really think in very concrete terms about what you would do in that situation. In all kinds of training scenarios, we really focused on planning and preparation to help you deal with the situation that might be emotionally difficult. And so, our scenarios illustrate dozens of real world scenarios that our learners or people encounter every day. So, a coworker telling a sexist joke maybe, and abusive customer using racist language. And then we look at like, "How do you handle those situations as a bystander who is witnessing misconduct?" So, in other words, we ask people, "What would you do in this situation? What's the right thing to do? What are the possible consequences of doing that?" And that gives us an opportunity to talk about retaliation and sort of the protections that exist in workplaces to keep people safe from retaliation. So, the idea is to really help learners engage with the practical steps that they should take when they're bystanders. Because the more someone plans their responses to different situations, the more likely that person is to actually take action when they're faced with those situations. And what we want to do by giving all these scenarios, by giving these practical strategies and steps that we're providing in our training, is equip learners with a practical toolkit of responses. So, when they're in that bad situation and their heart is pounding and their palms are sweating, and they're feeling anxious and they're scared, they don't have to think, "What should I do?" They know what to do and they're ready to do it. And that's really the only way to help people overcome these natural biological barriers to intervening in bad situations. But Kristen, I want to ask you, in our library, we've put bystander training in our diversity, equity, and inclusion suite of content. So, why have we conceptualized bystander training as part of DEI? Kristen Motzer: That's a really great question and an important one. So, if we think about our philosophy at LRN, and within our inspire content with the library, we think about DEI as the antidote to harassment and discrimination. So, diversity, equity and inclusion content around respect, allyship, these are the kinds of things that the mindset and the skills we build that will prevent harassment and discrimination. So, if we think about bystander and being able to put that respect and allyship to work, when you see something that needs to be dealt with, that should be reported, bystander intervention isn't just about harassment and discrimination and these kinds of scenarios. It's about as much that helps our HD programs. It's about a kind of culture that you want to build. It's not just about preventing the worst kinds of sexual harassment and discrimination. It's about actively speaking up and knowing that when people see microaggressions, when they see subtle behavior that excludes people, that hurts victims. But it's not illegal. It's not quite at that level of being something illegal, but it's saying, this is not something that we want to see in our culture and our culture, we treat people with respect no matter who they are. And DEI is about building a culture that gives everyone the freedom to be themselves and the tools they need so they can thrive and make their best contribution and be these ethical employees in this ethical culture that we want to have. And we have to decide that's what we want to create, and that's what we want to protect. So, it's more than just preventing the worst kinds of bad behavior. It's about being intentional in saying instead of just thinking prevention, we're going to build. We're positively choosing these behaviors that create an equitable and inclusive culture for everyone. So, we see bystander training as a critical part of this broader DEI program, and it's really seeing it as a tool that can enable our partners and employees to create and maintain the kind of culture that they want to have at work. Felicity Duncan: I think that's a really important point, and it's essentially the difference between doing the baseline of compliance and moving further beyond that to actively create good. At LRN, we argue that by doing that, by going beyond, we obey the basic rules to we actively try to make a great environment, that is a real business advantage for organizations that that taking those extra steps is not only the right thing to do, but it's also the smart thing to do. So, can you talk a bit about how you would see having a robust bystander training program and having a speak up culture is actually going to benefit partners beyond the sort of avoiding the fines and problems that come with harassment? Kristen Motzer: Absolutely. That's a great question. So, if we think about this kind of culture where employees speak up, it's a culture where employees feel trust. And we know that employees feel that trust, not only will they speak up, but they will behave more ethically. In general, they will feel, this is the environment we're in, this is what the culture expects from me. This is what the highest levels of leadership expect from employees and from our culture. This is what we do here. So, if you think about that trust and that psychological safety of being able to be who I am and know that I can speak up, if I see behavior that I don't want in the workplace, I go to work to do a good job, to do something that I'm passionate about doing, and I shouldn't have to worry about am I going to get harassed today or discriminated against. So, it's really in everyone's best interest to create this culture, because also the trust, it increases engagement. So, every organization wants engaged employees. It's good for business. So, if we think about this kind of culture that encourages people to be themselves and to stand up for others, then you've got employees who are engaged with the organization, with its values and the mission that it's trying to achieve, and that's good for everyone. Felicity Duncan: See, and I think it's really important to draw these connections because you can think about bystander training as being, well, there's this new Chicago requirement and we're going to have to give people an hour of bystander training and get that compliance box ticks. But I think it's really important for companies to think about this more broadly. About culture, about engagement, about having happy people in your office who are there for more productive, right? None of this is happening in isolation as a box ticking exercise. It's really all about building the kind of workplaces where people want to be. Kristen Motzer: Absolutely. Felicity Duncan: But clearly this is a conversation we could be having all day, but we are out of time for today. Kristen, thank you so much for joining me on this episode. My name is Felicity Duncan, and I want to thank you all for listening to the Principled Podcast by LRN. Outro: We hope you enjoyed this episode. The Principled Podcast is brought to you by LRN. At LRN, our mission is to inspire principled performance in global organizations by helping them foster winning ethical cultures rooted in sustainable values. Please visit us at lrn.com to learn more. And if you enjoyed this episode, subscribe to our podcasts on Apple Podcasts, Stitcher, Google Podcasts, or wherever you listen. And don't forget to leave us a review.  

What you'll learn in this podcast episode Good training is not quick to create. It takes time, effort, and years of instructional design experience. And too often, best-in-class training gets derailed by inadequate communications. An effective, attention-grabbing communications strategy is just as important as the quality of the learning itself. How can companies ensure that they're designing training and communications that produce positive learning experiences and—ultimately—business outcomes? In this episode of LRN's Principled Podcast Damien DeBarra, leader of Curriculum Design and Communications Strategy at LRN, and Tomaso Manca, learning director at LRN, discuss the importance of intentional curriculum design when developing corporate onboarding. Listen as the two talk about what best practices organizations should consider in their approach.   Principled Podcast Show Notes [1:28] - What is meant by the idea of campaigns, not courses? [3:47] - Best practices for incentivizing learners. [6:11] - The benefits for learners. [7:31] - How does LRN approach this campaign-based strategy? [9:46] - Examples of ways to retain the attention of your audience. [11:54] - Tactics used by LRN to bring the idea of campaigns, not courses to life. [15:00] - Tips to ensure people don't feel overwhelmed by your campaign. [17:30] - The LRN difference in this approach. [20:40] - Advice for people looking to implement this approach for the first time. Featured Guest:  Tomaso Manca has created exciting learning events for more than 20 years. As a Learning Director at LRN, he works with clients to create engaging learner experiences that support behavioral changes.  Before joining LRN, Tomaso spent more than six years as a Learning Manager at Interactive Services. Prior to that, he worked as Best Practices Global Learning Manager at Thomson Reuters, supporting the learning of their Sales Organization.  Tomaso holds an M.A. in Economics from Yale University.       Featured Host:  Damien DeBarra brings more than 20 years' experience to the instructional design and strategic workforce planning spaces.  As a Senior Advisory Learning Solutions Manager at LRN, he focuses on creating training solutions that ensure business buy-in and connect hiring practices to day-one learning roll-outs. In the last few years, Damien has helped organizations such as United Airlines, Sun Life Financial, SITEL, Astellas, MFS Investments, and SAP create 90-day action plans for their solutions and develop supporting communication strategies. He has worked with over 200 clients in areas ranging from retail to pharmaceuticals, call centers to nuclear plant manufacturing. Prior to LRN, Damien spent more than nine years as the Learning Solutions Director and Head of Instructional Design at Interactive Services. He has also worked as an instructional designer at NCALT, Electric Paper, and Epic. Damien received his BA from Maynooth University.     Principled Podcast Transcription Intro: Welcome to the Principled Podcast. Brought to you by LRN. The Principled Podcast brings together the collective wisdom on ethics, business and compliance, transformative stories of leadership, and inspiring workplace culture. Listen in to discover valuable strategies from our community of business leaders and workplace change makers. Damien DeBarra: Good training is not quick to create. It takes time, effort, and years of instructional design experience. Best in class training is too often ruined by inadequate or authoritarian style communications. An effective attention grabbing communication strategy is just as important as the quality of the learning itself. So, how can you ensure that you're designing training and communications that produce positive learning experiences and ultimately positive business outcomes? Hello, and welcome to another episode of LRN's Principled Podcast. I'm Damien DeBarra, the leader of curriculum design and communication strategies at LRN. Tomaso Manca: And I'm Tomaso Manca, learning director at LRN. As co-host for this episode, we are going to be talking about the importance of intentional curriculum design when developing corporate onboarding, and what best practices to consider in your approach. All right, Damien, let's dive in. Something I've been hearing a lot at LRN is the idea of campaigns and not courses. What do we mean by that? Damien DeBarra: So campaigns, not courses, it's taken from the name of a talk we did recently at the Learning Technologies Conference in the UK just a month or two ago. And it's reflective of a conversation, which we have a lot here at LRN, which you hear in production, in our delivery teams and in the advisory team where I work. And that is the... We often semi-jokingly refer to it as, "the tragedy." "The tragedy" is that, we see world class learning materials being delivered to the business with a sort of, "or else" style communication. So if you think about it like, the client comes to us and says, "look, it's really important for us to roll out this training initiative around..." For example, B E and I, we make them a world class e-learning course. We develop a brilliant interactive classroom version of that for those who can't do online. We animate fully bespoke, beautiful videos. There's a whole plethora of support materials ready for the learners to help apply to the job. And the people who've partnered with us are really super psyched and can't wait for the business to get at this. But then the email goes out saying, "Hey, do this course by Friday, or else." It's devastating to your efforts, because as we sometimes like to joke a little bit, people who take online training, particularly online training, they're a little bit like people who ring call centers. And that is that they're already slightly irritated before they get to you. And if you do anything to give them an opportunity to opt out, to give them an opportunity to let that email slide down the inbox and just be ignored, they'll likely grasp it. And it's not because people don't want to learn on the job, it's simply that it's one email and another hundred inside of the day. They've probably got a job to do. They've already got training. They might be behind on... So any kind of blunt order to do a course really doesn't help. So instead, what we try and do is catch people's attentions and then incentivize them, or if you like, seduce them or draw them towards actually exploring those learning assets. Tomaso Manca: Very interesting, Damien. Can you share the best practice for incentivizing learners? Damien DeBarra: Sure. Well, we tend to do it slightly differently for... with each client, with each partner and differently for each communication strategy, depending on what's being taught or what needs to be learned. But there does seem to be an emerging best practice and it is nascent, it's really emerging, but that is the move away from what you might call the one and done training deployment towards a more campaign based approach. Campaigns, they're spread out over slightly longer periods of time. The amount of minutes a learner spends in their chair doing the training should be the same, or if even possible, less than whatever they did the previous year. But the campaign is spread out rather. And it's made up... The idea is use microburst trainings and snappy communications. Really engaging videos, try and keep them under one minute, two minutes, maximum. Job aids with exploratory questions to help you focus, and then whatever the medium, whatever the channel, we try and focus on using simple repeated messaging across a period of time in multiple channels.  And if possible, we try and get that messaging going through the business, not just from an actor, as aware in a voiceover, but rather from real people within the organization. So real people within that business, diverse voices and if possible local leaders. So it brings a degree of authenticity to it, but again, back to that idea of, we need to catch people's attention. So whatever communication it is you're sending out around your training launch, it really needs to get people's attention. It has to stand out from the other 99 emails that you might have received that day. The response we want is, we want people to see a headline in an email and go, "oh, what's that?" And click to open it. And it's... It is about drawing people in and avoiding the language you normally associate around training. The very instructional designer language, the very people and culture departments. So human resources department's language, moving away from all that language around learning and trying to make it sound and feel not like training but more like a marketing campaign for something really cool. That's going to make you better at your job. Tomaso Manca: So we're talking about using language that draws the learner in, within a campaign based strategy. What are the benefits for our learners? Damien DeBarra: Well, there's a number of them, as we said, the first one is to try and take the sting out of being asked to do training when you've already got a multiple... a long series of tasks to do in your day. So as we said, we know people, a lot of people... if we give them an opportunity to leave that email alone, they will. Also... I alluded to this a couple of months ago, that language of instructional design we're all kind of used to hearing, "by the end of this course, you will be able to..." Whilst that has its place, if we can use a different kind of tone and approach, what you might call a more magazine style of writing, it's much more human. It's much more relatable. And it benefits the learner because, basically we want to try and increase and drive engagement.    So it's about trying to make the materials not sound like training, it's something that's going to be where you're being talked at. And the benefit of the learner is, as I say, primarily engagement. Keep them guessing, kind of engaged in thinking, "what's going to happen next? What's this about?" You've told them there's something in it for them, but using good copywriting and clever headlines, and also simple questions to draw people into wanting the answers to those questions. So the benefit, I'd say probably in summary, if you were to reduce it to one word, it would probably be engagement. Tomaso Manca: And how does LRN approach this campaign based strategy? Damien DeBarra: Well, like I said, it's different for every partner, but there are common tools. So, the idea is to have a carefully targeted communication strategy that is, we determine what the core messages are that we want in the comms campaign. We determine when we want to release them. Not everything should go out at the same time. And we want to repeat those as a series of simple focus messages through multiple channels. So yes, the email is the obvious one, because that's... things go to the inbox. It's the primary point to contact, but we also like to use internal communications channels. So for example, if you're within the Microsoft Office environment, as many of our clients are, let's start pushing stuff through Microsoft teams or through Yammer or through Slack, if that's where your environment is for internal discussion. And also, it doesn't have to be digital. So for example, we create off, sometimes physical assets. So posters that go on walls in common areas within manufacturing environments is a classic one. Tent cards that sit on tables with a QR code. Again, seductive headline. "What's that about?" You take your phone out, maybe scan a QR code and it launches you to a 62nd advertisement about the campaign. So we do it a multiplicity of different ways, but the idea is that we work with you, your partners and communication specialists within those partners, to create a calendar strategy that's tailored for your needs. It's about getting the right messages and the right headlines delivered in the right channels. It's important to spread the messaging across different channels to make sure that we hit everybody in as many places as we can, at the same time as trying not to oversaturate the business with too many communications. So it's a bit of a balancing act between those two things. Tomaso Manca: These are great points, Damien. I think it's important to make sure, as you were saying, to cut through the noise. Ensure that the learners hear what they need to hear in a form that resonates and connects with them. You want to engage and excite people, as you were saying. Damien DeBarra: Exactly. You do. You want to engage and excite people. And in fact, I'll just throw the microphone back to you for a second and ask you. You've written stuff like this as well, and had a lot of experience of this at the deployment level, at the individual communication level. Could you give us a couple of examples of what that looks like tactically? Some of the approaches and ideas you've used. Tomaso Manca: Well there are a few things to keep in mind, first of all, talk about real people and real issue that will resonate with your audience. And use messages that are simple and direct. For instance, with a client of ours, a large multinational food conglomerate, we have scheduled design workshops that focus on creating targeted messages. Representatives from the target audience are invited to each workshop and they help tailor the message and provide immediate feedback on whether the message will resonate with their peers or not. You also want to deliver those messages using multiple formats to ensure you capture the attention of your audience, something you already touched upon. A good example is a communication program you are creating for a large chemical company. Every month, we generate a message that fits within the client's larger communication initiatives. And so far we used a variety of medium. We use graphically announced email blasts. Actual poster to be placed in the client's office, and short videos. We plan on adding podcasts and user generated video content next. And speaking about medium, the choice of medium barriers depending on the message and the desire to impact. You want to ensure that the content and the format go hand in hand, that they're aligned and true to your brand, your voice and your audience. The feedback we keep receiving from our clients is that these tips really help engage in their audiences as the messages come across as relevant, flexible, and timely. I know I covered only a handful of examples, so I'm going to bounce it back over to you then and ask you, what additional tech do we use at LRN to really bring campaigns, not courses, to life? Damien DeBarra: So it's a little bit of the kitchen sink approach. Our strategies leverage the full LRN toolkit. So we've mentioned multichannel approaches like, using emails, using online training, but we also can design virtual classroom events. There's the email and comms campaigns I've mentioned. Internet, banner adverts, SharePoint, or WordPress built websites, to back up the training materials. But we also have our... We have a campaign manager tool, which allows you, the client, to log into the LRN platform, plan out the entire comm strategy, put all the copy... and schedule the entire thing, to send out the emails or the comms at exactly the time you want weeks and months in advance. And it enables you to do a load of work up front and then sit back and let the system take care of it. Ultimately, we can write the... work out the comm strategy for you, write the copy and the headlines and provide the visual assets, and then hand them over to the partner to deliver themselves. This is a 50-50 split on what partners want. Some want to control that release themselves internally, and others want us to do everything for them, or have a tool that does everything for them. But we use everything, job aids and videos, microsites. Also help lines, chat channels in teams and Slack and other tools like that. And then crucially there's one overlooked thing, which is leader accountability programs. In the past, we've grandly called this, the accountability principle. And that's a slightly fancy pants way of saying something quite simple but very important. And that is... That if you bring leaders into the process of the training, it has a dramatic effect. So if you consider the two... the following two ideas... following two communications, "Hey Tomaso, I want you to do this training course by the end of the month." That's of relative interest. If I say in the communication, "Hey, Tomaso, I need you to do this training by the end of the month." And one week afterwards, your leader slash manager is going to have a conversation with you about this for 10 minutes. I think your interest level, your amount of skin in the game dramatically increases. And an even better version of that is, "Hey Tomaso, do the course." Now then you're going to talk to your leader, "and by the way, this affects, or connects to your annual performance review." That's a really powerful incentive. So, a leader accountability and leader involvement, or just general accountability for your participation in training is very, very powerful. So it nudges the learner, we think, from being potentially passive, into a very active role within their own learning journey. Tomaso Manca: I could see that having clear incentives linked to the overall job performance is a very powerful motivator. I really like, also, the imagery you used of the kitchen sink approach. And I'm also thinking that some people might hear this expression and worry that it could lead to information overload. What are some tips to make sure that people don't feel overwhelmed by your campaign? Damien DeBarra: Yeah, it's a really important concern because it can go too far. I saw a campaign recently we were designing, when it was getting out of hand. We were sending out, potentially discussing sending out 8, 9, 10 communications around something which was actually only a 30 minute training course. And that's probably far too excessive. So you have to work with the partner to make sure that we're not overdoing it. And also, it's about being judicious and careful in what you say in the communications. So two obvious things to say, the first of which is, if you're sending somebody an email about a training initiative, make it short. Make sure that the email is written as snappily, and as eyecatchingly as the training should be written itself. And then the second thing is, if you're worried that people are getting too many communications and there's too much training and too much time spent on training is a common complaint we hear.      Actually make a virtue of the issue of time. So for example, you can say to the learner, "put the time into the title." So let's say something like, "the 20 minute code of conduct training." Okay, that's a very awful title, but put the time into the title and say something like, "invest 20 minutes in doing this now. And you'll be prepared for your annual review." "Spend 30 minutes on this training course, and you'll be able to do this, this, and this in your job." So again, it's back to what you and I often talk about the whiffing. The, "what's in it for me?" Explain to the learner how much time... how little time you want them to spend. In fact, "look, we've reduced it to 20 minutes, because we've heard you, there's too much training. It's taking too long. We heard you, it's now down to 10 minutes every month." So again, if it's a campaign and it's spread out across a quarter, rather than asking them to do a 40 minute course, tell them, "you're going to do 10 minutes every week for the next four weeks. And as a result, you're going to be safe in your job. The company's going to benefit and you'll be ready for your performance to do... and you'll be able to serve your customers and our communities and our shareholders." And so on. So I would say if you're worried about them... if the partners expressing their concern or you have a concern about there being too much time spent on this, or if it's just overload, make a virtue of talking about how it actually saves time in the long run. Tomaso Manca: Makes sense to me. And when it comes to this approach, what do you think is the LRN difference? Damien DeBarra: So I could probably talk to you all day about tech and campaign managers and our disclosure tools and how there's a lot of technology to talk about. But actually, sometimes I think that the power of good copywriting can't be underrated. So we deploy a lot of cutting edge technology to drive solutions, but sometimes the most powerful tool we've got is one simple eye-catching headline. So we know, as we've just been discussing, that learners are time poor. They're training wary, so we place a strong emphasis on getting their attention using snappy headlines to drive people to the training assets. Tomaso Manca: Interesting. Can you share some more examples of successful copywriting? Damien DeBarra: I can probably share a few headlines. I won't name the partners themselves, but one springs to mind is, Large North American Financial Firm. That's as far as I'll go in describing it. And their problem was, very much like we were just discussing, learners getting way too many communications around having to do training. The communications were a bit on the blunt side, borderline rude in one or two... in cases. And learners were telling us via data in surveys and in focus groups that they were just really quite fed up with this. So the approach we took was, we knew that we had to get their attention in five to 10 seconds. Getting their eyeballs or they were gone. So what we did was, we opened up a campaign, and the first email in the campaign, the headline said, and it was deliberately written in capital letters. It said, "I can't wait to do compliance training this year." And then when you clicked on the mail, the next line was, "said, no one ever." That's the headline to grab your attention. And then the next thing is, it said, "we hear you. We've got it. You've told us through focus groups that it's taking too long to do training. So what we've done is, we've reduced everything down to 20 minute buckets per quarter or per month." I think it was. Another example was, from the same campaign in fact, was that, for reasons which aren't entirely understood or there seems to be a different set of reasons for different clients, fishing scans spike in August and September. So what we did there was, we sent out an email. I think it was in August and the headline in that one was, "you are a danger to yourself and others." So deliberately provocative headlines. And there's about 12 different subjects in that communications campaign, but they all took that approach. I hesitate to call them click bait headlines, because that's an awful term, but it was something designed to make you go, "what? What's that?" And hopefully you click. Again, that principle of having got their attention with the headline within 30 seconds or even 30 words. You should tell them in the first paragraph this is why you've clicked and this is what you're going to get and how long it's going to take you to do it. And again, that thing, the whiff and "what's in it for me" explaining that, if you do this, it will make you better at your job, et cetera. So getting their attention and explaining what the value is for them. Tomaso Manca: And I can see that it all boils down to writing. Damien, you've touched... certainly you've touched on a lot of great points about the value of taking what we are calling a campaign, not courses, approach. And I think this will inspire a lot of our listeners to consider for their own training. So what advice would you give to people who are looking to implement this approach for the first time? Damien DeBarra: Well, at the risk... That's a great question. So at the risk of potentially starting with something negative, get ready for resistance. A lot of the times the heartbreaking thing we hear sometimes when we're talking to our partners is, I kind give them this pitch and then they say, "that's brilliant. That's never going to work here." See, it's that classic line. "That's fantastic, now let me tell you why I won't work for our company." And it's because a lot of people are wedded to the particular calendar of release at one time of the year. And we understand that's a necessity for certain partners and clients, particularly if it's a very big program. We understand why they might want to get it all done in one quarter so the learners don't feel it's dragging on over the year. But if you have one particular smaller training initiative, you might consider that campaign based approach, but get ready for resistance. People will be skeptical about it. Some folks just won't want to do it. You also, when you get into doing communications around this, you'll also need to bring in other partners from across the business. So traditionally, if you're the training manager at a company, small to medium enterprise, I don't know, a couple of hundred staff, the training department might be you... might be just one person. But now you're talking comm, so you've got to bring in your communications team. They have their own calendars. They have their own priorities for things that need to be communicated to the business. And a common one we hear is... from our learning and development partners is, "that's great, but the communications team are already telling me there's too many communications." So get ready for that conversation. Get ready to try and influence the other stakeholders in your business to understand the benefits of taking this different approach. And to do that, you might try and arm yourself. This is easier said than done. Too massive, right? But you might try and arm yourself with a case to make that change. And that's in the form of some data. So are you able to get a survey from your current learners on... let's say on your last year's training on, how your learners liked it? Get that survey data. Now that might be painful because that survey data might reveal that they really don't like the training and it can be hard not to take that personally. And you might think to yourself, "do I really want people in the business scene, the feedback we're getting?" And an even more powerful... Sometimes in addition to a cluster of data from a large number of learners, is anecdotal information taken from focus groups. So a classic trick... not trick, but a classic approach we've done a few times is to bring in a group of learners into a focus group. Keep the training and development people out of the room. That might sound cruel, but you want people to feel free to speak freely. And of that five or six people, you might have a bit of a spectrum of learners. That is saying a couple of learners who have been in the business a number of years, who'd probably be training wary, that might be a bit tired of all this. And maybe a couple of learners who are newbies who've just gone through the training, have not yet been at the company long enough to be completely drawn into the culture, and they can often give you very fresh observations. So I suppose what I'm saying is, get ready to have the conversations and get ready for that resistance, but also try to strike a balance. As I said, if there's a possibility you can overdo this, where you can go hog wild, go crazy and start communicating to the business on everything. And that can become even more irritating than the blunt once a year communication. So there's a balance to be struck all the time. I hope that answers your question. Not sure I have. Tomaso Manca: Oh, absolutely. It does. And it opens up a lot of other questions. You and I can probably be talking about strategy for the rest of the day, but it looks like we are out of time for today. Damien DeBarra: Yeah, we should probably wrap it up. And it's always great talking to you about this stuff Tomaso. Thanks for the time. Tomaso Manca: Likewise. And thanks to our listeners. My name is Tomaso Manca. Damien DeBarra: And I'm Damien DeBarra. And I'd like to thank you all for listening to the principal podcast by LRN. Outro: We hope you enjoyed this episode. The Principled Podcast is brought to you by LRN. At LRN, our mission is to inspire principled performance in global organizations, by helping them foster winning ethical cultures, rooted in sustainable values. Please visit us at LRN.com to learn more. And if you enjoyed this episode, subscribe to our podcast on Apple podcasts, Stitcher, Google podcasts, or wherever you listen. And don't forget to leave us a review.  

"Your brain has a capacity for learning that is virtually limitless, which makes every human a potential genius." Michael J. Gelb    Watch this interview on YouTube here https://youtu.be/xP3lTXlwcPQ On this episode you will learn: ✔︎ How did Rich Carr (radio and communications) go from working with Paul Allen (Microsoft Co-founder) to working with Dr. Kieran O'Mahony in the field of neuroscience? ✔︎ What's Missing with the Behaviorist Method (rewards/punishment) that's used in our schools and workplaces? ✔︎ What is the Brain-centric Design and how can it be used to accelerate results in ANY industry? ✔︎ What should we all know about our brains to demystify them? ✔︎ What should we all know about learning and the brain? ✔︎ What do YOU have in common with Jeff Bezos? ✔︎ How can YOU get involved with Dr. Kieran O'Mahony and Rich Carr with Brain-centric Design?   Welcome back to the Neuroscience Meets Social and Emotional Learning Podcast, EPISODE #220! For returning guests, welcome back, and for those who are new here, I'm Andrea Samadi, author, and educator, with a passion for learning, understanding difficult concepts, and breaking them down so that we can all use and apply the most current research to improve our productivity and results in our schools, sports environments, and modern workplaces. My goal with this podcast to make the research applicable for all of us to use-whether we have a background in science, or not. On today's episode #220, we have Rich Carr and Dr. Kieran O'Mahony whose pedagogic model, Brain-centric Design[i], is enjoying rapid acceptance in schools and businesses with high praise from different sectors including  Nike executives who say that upon implementing these ideas, “their learners (athletes) not only understood their positions better, but also reached their goals faster” (Brain-centric Design, Praise, Michele Jordan, Fortune 100 Learning Director) from the Department of Defense, noted that “this process invites us to lean in and become interactive with our learning, enabling us to grasp topics quickly and most importantly with vastly greater retention.” (Ken Robinson, Department of Defense) The feedback from those in the classroom who have begun implementing these ideas follow suit, saying “Brain-Centric Design took the guesswork out of the classroom and highlighted the scientific reasons behind the success” (Ellen Thompson, Fortune 100 Learning and Quality Specialist) who highlighted how great it felt to “identify the positive traits of cognitive flexibility, social—emotional engagement and adaptive expertise” that she already possessed. Rich and Kieran's model explains that while behaviorist pedagogy might sound like the best way for students to learn in the classroom, or for employees to be motivated in the workplace, that there's a more effective way to learn with the brain in mind, and this is exactly why we cover the most current neuroscience research on this podcast. Who knew that learning the most current research in neuroscience would be so important to the world? I certainly didn't when launching this idea just under 3 years ago this month, but it's clear with the number of downloads we receive all over the world (in 168 countries now) that this is an important and timely topic for us all to pay attention to. As we are now moving into Season 8 of the podcast, with a focus on Brain Health and Well-Being as it relates to learning, Richard Carr and Kieran O'Mahony's Brain-centric Design fits right in as they focus on the training and certification of Communicators, Coaches, and Educators to form a deep understanding in the pedagogy of their program: Brain-centric Design: The Surprising Neuroscience Behind Learning with Deep Understanding[ii]. Because their framework is aligned with how the brain processes information, and how people's brain loves to learn, (especially something new) its inherent design places any learning space in a psychologically safe framework.  They will show us how great things can happen when your brain is free of the behaviorist constructs of rewards and punishment that we have all seen in our public schooling, and corporate workplaces. Let's meet Rich Carr, and Kieran O'Mahony of Brain-Centric Design, and take a close look at why the behaviorist model that many of us have been use it using because it works, is out-dated, as they show us there is a better way to learn in our schools and classrooms of the future. Welcome Rich Carr and Kieran O'Mahony, thank you for reaching out to me and sharing your learning model with all of us today. INTRO Q: Just a quick glance at all of the praise of your work in the beginning of your book, Brain-centric Design: The Surprising Neuroscience Behind Learning With Deep Understanding I couldn't help but notice the one written by Alan Breeze, Washington State Prison, Inmate #797180 who said that “there must be a way for headheads like myself to learn that does not include years of solitary confinement” and that if he had found your method, that instead of a testimonial from inmate #797180, it could have been written by Master Chief Brazee, US Navy. How did you both come to discover your method? Q1: We can clearly see that our K-12 Educational System needs transformation and how far we are behind other countries like Finland and Japan (who tune into this podcast) and Ireland where Kieran mentioned his journey began, we are currently in the TOP 20 in this country.[iii]  You mention that one reason is that our K12 system is built on the rewards/punishment system. Where did this Behavioralist Method[iv] go wrong? What are we missing when it comes to learning and deep understanding?[v] 1B: Why do some people seem to thrive in this system-or seem to be resilient enough to not be impacted by this system (dandelion vs orchid) and how is this data evident in the Nations Report Card? (NAEP). 1C: The example of in your video of the young girl who was given candy as a reward for completing her math sheet just broke my heart listening to it as I still see this happening with my youngest daughter. I don't know why candy is given as a reward!  Can you explain why rewards and punishment aren't helpful in the learning space? 1D: How does this rewards/punishment system carry into the workplace to prevent employees from reaching their potential? Kieran's answer blew me away here, as I came from the system of commission sales, where employees were rewarded with money if they could hit their sales goals, and punished if they missed them. We know that people in this space can be fired on a dime, which works against how our brain works. Can you explain why the rewards/punishment system limits us in the workplace? Q2: In chapter 1.1 of your book, Learning is Connecting the Dots, you say, “to learn you need neurons” and “to teach you need to know how neurons work.” Isn't it mind-boggling that no one asks us right through our educational system, anything about our brain and how it relates to learning? I know that this is changing as more schools are learning how the brain relates to learning (the science of reading) etc, but where do you think we are now and what else needs to happen before learning and brain are more widely accepted in our schools and workplaces? I've got to say that I loved Kieran's answer where he talked about learning about telomeres and mitochondria (that are both important structures in the cell that help us especially as we are growing older) but what he was learning was written by neuroscientists in complex terms. How are you translating these concepts into useful concepts and making them useful in the public domain for teachers, parents and even students to use in their lives? Q3: What should we all know about our brain to demystify it? PART 1 of the book. Q4: What should we all know about learning and the brain? PART 2 of the book? Q5: Why is challenge so important with learning and what does Rich's daughter and Jeff Bezos have in common? PART 4 of the book. Kieran's take on this made me think back to the many influencers in my life who I'll always be grateful for but ultimately it was my brain that made I used in every decision-making process. Q6: How can BcD be applied in different industries? (Schools/Sports/Workplaces)? Q7: Why is BcD Revolutionary and something we should all pay attention to? Q8: Is there anything important that I have missed? For people to learn more about you, what's the best way? What is the call to action at the end? Contact you? www.braincentricdesign.com  Thank you very much for sharing BcD with us. You have created a system that is revolutionary, and has the ability to impact change in our schools and workplaces.  CONNECT WITH RICH CARR: rc@braincentricdesign.com https://braincentricdesign.com/ https://twitter.com/BrainCentric https://www.linkedin.com/in/carrknowledge/ https://www.youtube.com/c/RichCarrknowledge REFERENCES: [i] https://braincentricdesign.com/ [ii] Brain-centric Design: The Surprising Neuroscience Behind Learning with Deep Understanding by Rich Carr and Dr. Kieran O'Mahony https://www.amazon.com/dp/B07SRC6BSM/ref=dp-kindle-redirect?_encoding=UTF8&btkr=1 [iii] Ireland Apple How-To Charts https://chartable.com/charts/itunes/ie-how-to-podcasts [iv] Brain-centric Design Chapter 3.2 Behaviorism is Outdated May 20, 2020 https://www.youtube.com/watch?v=dc0jWUZKqS8 [v] This is the one critical piece we are missing when it comes to learning and deep understanding. By Robyn Shulman Sept. 15, 2019 https://www.forbes.com/sites/robynshulman/2019/09/15/this-is-the-one-critical-piece-were-missing-when-it-comes-to-learning-and-deep-understanding/?sh=36515031e329  

DAU Contracting Department Chairs, Mr. Scott Williams, and Mr. Jim Valley interview Ms. Tonya Guy-Green, Learning Director for Industrial Contract Property Management. Ms. Guy-Green shares her perspective of how Back to Basics has impacted Industrial Contract Property Management and Industrial Property Clearance Specialists positions.For more information on the credential, go to:  https://icatalog.dau.edu/onlinecatalog/CredentialConceptCard.aspx?crs_id=21 Additional resources: Government Property Community of Practice:  https://www.dau.edu/cop/govprop/Pages/Default.aspx,Plant Clearance Community of Practice: https://www.dau.edu/cop/ca/Pages/PlantClearance.aspxIf you are watching this video on DAU Media, but rather watch on YouTube, go to https://www.youtube.com/channel/UCbF8yqm-r_M5czw5teb0PsA

In this episode, Perspectives on Certification: Physician, Nurse, and Patient Navigator AONN+ Foundation for Learning Director of Certification Lisa Hartman and a group of experts discuss the value of oncology navigator certification from the perspectives of physicians, patient navigators, nurse navigators, and healthcare administrators. 

In this episode, Melton Fellow Clement hosts our Learning Director, Alafia Stewart, as the two discuss what the Global Citizenship Learning Program Fellowship offered by the Melton Foundation encompasses, the essence of becoming a Melton Fellow and what one needs to do to become a part of this life-long fellowship experience! Happy Listening! --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/the-melton-foundation/message Support this podcast: https://anchor.fm/the-melton-foundation/support

Returning guest Hallie Tremaine Balkin is DAU's Learning Director for Other Transaction Authority. Hallie stops in to tell us about DAU's upcoming OT webinars, designed to provide practical help to acquisition professionals using Other Transaction Authority to provide the speed and access they need to partner with companies on the cutting edge. Listen via Apple or wherever you listen to podcasts: https://apple.co/39Tynm5

Richard Pharro, CEO of APMG International, and special guest Eddie Obeng, Professor, Author & Theorist, discuss whether Project Leadership is a role or a mindset; the difference between Change and Project Management; and how Eddie's QUBE platform enabled his clients to continue “as normal” through the pandemic.Richard asks Eddie what he would say to a Board if he only had 30 minutes to convince them to take action to improve their success rate, and why exactly the Project Management profession have failed to improve their product (successful projects) for 50 years - why is this so hard?Described by the Financial Times as a 'leading revolutionary' and 'agent provocateur', Eddie is a professor at the School of Entrepreneurship and Innovation at the Henley Business School, founder and Learning Director of Pentacle The Virtual Business School, and a leading business theorist, innovator and educator. → apmg-international.com/changemanagement→ apmg-international.com/agilepm→ eddieobeng.com

Abstract: Gamification involves more than just shooting lasers and collecting gold coins. When done well, it has the power to enhance learning experiences and influence the way people make decisions. In this episode of the Principled Podcast, LRN Learning Director Kai Merriott speaks with Johnny McMonagle, one of LRN's lead Creative Designers, about how to leverage gamification effectively when developing E&C training. Listen in as Kai and Johnny discuss the process of identifying the right opportunities for gamified learning, the importance of telling the right story with training material, and their favorite gamified elements—including a 3D-printer of doughnuts.   Featured guest: Johnny McMonagle brings over 20 years of experience in e-learning and instructional design to LRN. As Lead Designer, he leverages his graphic design and animation skills to develop interactive elements for training software that create more engaging learning experiences and encourage ethical behavior. He also works collaboratively with clients and internal stakeholders to ensure these learning products deliver effectively on key business objectives. Johnny specializes in drawing, illustration, and character and concept design. Prior to joining LRN, Johnny was the Lead Designer at Interactive Services, where he developed interactive training elements using Flash and Photoshop. Before that, he worked as a graphic designer at the e-learning company MindLeaders. Johnny received his diploma in classical animation at Ballyfermot Senior College in Dublin, Ireland.   Featured Host:  Kai has worked in learning management and instructional design since 2001 and has worked at LRN (formerly Interactive Services) since 2013. As a Learning Director, he designs creative learning programs that focus on changing behavior, with a particular focus on pushing visual design and creating compelling animations and videos. He also leads and monitors his team's instructional design approaches. Kai has designed training on a variety of topics within compliance—including diversity, code of conduct, information security, anti-bribery, and money laundering. He's also created training on brand awareness, systems training, social media policies, food safety, sales, customer service, and marketing. He has created these programs for companies all over the world including Bloomberg, Amex, Finra, Facebook, Kraft-Heinz, AIB, Johnson & Johnson, Deloitte, Morgan Stanley, Intel, BlackRock, State Street, BNY Mellon, and Colgate. Several of Kai's training programs and videos have won awards from Brandon Hall and other training institutions. He earned his MA in creative writing and BA in English at University of Chichester in Sussex.   Transcript: Intro: Welcome to the Principled Podcast, brought to you by LRN. The Principled Podcast brings together the collective wisdom on ethics, business and compliance, transformative stories of leadership, and inspiring workplace culture. Listen in to discover valuable strategies from our community of business leaders and workplace change-makers. Kai Merriott: When you hear the word gamification, what comes to mind? Do you think of shooting lasers and collecting gold coins or about influencing the way people make decisions? Too often organizations lean on gamification for the sake of making their ethics compliance program look more tech-savvy. So how can you ensure you develop gamification in a way that enhances training? Hello, and welcome to another episode of LRN's Principled Podcast, I'm your host Kai Merriott a learning director at LRN. And today I'm joined by Johnny McMonagle one of our lead creative designers for LRN, we're going to be talking about gamification in learning. So, Johnny, is a real expert in this space with more than 20 years of experience designing interactive graphic elements for e-learning and training software. So Johnny, thanks for coming on the Principled Podcast. Johnny McMonagle: Hey Kai, thanks for having me, looking forward to this discussion. Kai Merriott: So Johnny we've obviously worked together on many gamified learning projects in the past but just for the purposes of this conversation, how would you describe gamification and meaning the way that we talk about it? Johnny McMonagle: Yeah. I think our approach to gamification is to make our training a lot more engaging, it's going to stand out from your normal e-learning and normal training and that is going to look and feel very different. It's going to be engaging, it's going to be enjoyable and it'll be short to the point, but the experience will actually be a pleasurable one and that's where the element comes in, that it's not just education it's actually a fun thing to do. Kai Merriott: And these sort of gamified elements on top of that is in there so, well, it's fun and it's engaging but also it has game mechanics as well like I suppose scoring. Johnny McMonagle: Yeah, we do that. Apart from the visuals, you will look at a screen and you will see things that you'll see on an arcade game, you'll see a score, you'll see a play button, you might hear the music and the sound effects that you're used to from games and you'll know the second you sit down to do it you're not just clicking next, you're seeing the elements that go into making a game. Kai Merriott: So when I think about all the projects we've done together which have those gaming mechanics and the gaming elements, I kind of think that every gamified course has really two distinct elements that make it really sort of compelling and engaging and the first is I think a really good story from beginning to end, you put that story element in there that kind of drives you from one part of the learning to the next, but also really good interactivity. Let's start from the beginning in terms of, what do we actually think about first usually? Do we actually start with the story or do we start with what gaming elements can we put into this training? Johnny McMonagle: Yes. And I've seen that where I think we always start with the story because the story will drive everything. How do we get from A to B on your learning journey? What is it we're trying to do? So we start with a story and we'll tell the story and everything will evolve from there. For example, a recent course I did was on global trade and we said, well, what is the story here? The global trade it tells itself, you're going to go around the world, you're trading with different countries so we said, how are we going to make that work? And I said to the learning manager, I said, well, how about this? I found an image, it was a little plain going around the globe, I said, well, that's you, you're the character, and we're going to go from A to B and we're going to learn things as you go. Every destination is going to have a consequence and at the end of it you have learned something. And it led to itself that it looked like a game board, it felt like a game and every step of the way it felt you were learning but it was very game-like, and that was the story that led all of those decisions that we put into it and it worked very well. Kai Merriott: And I think if you were to try and do it the other way around, you kind of start, oh, we know we've got 10 gaming elements to choose from and now let's try and build a story from that, that just never works, does it? Johnny McMonagle: No, it's kind of working backwards where you're shoehorning just for the sake of it and I've seen it never gels, there are too many different elements just they don't work. We've seen that in putting sound effects into a quiz, it doesn't make it a game, it's just window dressing. I think it has to be more cohesive and it has to have a strong narrative and all the different elements from the visuals, the style of writing, the sound effects, it all has to tie in. And with the idea of gamification in your mind you have to think, does this play, does it feel like a game? I think that's what you're striving to do. Kai Merriott: Yeah. And I think it's funny you said earlier about, you can't just put sound effects on a quiz and call it a game, I think that's absolutely right. I think you start with that really strong story but then I think we do layer it with sound effects and I think we shouldn't forget that either. Johnny McMonagle: Yeah. I think sound effects are very important and they can really enhance the whole experience, it's just one of the many elements and it's a very rich element to have and it can add so much to the experience. We were saying before about sound effects in games, we hark back to the beginning of games, the arcade games again and we all respond to those. We know what a good sound sounds like and we know what losing a life sounds like just from our shared memories of arcade games and home video systems. These are common things that we all understand, we all can respond to and it really does enhance it but having it on its own you need to think of the other elements too and they all have to come together to make that cohesive game experience that feels like a game. Kai Merriott: Yeah, absolutely. And I'm thinking about the sound effects, I think we slightly age ourselves, don't we? When we talk about arcade games. Johnny McMonagle: This is true. Yes. Like the coin slot in the arcade. Because it's funny in saying that though, I think to this day we still harp back to the early Nintendos and we know what that sounds like. And even for people who've never played a game of any age, we go, yeah, I am now playing a video game. It is kind of a universal and nearly a timeless thing that we can all relate to it in the same way. Kai Merriott: Yeah. There's something almost instinctive about, you said earlier, about the noise that means you've won and the noise that means you've lost a life. Johnny McMonagle: Yeah. I think it's some sort of shared global experience that no matter where we're from we know what it sounds like. Even if it's a mobile game or a contemporary platform or whatever, we know that means you've just won something, that means you've lost something, it's kind of just a unit universal language. Kai Merriott: Yeah. And I think as well we're kind of lucky in the age we live in which is that mobile games are so popular because I think they also do the same thing. They're very arcade game-like, very bright and colorful and kind of a lot of sounds, lots of music to convey a particular emotion, what do you think about the use of music in games and how important is that? Johnny McMonagle: Yeah. The use of music can really enhance it and it's a very important thing to consider and it sets the tone for the whole experience. And again, there is the universal thing of we know exciting music to suit the tone if that's what you're aiming for, we know cinematic, we know that if we want this to be dark and somber that's what we do, as you would if you were scoring a piece for a drama you speak the same sort of language. It's funny you mentioned mobile gaming and the target audience for mobile gaming wouldn't be what you would normally think of gamers. And today's gamers I think most people think of people sitting with five monitors, they have the best chairs, they've all the gear, that's what gaming is, but there's also the mobile thing. So it's every walk of life will have this experience, you wouldn't think of them as your typical gamer but they will engage with this kind of game and they do, they wouldn't call themselves a gamer but they do play these games. And I think that's what we aim for is to say, well, what is it that engages the non-gamer to play a game? It's something that is appealing to people who don't play games, it's something that'll engage them, it's something that they want to come back to and that they'll respond to it positively. Kai Merriott: So you mentioned gamers with their five monitors and I think you're right, I mean, there's a real important distinction I think to be drawn here between what we do when we talk about gamified learning and the people who are obsessively gamers, or even just casual gamers but more of the console type gamers. I think ours seems to be more like the mobile games. Johnny McMonagle: I think so. It has to be much more direct, it has to be for somebody who's never played a game, who's aware what a game is. They look at it, they can tell immediately how to play the game, they go, there's the start button. Once they start playing they don't want rule books, they don't want all that, they want to get in and start playing and so from the get-go it should be intuitive, and if it isn't intuitive, if it takes too much explaining, then it's not working. It has to be an immediate thing for people who are time-poor, for people who, as I said, aren't gamers, they want to look at it and go, I like the look of this, I want to press that play button and after I press that play button I want to keep clicking things, I know what I'm doing all the way to the end of the game. Kai Merriott: Yeah. Let's talk a little bit about that, making it intuitive. Because again, probably showing my age, I remember the old days of you take home a game and it comes with a sort of novel-like instruction manual, I mean, they still does this now, right? There's a picture of a controller and there's 1,000 things around it telling you what each button does, but, I mean, we can't really do that in gamified learning, can we? Johnny McMonagle: No and nor do we want to. It's like, we don't have the time, we're too busy in our lives, we have too many things going on. We have this training set aside we want to get there immediately and say like, if it's too complicated you're just going to disengage with it, if you don't automatically immediately know what you're going to do then I think we're failing, that's what we come into. The mobile version is a strip down to the bare element of, what is a game? And it is, does it look good? Does it look like something I want to play? Will I understand it? Am I daunted by it? Then it's not working, does it look like something I can dive into? Then it is work. Kai Merriott: Yeah. I was thinking of Tetris actually and how much we all never had to learn Tetris. Johnny McMonagle: That's it. From the second you saw it on screen you knew what to do and, yeah, no rule books, no help button, no nothing. You go, I know what to do, and within seconds you learn, oh, I didn't get that right, you hear the sound, we can all hear it in our memories, that sound, and you get the little endorphins when you get it right and there's the little positive thing. And you get that within moments of picking it up for the first time and that's the beauty of a game like Tetris. As you, I don't think that anyone ever read how to play Tetris, I'd say they are few and far between, so that's what we are aiming for is that immediacy. Kai Merriott: Also, I think the simplicity of the gamification options. So if you think about what that means, well, we named a few already so for instance, you lose a life, you have three lives and you lose three and then you're kind of kicked out of the game, you could have what we call internally power bars which is health bars that go up and down as you go, whether you answer a question right or wrong, I mean, there's lots, lots, and lots and lots of different options. We also have branching which is another kind of a popular gaming thing that we do where if you get a question right then the story changes and it's different than if you get the question wrong and you go down a different path. So, so many options but we shouldn't use them all, should we? Johnny McMonagle: No, because then I think we're overcomplicating. Use it if there's a reason for it, if it helps the narrative of that story we talked about then absolutely. And I like the branching one and it, again, harps back to the old adventure games even in the books, here's your choice, and whatever one you make you go off in a different direction and you're controlling that. You'll always come to the whatever conclusion, we make sure they come to the conclusion they have to, but having that choice is a great thing. But as you say, we don't have to throw all the whistles and bells there all the time but whatever helps the narrative is what we're aiming for. Kai Merriott: So it's back to story again, isn't it? You choose it as it is. Johnny McMonagle: I think it is always about the story. Kai Merriott: Yeah. Because I think back to the course we did together and obviously, we were not going to name any particular client names, but we did one for the cybersecurity course we did, which was seen as being a game, everyone calls it a game, but it only really I think had one gamified option in there, maybe two. And I'm thinking of the one we did, it was a cybersecurity where it was all based around a 3D printing donut machine and you had four donuts I think and then if you answer a question wrong then you lose a donut and that was number one, and then number two was, I think there was a very small amount of branching in there. But even then it was just to show you a little different animation depending on whether you got it right or wrong. Johnny McMonagle: And that was it, it was very multimedia-rich. It was music, it was bright engaging graphics, it was animation, it was sound effects. And they were all matching, the music suited the primary colors, even the sound effects of the good and bad results that all came together very well and it all sounded like it all belonged as part of the same product and that was a very successful one. And again, the story was you're starting at the start, I think you were getting parts or ingredients, and everywhere along the way there was somebody trying to foil you and your job was to make sure you foiled that hacker. It was about cybersecurity so we invented this character who was trying to stop you on your way and it had a little sound effect, little evil cackle, and stuff like that. And it was a very engaging little game, it was very short but it got the point across, it was all about cybersecurity and all that entails, and it feels very well received. Kai Merriott: Yeah. I think it had one of the biggest take-ups of any training, not just gamified training but any training for that particular organization. Johnny McMonagle: That's right. And a lot of that was just the fun of it and was immediately easy to play, you got immediately from the start you go, I like these graphics, I like that music, there's the play button. And I think we made a short intro animation to tell you this is what's going to happen, watch out for whatever we call the baddie and now go, learn this here, he'll try to trip you up on the way but go and answer these questions. And behind all that, it is just an e-learning quiz, but with all these things around it, it's so much more engaging. And it just showed there with the take-up as people were coming back to do it again and talking about it, comparing high scores would be the old way of doing it, but it worked just very well. Kai Merriott: And I remember even though it was our training every time I went back to test the course during the production process I found myself getting drawn into it every time, I just kept playing it. Johnny McMonagle: I think I've done that too. In the current one I'm working on we've come up with a new way if you win, a different little game piece for every successful thing. And as we're developing it I found myself playing the game because there's the little reward of the endorphins, the little positive sound, and something glows or sparkles every time you get it right. And then they're going, yeah, bear with me I'm just playing this game, and that shows that it's doing its job. Kai Merriott: We touched upon earlier about, I think, particularly the cybersecurity one being a short game, because if you think again of gamers back to the five monitor guy, the games they play last for, I say not in one go but sometimes it is, 10, 20, 30 hours of gaming just in one game. We obviously can't get away with that, can we? Johnny McMonagle: No. And I think no matter how good it is and how engaging it is, I think brevity is the key, I think less is more because the novelty will wear off. I think there's no set limit about how long it should be but I think if you have too much of a good thing too, yeah, kind of enthusiasm wins. And I think for us as contemporary workers we don't have that hour, so if we can do it in half an hour or 45 minutes and they've enjoyed that very much, that's better than dragging it out and turning it into a chore. Kai Merriott: I think the key time is actually 20 minutes, but whether we actually achieve that, I don't know, that's the kind of the dream, the 20-minute game. Johnny McMonagle: Yeah. I think 20 minutes is a perfect round number, I think any longer than that then you are pushing it. I know it depends on the content, it depends on the partner, but ideally we'd be trying to say, no, trust us on this, keep it around to 20 minutes and everyone will enjoy that bit a whole lot more. Kai Merriott: And it's back to this - people being time poor, isn't it? Because games are seen as a bit of frivolity. And if we're saying to people, right, you're going to spend three hours on this game, well, I think you're right that they would get bored but also they just won't have the time. Johnny McMonagle: Yeah. And touching on that, the gaming frivolity, is we have to sell this idea that gaming isn't a waste of time, it isn't a distraction, and maybe it goes back to teaching children that learn through play. And I think we never grow out of that, we do enjoy playing, we enjoy games, but it's not frivolous because actually, we are learning through this. And for employees, for staff and all that, it isn't a waste of time at all, it's like, you must do this training and you're going to enjoy it and that's a nice thing for everybody. If you're going to enjoy the training then everybody wins. Kai Merriott: Yeah, absolutely. I think it seems to be not just in gamified learning but just in every kind of training that idea of people really not having much time trying to cut things down to the chase because this is not a university, they're not on three-year courses, they have 20 minutes to do a job and they need to learn how to do it quickly. Johnny McMonagle: Yes, absolutely. I think we can all find in our daily working lives we can put aside 20 minutes and we can justify that 20 minutes and we will learn something. I think it's looking at the modern workplace as well, we have to take in consideration that we just don't have the time. So I think we can all agree we can make time for 20 minutes and that would be our optimum amount of time. And if we're not achieving that in 20 minutes then maybe we're not doing it right. Kai Merriott: I think that's right. What I often do is when we look at the information that needs to be covered as part of this game, I try and sort of throw away everything that isn't related to the task in hand. I think that's true of e-learning in general, I think it's especially true of games that really should reflect the role that you're doing. So everything in that game should be practical knowledge that you can go away and do something with rather than something that's it's kind of just knowledge and awareness. Johnny McMonagle: Yeah, that's right. I think it's always focused on what it is, is the goal of this game, what is the endpoint of the story we're telling, and don't try to be all things to all men, don't try and overload it and just keep it to a thing. If they need more information they can always go to different resources but for our games, we have to just focus on it, keep it very direct to the point, here's what you're taking away from this game, from this training. There are other ways of delivering information but with a game, we keep focused on what we need to tell, what we need to impart. Kai Merriott: Yeah. So I think you did touch upon earlier about the kind of visual side of the game. So we talked about the music, the sound effects, and what about the visuals, the way it looks, how important is that to the game? Johnny McMonagle: Well, I think that's extremely important obviously as a graphic designer. One thing it is again, it's the universal language off game, it is, what does game mean to you? What does it mean to me, to the seasoned gamer, to someone who never plays a game? I say, if you're walking through the office you look over your colleague's shoulder and there's something on that screen that looks engaging and fun and doesn't look like your stack e-learning, it doesn't look like there are two people in business suits shaking hands and a bit of text, next screen, here's two different people in business suits doing something. And that's the kind of thing, it has to look better than that, it has to look, I say fun without saying frivolous, it has to be a lot more engaging. There has to be something that separates it from your usually learning and I think that could be elements on the screen where you've done something with the graphics, there's something different about it and it can be anything but it has to stand apart or other elements on the screen too like scoring or a meter or something like that where you're immediately going, what is that? So you know from a glance that's a game. Kai Merriott: Yeah. I think having its own unique identity. I always think of games like Candy Crush which it's not a game I particularly play, I don't think it's really marketed to people like me, but it's got such an identity and the color scheme and the noises, going back to sound effects again, it all says, this is a game that even the sound effects and the colors are going to get you as high as the sugar from the candy. Johnny McMonagle: Those endorphins again, it's that thing of going, yeah, I'm going to have fun playing this, it's going to put a smile on their face, I'm going to enjoy doing it. And that's again if you saw a picture of it, it doesn't even have to be a live version just a picture of it, you know that's a fun looking game, I'm going to enjoy spending time with this. And I think that's, yeah, we try to do that with our games, we try immediately to go, is this training? Because this looks like something fun. Kai Merriott: Yeah. And again, I think the visuals go back to the story again and say, what is the story? The story is X or Y, and then from there, you can kind of come up with a brand identity. Because I was thinking about back to our cybersecurity game with the 3D printing donut which is a mad idea, and I think I seem to remember back in the early days, the brand that was suggested that was floated around was actually quite almost movie-like and a little bit subdued and probably wouldn't quite have fitted the idea. Do you remember it? Johnny McMonagle: Yeah. I remember the brand in particular. Many partners they're very aware of their own brand and they want to see their own brand back at them with that, we kind of threw that through book out. We said, well, for this game you're going to get your loco and that's about it, we kind of rewrote it and they agreed that this was the way to go. Is that what you're referencing? Kai Merriott: That's right. And I think it was what we decided because I think we both said that the original brand was quite subdued given that the idea was so mad. So we kind of went for a much more pastly almost and I think it was basically Simpsons inspired brand because of the donuts, I suppose. Johnny McMonagle: Yeah, I think so. I think everyone now you see a donut with pink frosting on you think Homer Simpson, I think we all do. But that was a point, as we said, well, here's your color palette, blah, blah, blah, here and so on, but look at these visuals. And I think they came around very quickly and they said, no, this looks really nice, we get it, we're responding well to it so we don't need to stick with that. And they went for that mad idea, as you say, their brand palette didn't suit so it didn't take much convincing, it was a strong idea that worked. Kai Merriott: Yeah. And it really did and that's a project I'm very proud of as well. So I was thinking again of, going back to the gaming options, we touched upon those before, we talked about lives, we talk about scoring, but of course, when you're kind of coming up with this brand identity in this game, you don't really use terms like lives and percentages in scoring you again, presume do you want to tie that back to the story. Johnny McMonagle: Yeah, that's right. Because yeah, the use of lives and all it is going back to our arcade games but that was literally you had your three little characters and you lose a life. And then it depends on your story, that doesn't make sense for the stuff we've done, well, you're not actually losing a life. When we think, what are you gaining? What are you losing? And in that way then I say in global trade, we had a thing we said, well, if you go to a certain jurisdiction and you get this question right then your project goes ahead and you've done well. If you get the question wrong in this particular jurisdiction, there's going to be consequences maybe that's your project is delayed or you've actually broken some global trade thing, you're going to face legal sanctions and we tie that into the real-life, that training, they need to know this but we've made it a game and we go, there is a big legal sign coming up going, you're in trouble, or we go, you've got this right, here's a little trophy, with a sound effect, a little glow, it all ties back to what you were saying. Kai Merriott: Yeah. And like the lives turned into donuts, and another one we did quite recently was on agile at the agile process. So the original gaming option, if you like, was a meter that goes down, if it goes down to zero then you get kicked out of the game. Now, we didn't want to just call it a meter so we actually made it a race between two companies who were developing a very similar product. And so if you answer the questions correctly then the meter goes towards you and then if you answer incorrectly the meter goes towards the other company, the rival company. Johnny McMonagle: Yeah. And that was a clever use of a very standard functionality of your progress bar basically telling you, yeah, you've answered these right and every time you do it goes up and increments up to the right or vertically and that's standard. But we say, well, how does it tie into our story? And then we had one for alcoholic spur company and we got the same idea, on the left you have a glass with nothing in it, on the right you have a glass that gets full every time you get something right. It's the same principle of the progress meter but dressed up for gaming and for gamification and that's a simple little thing you can do to tie in the game and make it relevant, make it suit the context. And people will react to it a lot better than you boring zero to 100 that they're so used to seeing and it just doesn't feel like a game, it just feels like standard learning. Kai Merriott: It's that simplicity again. Johnny McMonagle: Yeah. It's something that you can respond to immediately, you don't overthink it. You could see it a glance I know what's happening here and you want to get up to the right and you want to get up to the top of the screen, you know every time you're getting something right it's going up in increments and you're enjoying getting it there and it's your mission to get it there. And if you get it wrong, if it says retry, you're going, of course, I'll retry, I've enjoyed that, I really want to get that glassful or win that contract or whatever it is, that donut machine. It's an easy win but give it some thought, tie it into the design of the whole thing, and again, back to your story, how does this help sell the story? Kai Merriott: Yeah, absolutely. Because we're not dealing with, going back to the five monitor guy, I like the five monitor guy that you came up with, going back to him, I mean, thousands and thousands of hours, millions of dollars spent on those sorts of games, it does not need to be complicated to be a game and I think we've proven that time and time again. Johnny McMonagle: Yeah, I think it is. It just uses the fundamentals of what a game is that we can all respond to, that we can all relate to, we know immediately what it is, we recognize it when we see it, we know what it is when we are playing it, we respond to it, we know what we're doing and we enjoy it and we want to play it. We enjoy doing it so much that we'll play it again, we'll come back to it if we don't do well, we play until we win it. Kai Merriott: And I was thinking of, if we were to create a game that absolutely breaks all the rules, so we were talking about things like we have a great story, we have really interactivity that kind of tells the story, it's nice and short, it has a really nice visual identity and it uses sound effects and music and, I want to say, in an appropriate way because we've talked a lot about the fun side of it, but actually it doesn't need to be fun, it can also be dramatic as well. But what would the worst gamified course you can think of look like do you think? Johnny McMonagle: Well, yeah, getting all those things wrong or even that they don't match, that the visuals don't match the sound effects, that the sound effects sound like they're from a completely different product, that the music it sets completely the wrong tone, things like going, well, why I press something, something odd happens, why did that happen? What do I do next? If you get lost anywhere in the middle of it, if you have any doubt what you're doing, if you have to be reaching for the help button you're not doing it well, we haven't done our job well, if someone has to go, how do I play this again? Or I can't remember what I'm doing, what's the point of this? Then we haven't done our job, that's where the simplicity comes into. And all the elements have to work together or else it's jarring and it feels off and all those things would make it to me just a bad game experience, would be bad training but as a game it just wouldn't work. Kai Merriott: Yeah. It seems that games are particularly unsympathetic when you get one element wrong. It's almost not too grand a point and it's almost like poetry where every word is absolutely key versus a novel where it doesn't matter if there's a few dodgy sentences in this, it's absolutely you find, but with games, everything has just to be perfectly in place. Johnny McMonagle: Yeah, no, absolutely. It all has to work together cohesively and the wheat from the chaff is just saying it just should work. And all these, we talked about all the different building blocks, say, that go into it, they all have to just keep it simple, does this element work with that element and all put together, is it doing what we plan to do? Well, somebody just comes and sits down beside you, will they be able to play this and will they enjoy it? Will they respond to it the way we want them to? And if we get all those things right anyone should be able to do that. Kai Merriott: Fabulous. I think we've basically covered everything that we need to cover today and I think we're running out of time anyway. So, Johnny, it's been great having you on the Principled Podcast, I hope you come back and speak with us again soon. Johnny McMonagle: Thanks Kai. Kai Merriott: Thank you all and thank you all for listening. My name is Kai Merriott, we'll see you on another episode of the Principled Podcast by LRN. Outro: We hope you enjoyed this episode. The Principled Podcast is brought to you by LRN, at LRN our mission is to inspire principled performance in global organizations by helping them foster winning ethical cultures rooted in sustainable values. Please visit us at lrn.com to learn more and if you enjoyed this episode subscribe to our podcast on Apple Podcasts, Stitcher, Google Podcasts, or wherever you listen and don't forget to leave us a review.

Abstract: Instructional design sits at a unique point within ethics and compliance programs, combining stakeholder expectations with the learner experience to create education that impacts how we think and act. In this episode of the Principled Podcast, LRN Senior Advisory Learning Solutions Manager Damien DeBarra talks with LRN Learning Director Alexis King about the role of the instructional designer as listener, facilitator, and change-maker. The two explore how instructional design can help organizations look inward to understand potential risks to their culture, and how learning can fill those gaps. Listen in as Damien and Alexis discuss building accountability into E&C programs and the voices needed to be part of that effort.   Featured guest:  Alexis King has built corporate ethics and compliance programs that ignite tangible culture change for more than 15 years. As a Learning Director at LRN, she collaborates with clients to create effective learning solutions for their unique needs and designs online, blended, and facilitated education experiences that emphasize learner engagement. Before joining LRN, Alexis spent more than 10 years as a Learning Manager at Interactive Services. Prior to that, she worked as a Senior Instructional Designer and Task Lead at C2 Technologies. Alexis holds an M.Ed. from the Peabody College of Education and Human & Development at Vanderbilt University. Her BS is also from Vanderbilt University.  Featured Host: Damien DeBarra brings more than 20 years' experience to the instructional design and strategic workforce planning spaces.  As a Senior Advisory Learning Solutions Manager at LRN, he focuses on creating training solutions that ensure business buy-in and connect hiring practices to day-one learning roll-outs. In the last few years, Damien has helped organizations such as United Airlines, Sun Life Financial, SITEL, Astellas, MFS Investments, and SAP create 90-day action plans for their solutions and develop supporting communication strategies. He has worked with over 200 clients in areas ranging from retail to pharmaceuticals, call centers to nuclear plant manufacturing. Prior to LRN, Damien spent more than nine years as the Learning Solutions Director and Head of Instructional Design at Interactive Services. He has also worked as an instructional designer at NCALT, Electric Paper, and Epic. Damien received his BA from Maynooth University.

We speak with Debra Moore, DAU's Learning Director for Performance Development about the distinction between performance and professional development. We discuss skilling and upskilling and how developing your workforce expands the enterprise capability.Listen via Apple or wherever you subscribe to podcasts:https://apple.co/3927E7R

Rai King is an educator, entrepreneur, philanthropist, and non-profit leader. Graduating from Spelman College with a degree in Early Childhood Development and from Arizona State University with a Master of Arts in Curriculum and Instruction, Rai was an elementary school teacher for 16 years.  A teacher’s teacher, Rai often jokes that she has taught in every way possible to teach-from public, private, parochial, and charter schools, to homeschool, and even international school. As a nonprofit leader, Rai served as the Equity and Learning Director for City Year New York. She also chairs the board of directors for a local Brooklyn nonprofit, Read 718 which specializes in providing one-on-one tutoring to low-income students. In response to the Covid pandemic, Rai recognized a major gap in kids’ enrichment opportunities and started her own nonprofit called Hands-In Learning-an education group providing academic and arts classes to families all over the world regardless of their ability to pay. In addition to being a wife, mother of 5, and doctoral student at Vanderbilt University, Rai currently serves as the Chief Operating Officer for The North Star media group. WEBSITES: Hands In Learning Co-Op, Founder - https://www.handsinlearning.com/ The North Star media group, COO - https://www.thenorthstar.com/ INSTAGRAM: Personal - https://www.instagram.com/mrsraiking/ Hands In Co-Op - https://www.instagram.com/handsincoop/ The North Star - https://www.instagram.com/thenorthstarmedia/ WOC (Woc At Work) - https://www.instagram.com/wocatworkpodcast/ Married to the Movement - https://www.instagram.com/marriedtothemovement/

This episode we have part two of my interview with Professor Eddie Obeng, The Human Energy Drink. Eddie is described by the Financial Times as a 'leading revolutionary' and 'agent provocateur', Eddie is a professor at the School of Entrepreneurship and Innovation at the Henley Business School, founder and Learning Director of Pentacle The Virtual Business School, and a leading business theorist, innovator and educator. “The Rock Star of Business Education" Duke Corporate Education He is the author of ten books including two Financial Times bestsellers and the ever popular All Change! Known as a pioneer in digital transformation, design thinking and organisational agility, he provides a no-nonsense overview about how traditional rules of doing business no longer apply while offering extensive guidance to reach new heights in fast-changing business environments. He is a regular speaker at TED, Thinking Digital, Poptech, Google Zeitgeist, USI, Communitech and Gartner Conferences. web:  https://www.eddieobeng.com/ Linkedin: https://www.linkedin.com/in/prof-eddie-obeng/ twitter:  http://twitter.com/eddieobeng Wiki : https://en.wikipedia.org/wiki/Eddie_Obeng British Podcast Awards: Please  give us your vote if you like what you hear. https://www.britishpodcastawards.com/vote --- Send in a voice message: https://podcasters.spotify.com/pod/show/sundaylunchpm/message

This episode we have part one of my interview with Professor Eddie Obeng, The Human Energy Drink. Eddie is described by the Financial Times as a 'leading revolutionary' and 'agent provocateur', Eddie is a professor at the School of Entrepreneurship and Innovation at the Henley Business School, founder and Learning Director of Pentacle The Virtual Business School, and a leading business theorist, innovator and educator.  “The Rock Star of Business Education" Duke Corporate  Education He is the author of ten books including two Financial Times bestsellers and the ever popular All Change! Known as a pioneer in digital transformation, design thinking and organisational agility, he provides a no-nonsense overview about how traditional rules of doing business no longer apply while offering extensive guidance to reach new heights in fast-changing business environments. He is a regular speaker at TED, Thinking Digital, Poptech, Google Zeitgeist, USI, Communitech and Gartner Conferences. web:  https://www.eddieobeng.com/ Linkedin: https://www.linkedin.com/in/prof-eddie-obeng/ twitter:  http://twitter.com/eddieobeng Wiki : https://en.wikipedia.org/wiki/Eddie_Obeng British Podcast Awards: Please  give us your vote if you like what you hear. https://www.britishpodcastawards.com/vote --- Send in a voice message: https://podcasters.spotify.com/pod/show/sundaylunchpm/message

This episode of “Blind Contour” features recent AAM guest educator, Stacey Shelnut-Hendrick, and a brief conversation with our Learning Director, Rachel Ropeik! Listen to them talk about the practice of object-based learning, the role of museums in education, how museums interact within the community, and more! Also, be on the lookout for bonus content featuring an audio object-based learning section inside Oscar Murillo’s exhibition “Social Altitude”—coming soon!

Mandy Precious, Engagement and Learning Director at Theatre Royal Plymouth, shares how social prescription – prescribing the arts or arts activities over medication – has impacted their organization and their community. Through their Our Space program, adults with addiction, homelessness, and/or mental health issues come to see productions and make their own work. Mandy Precious … Continue reading "Episode 96: When Well-Being Takes the Stage"

Lars Hoffmann is the Learning Director of DHI, a global water engineering consultancy and software provider. He has used, designed and sold learning games for more than 20 years, working both within and as a consultant in leadership development and change for large international organizations. He has a background in psychology and very much prefers board games to computer games, even though DHI is digitalizing heavily – also in the delivery of training for its clients.

A discussion among a unique group of K12 leaders in CA building a brand-new middle school with future pathways at the center of their design.Kristin McKennaDirector of College and Career ReadinessMadera Unified School DistrictKRISTINMCKENNA@maderausd.orgKristin McKenna is the Director of College and Career Readiness for Madera Unified and has been with Madera Unified since 2009 when she was hired as an Agriculture Teacher at Madera South High School. In 2015 Kristin became the Coordinator of College and Career Readiness and moved to the Director role in July 2018. In these roles Kristin supports the teachers in Madera Unified’s 25 career pathways, and helps build industry partnerships to align with the courses. She manages all of the CTE specific funding and is responsible for writing new grants as they become available. Kristin received her Bachelors of Science Degree and Teaching Credential at Fresno State University, her Masters in Agriculture Education from Cal Poly, San Luis Obispo and her Administration Credential through Madera County Office of Education.Alyson RoccoPrincipalMadera Technical Exploration Center (Madera TEC)Madera Unified School Districtalysonrocco@maderausd.orgAlyson Rocco is Principal at the Madera Technical Exploration Center - “Madera TEC.” She was a Madera High School graduate and is returning to the district after fifteen years in Clovis Unified, ten as a classroom teacher and five in administration. Alyson taught kindergarten, first, second and fifth grade at James S. Fugman Elementary School then moved to the Guidance Instructional Specialist (aka Vice Principal) there. She was then promoted to a Learning Director at Clovis North Educational Center which serves 7th-12th grade students. Alyson oversaw English, Academic Block, Drama, Choir, Forensics and CTE Education Pathway.Alyson received her Bachelors of Arts and Teaching Credential at San Diego State University, her Masters in Education from Fresno State University, and her Administrative Credential through Fresno County Office of Education. Theron CosgraveSenior ConsultantSwanson & Cosgrave Consulting (www.swansonandcosgrave.com)cosgrave@sbcglobal.netTheron Cosgrave (aka “Cos”) is a national consultant who works with educators on a wide range of issues including project-based learning, curriculum development, school design, leadership development, and strategic planning. His firm, Swanson & Cosgrave Consulting, works with districts across the country along with intermediaries like ConnectED, JFF, NAF, and EPIC. Prior to consulting, Theron spent a decade as a high school social studies teacher and Assistant Principal. Theron holds a B.A. in Political Science and M.A. in Education from Stanford University, and a M.A. in Education Administration from San Francisco State University.Links from this episode:Madera Unified Schools: https://www.madera.k12.ca.us/Madera California: https://en.wikipedia.org/wiki/Madera,_California See acast.com/privacy for privacy and opt-out information.

Looking for inner fulfillment without giving up life’s material comforts? Then don’t miss this episode of Power Your Life Radio when Anna Gatmon shares the secrets on how it’s done! Anna Gatmon, PhD, is a visionary educator and spiritual innovator. She has an eclectic background that spans the USA, Israel, Sweden and France. Her life experience includes various careers as a fashion model, founder of an alternative elementary school, counselor and author. She’s the creator of The Aligned Life® program, helping mission-driven individuals live and work in spiritual-material balance. Anna holds a doctorate degree in Transformative Learning from the California Institute of Integral Studies. She’s also Co-Founder and Learning Director at Innovationship LLC, a consultancy that teaches innovation skills and collaborative creativity to companies and organizations globally. Anna believes spirituality is everyone’s birthright, and has developed the Four Keys to SpiritualMaterial Balance to gain access to the wisdom that aligns us with our higher purpose.

In our latest podcast, Dr. Ramona Alaggia speaks with Dr. Linda Baker about her journey to incorporate resilience into trauma-informed care for children exposed to domestic abuse. Renowned for her pioneering and innovative work, Dr. Baker is the Learning Director at the Centre for Research and Education on Violence Against Women and Children at Western University. Listen as Dr. Baker offers useful case examples and reflects on current practice, urging and inspiring us to change the way we work. To learn more, visit http://makresiliencematter.ca.

This week, we’re yabbering on about Australia and Edtech. Crikey! I speak to Summer Howarth, Learning Director, Education Changemakers, John Angley, Senior Trade & Investment Commissioner at AusTrade, Riley Batchelor, CEO, Edugrowth and start up founder, Isuru Wanasinghe, of Life is Yellow. For full show notes and references go to https://theedtechpodcast.com 

Dr. Katrina Burrus interviews Kathryn Bryant and asks her: Why is change hard? Why do we all need 'changeability? How did you come to start Brilliant Living HQ  What is the upside of change? Who is Kathryn Bryant  Kathryn Bryant is co-founder of BrilliantLivingHQ.com, promoting mind management to help people have their best life and business. She is co-host of the award winning ‘Changeability Podcast’ listened to in 164 countries, and best-selling Amazon author of ‘Changeability: Manage your Mind – Change your Life’ – a framework of techniques for making changes in life. Kathryn’s newest project is ‘Podcast Divas’ aimed at inspiring and educating more women to become podcasters.  Prior to this Kathryn spent 10 years in non-departmental government agencies working on 14-19 education and funding policy. Roles included Young People’s Learning Director for the East of England at the Learning and Skills Council, and Learner Services Director for the National Apprenticeship Service.  This followed 4 years as a research fellow pioneering online tutoring and helping business owners understand new technology. Kathryn previously worked in hospitality and pub management and had businesses in retail, sports and property management.  

We open with an archived interview with Wadada Leo Smith speaking on his project, 10 Freedom Summers which premiered in LA last month.The world premiere of the  trumpeter/composer's civil rights opus features the his Golden Quartet and Southwest Chamber Music. The musicians recorded the project in the days after the premiere for release on Cuneiform in the spring of 2012. The visionary trumpeter and composer delivers his masterwork, a vivid, spiritually charged musical tapestry that celebrates the movement's heroes and the turbulent era's milestones, while also posing philosophical questions about the nature of democracy and equality. Mishy Lesser, Ed.D. Learning Director and the director, Adam Mazo, Coexist, join us to talk about their film project, Coexist, screening at La Peña Cultural Center in Berkeley, Friday, November 18. 8pm. Tickets are $10 at La Peña Cultural Center, 3105 Shattuck Ave. Berkeley. Coexistis a new forty-minute documentary by director Adam Mazo about post-genocide Rwanda where a social experiment in forced reconciliation is currently underway. By featuring victims, perpetrators, and supporters of genocide, as well as social commentators, government officials, and a U.S. scholar of Rwanda, the film lays bare the complexities of forgiveness and reconciliation. Viewers will meet Rwandan victims who choose to forgive and others who do not, and can decide for themselves if perpetrators are sincerely remorseful and whether they believe coexistence is possible for all Rwandans. We close with an interview with Alrick Brown, director, Kinyarwanda. We also feature a short interview with a member of: OCCUPY LA, opening music is by Wadada Leo Smith.