ideas@work vol.4

Beyond Smiley Sheets: Measuring the ROI of Learning and Development

Leadership Agility: Using Improv to Build Critical Skills

Talent Builders: Lead the Way in Developing Your People

Wired to Learn: How New Technologies Are Changing L&D Delivery

Ready to Serve: How and Why You Should Recruit Veterans

B U S I N E S S I N S I G H T S F R O M U N C E X E C U T I V E D E V E L O P M E N T

WHITE PAPERS FEATURED:

VO

LU

ME

4

2 ALL CONTENT © UNC EXECUTIVE DEVELOPMENT 2013 To subscribe, visit www.uncexec.com

A message from the President and Associate Dean ofExecutive Development at UNC Kenan-Flagler Business School

Consistently ranked one of

the world’s best business

schools, UNC Kenan-Flagler

Business School is known

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and teamwork, superior

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in the global business

environment.

At UNC Executive

Development, we are

committed to providing

new, impactful learning

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Welcome to the latest volume of ideas@work, a journal

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Each edition of ideas@work includes a collection of our

latest white papers in which members of the UNC team

share the knowledge and expertise they’ve gained from

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around the world.

This volume of ideas@work features 5 new white papers

covering a range of current talent development topics.

Talent Builders: Lead the Way in Developing Your People is

an informative piece co-authored by our friends and

colleagues - Marc Effron, Corey Seitz and Jim Shanley –

three noted and respected leaders in global talent

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designed specifically for talent management leaders. We had

a very impressive group here in Chapel Hill for the inaugural

program in November, and we’re looking forward to another

great program in June. I hope you can join us.

Another paper featured in this volume is titled Beyond Smiley

Sheets: Measuring the ROI of Learning and Development.

This paper offers recommendations to help you evaluate the

ROI of your leadership development efforts and provides

examples of companies that have effectively demonstrated

the value of their talent development programs. We’ve

also included a white paper that explores the use of improv

to develop more agile business leaders and another that

examines how new technologies are changing the way

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and provides useful resources, suggestions and tips to help

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Susan Cates

[email protected]

http://www.kenan-flagler.unc.edu/executive-development/learn-more

3

Beyond Smiley Sheets: Measuring the ROI of Learning and Developmentpage 4

Leadership Agility: Using Improv to Build Critical Skillspage 14

Talent Builders: Lead the Way in Developing Your Peoplepage 24

Wired to Learn: How New Technologies Are Changing L&D Deliverypage 34

Ready to Serve: How and Why You Should Recruit Veteranspage 44

Inside this issue

(Note: The information or conclusions expressed in the following white papers are the authors’ review of findings expressed by the

organizations. All brand representations are registered trademarks owned by the respective companies or organizations.)


Beyond Smiley Sheets: Measuring the ROI of Learning and DevelopmentKeri BenningtonAccount DirectorUNC Executive Development

Tony LaffoleyProgram DirectorUNC Executive Development

IntroductionA recent report by the Chartered Institute of Personnel

& Development found that evaluation was a top priority

among learning and development (L&D) professionals

(Personnel Today staff, 2012). Despite this fact, calculating

return on investment (ROI) on development programs is

still rarely done; a McKinsey Quarterly report found that

only 8 percent of organizations actually evaluate the value

of L&D initiatives (Palmer, 2010). And too often, those

who do track ROI rarely go beyond asking for feedback

from participants immediately after the event.

With today’s challenging economy, L&D budgets are

receiving more scrutiny than ever. Participant feedback

forms (i.e., smiley sheets) administered immediately after

a learning program are no longer enough, and HR and

talent management professionals are feeling the pressure

to look for more solid evidence to justify the investment

in their programs. This is particularly the case in leadership

development programs, where the focus is often on the

development of intangible skills. Because L&D programs

often provide more long-term value rather than short-

term effects, senior leaders may consider eliminating

them as an easy way to cut costs. Even if executive

sponsors are satisfied today, they may not be tomorrow.

It makes sound fiscal sense to go beyond smiley sheets

and to establish robust measures that capture ROI so that

even the most critical of reviewers can see the value of

L&D programs in an organization.

In the mid-1990s, Laurie Bassi, then a researcher for

the American Society for Training and Development,

discovered that the more a company invested toward

developing employees, the higher its stock value went

the following year (McCann, 2011). Her research put

actual dollar figures to something L&D professionals

have known for years-- investing in employees pays off.

Learning opportunities result in higher levels of employee

promotion, retention, satisfaction, skills and knowledge,

and this translates to better organizational performance.

Yet connecting the dots by demonstrating a real bottom-

line ROI remains a continued challenge.

PromiseTo help connect the dots and overcome the challenge of

measuring the ROI of development programs, this white paper:

• Reviews the classic four-level model of evaluation.

• Discusses the challenges in assessing value for new

and existing development initiatives.


M E A S U R I N G T H E R O I O F L & D P R O G R A M S

5

• Offers suggestions on how to ensure that L&D

evaluations reflect what executive leadership expects.

• Provides steps to consider when evaluating the ROI of

development programs.

• Shares examples of companies that have effectively

demonstrated the value of their L&D programs.

Kirkpatrick’s Four Levels of EvaluationDonald Kirkpatrick is perhaps best known

for creating the classic four-level model

of evaluation. His simple paradigm—

which still serves as an excellent

framework when evaluating

development programs—identified

four distinct evaluation tiers:

1. Reaction

2. Learning

3. Behavior

4. Results

The first level, reaction, captures

participants’ satisfaction with the

experience immediately following the

event. These smiley sheets gather

participants’ thoughts and feelings about

the program, the moderator, the content,

the venue, etc.

Level two, learning, captures the increase in

knowledge, skills or capabilities as a result of the experience.

Level three, behavior, assesses the transfer of learning—whether

participants successfully applied what they learned to their work.

This level can also involve assessing changes in behavior and

attitudes that result from the experience.

The final level, results, assesses

participants’ changes in

performance or behavior and how those changes have

benefited the entire organization (i.e., bottom-line

results).

Kirkpatrick argued that to obtain a meaningful evalua-

tion, it was necessary to evaluate the L&D experience

at each level. This has proven easier said than done.

Most learning professionals find it a challenge to assess

beyond the first level to demonstrate long-term learning

and organizational benefits, and it is this longer-term,

bottom-line impact that many senior leaders want to see.


The Challenges in Assessing the Effectiveness of a Learning ProgramNot surprisingly, evaluating effectiveness is particularly

challenging when the targeted outcomes involve softer

skills such as improved collaboration, decision making,

innovativeness and the ability to think strategically—

common learning objectives in many leadership

development programs. It can be difficult to assign a

hard-dollar value to such skills, or to show a correlation

between the learning initiative and the acquisition of the

targeted skills. It is also often a struggle to find the time

to follow-up appropriately after the program has occurred

(a step that is important in determining long-term impact

and transfer of learning). Additionally, if the post-program

evaluation process and measures were not carefully

planned at the program development stage, such post-

mortem evaluation may lack a budget and adequate

support.

These challenges can be overcome, however, and the

acquisition of skills—even soft skills—can be assessed.

The Critical Conversation: Connecting ROI to ExpectationsIn an article published by Denmark-based management

firm Mannaz, Scott Saslow from the Institute of Executive

Development emphasized that successful evaluation

starts well before the learning event occurs, at the

pre-program stage. In fact, it should begin at the needs

assessment stage, as the organization explores existing

and anticipated skills gaps and identifies ways to close

those gaps.

It is at this point that L&D managers should have a critical

conversation with senior leaders to answer the question,

“What will constitute success for this learning initiative?”

Mutual agreement on the evaluation criteria at this stage

is critical, and L&D professionals should come prepared to

lead the discussion. Some questions to keep in mind when

speaking with executive sponsors:

• What correlations will be considered valid measures

of ROI? For example, one could correlate a leadership

development program that targets high performance

and strategic change with an increase in employee

motivation and engagement survey scores and/or

retention rates.

• When the learning program can’t take all of the credit,

what attribution will it receive? If it is agreed that the

program will have a positive effect on a particular

organizational goal, but it cannot be attributed with

100 percent of the achievement of that goal, delve

further with senior leaders to agree on a percentage of

credit. For example, the learning program could receive

partial credit (i.e., 5 percent) for any operational cost

savings found in the supply chain process.

Baseline assessments may be taken during this phase

if part of the evaluation will be a “before and after”

assessment. For example, if a goal is to improve

collaboration across departments, a baseline assessment

among participants from each department can occur

before the program and again at appropriate intervals

afterward (three months, six months, and one year) to

determine the level of improvement.

Palmer (2010) recommends five steps for HR and talent

management professionals to take when designing

successful learning and development programs:

1. Know the organization’s strategic priorities.

2. Understand how the L&D function can contribute to

those priorities.

3. Identify L&D programs that will support the

organization’s strategic direction.

4. Build it with metrics.

5. Pitch it like you’re the CFO.

When designing a program from the ground up, these

steps ensure that a focus on ROI is directly connected to

the organization’s strategic priorities.



7

Tips to Measuring ROI1. Don’t go overboard. ROI need only demonstrate value beyond a reasonable doubt.

Find out what the executive sponsor identifies as success and stick to that.

2. Shift from a quality to a results mindset. When designing L&D programs, it’s all

about delivering a quality experience that encourages learning. When evaluating, it’s

about results. When calculating ROI, focus less on the quality of the experience and

more on the effect of learning.

3. Calculate ROI continuously. Always know how the L&D program is performing so

adjustments can be made. This not only helps improve the program, but can justify how

dollars are being spent at any time.

4. Build a step-by-step case for ROI. Analyze organizational needs and develop strategic

learning plans, prioritize them and present them with sound justification—based on

anticipated ROI – about why senior leaders should support them.

5. Gather data beyond the program delivery and don’t forget data that is already

available. Evaluation and feedback should come from as many sources as feasibly

possible—from participants, their supervisors, peers and senior leaders.

6. ROI isn’t just about money. When analyzing results, consider such learning

measurements as quality, effectiveness, job impact and business results.

7. Be conservative in ROI calculations. To compensate for bias, self-reported ROI should

be factored down and follow-up evaluations should be weighed more than evaluations

reported immediately after the program.

8. Represent the money outlay as a per participant ratio. Personalize it. Show the per

participant cost (versus a total cost) to make the investment more palatable

(e.g., for this target population we are looking at a $7,000 investment in learning for an

employee responsible for, on average, $1million worth of business).

9. Communicate the story behind the numbers. This is where using anecdotal

information can be helpful in confirming the numbers. It never hurts to highlight data

with meaningful examples.

10. If the ROI numbers are low, don’t be discouraged. ROI is intended to assess what is

working and what should be shelved or revamped.

Source: Garvey, 2012.


Senior leaders at Texas Health Resources (THR) realized that they needed to

cost-effectively develop all of their employees to deliver a comprehensive,

integrated and coordinated level of care with a “culture of excellence.” The

organization developed partnerships with local colleges to improve learning

programs. THR evaluated the ROI of this program by looking at the number of registered

nurses (RNs) who passed their licensure exams, decreased vacancy rates for RN positions, and

faster time to productivity. THR found that RNs participating in the program had an almost 100

percent pass rate on their licensure exams. Vacancy rates for RN positions fell from 11 percent

to 2 percent, employee familiarity with equipment, facilities and hospital policies increased, and

employee orientation time fell from three to two weeks.

Source: Chief Learning Officer staff, 2010

Example: Texas Health Resources

It’s Never Too Late to Have that Critical Conversation and to Assess a Program’s ROIBut what should L&D managers do when asked to provide

more measurable ROI data for established learning

programs?

It is important to remember that it is never too

late to have that critical conversation about what

constitutes a successful learning experience. HR and

talent management professionals should initiate this

conversation, keeping in mind that even if senior leaders

express satisfaction with anecdotes and smiley sheets

now, long-term satisfaction and expectations can change

with little notice. To stress the point again, HR and talent

management professionals should work with senior

leaders to mutually identify ROI measures (beyond smiley

sheets) that are linked to the organization’s key strategic

objectives.

ROI measures should be related to performance after the

L&D experience and, according to some, tied to a dollar

figure. For example, time saved or increased output (or

both) as a result of improved performance following

participation in a development program can then be

compared to a dollar figure (Lang, 2012).

Kirkpatrick and Kirkpatrick, however, argue that tying

ROI to a dollar figure may not always be the best metric

and suggest that calculating the return on expectations

(ROE) may be a better one. When considering ROE, HR

and talent management professionals should begin with

an understanding of the desired learning outcomes,

and this starts by having critical conversations with all

key stakeholders--senior leaders, supervisors, peers

and subordinates--all of whom can play a role in the

evaluation process.

Regardless of when that critical conversation occurs,

asking the right questions to gauge what stakeholders

expect is vital. Some L&D professionals may make

inaccurate assumptions about key stakeholder

expectations (Carder, 2012). This is because they fail to

ask the right questions about what the measurement

outcomes should reflect, and as a result, design

measurements that are off the mark, too complex or too

impractical to execute. In other words, what do senior

leaders want? What do they consider “successful” when

it comes to learning outcomes?

For some organizational cultures, executives may see

feedback and anecdotes from participants as sufficient to

assess the value of an in-house leadership development

program. Again, it is important to remember that while

this may be enough to assess the learning in the short

term, L&D managers should ask themselves if it will be

enough in the next three to five years and identify more

robust measures that even a chief financial officer would

find hard to dispute.



9

Ways to Evaluate L&D InitiativesThe metrics that could be used to evaluate L&D

initiatives are extensive. Here is a laundry list of

measures that organizations often use to evaluate

their learning programs:

• Average change in performance appraisal ratings

over time

• Customer satisfaction ratings

• Employee engagement survey scores

• Turnover rates

• Percentage of promotions

• Productivity rates over time

• Retention rates

These metrics can be used effectively for standard

training and development programs. The challenge,

however, is to capture the less tangible, more higher-

order benefits of learning, such as revenue generation

or cost-savings realized through application exercises

built into the program. Because leadership programs

often focus on the development of skills such as

adaptability, collaboration, communication, decision

making, innovativeness and leading change, the

intangible benefits are more challenging to measure

using conventional metrics (Kalman, 2012).

Linda O’Connell, principal of Learnologies, LLC,

recommends blending ROI metrics with participant

and stakeholder feedback and anecdotes to better

convey the total value of leadership development

programs. Jack Philips, chair of the ROI Institute agrees.

He recommends integrating anecdotal evidence at the

same time traditional data is collected. It can then be

used to augment the data when it is reported to senior

leaders (Kalman, 2012).

What Fortune 500 Companies Are Using to Measure L&D Effectiveness

• Employee replacement costs*

• Turnover costs

• Economic value of employee behaviors

• Economic benefits of increased job satisfaction,

organizational commitment or similar job attributes

*According to the Society for Human Resource

Management, the average replacement cost of an

employee is between 100 and 125 percent of the

employee’s annual salary.

Source: Green & Brainard, 2005


The following steps can serve as guidelines for L&D

professionals who want to create development programs

that effectively demonstrate ROI.

Step 1: Have that Critical ConversationThis cannot be emphasized enough. The first step in any

evaluation process—regardless of when that process

begins—is to initiate a discussion with senior leaders to

identify what success for each learning program means

to them.

Step 2: Make Smiley Sheets More RobustSmiley sheets can be biased due to the immediacy effect.

To minimize this bias, re-assess participants three to six

months after the program and combine the data with

concrete examples from participants that outline how

they have applied what they learned.

If possible, request the same feedback from the

participants’ supervisor, peers and subordinates. To

build collaboration and to set expectations, identify this

goal during the planning phase and conduct a baseline

assessment before the program

Step 3: Include Real Business Challenges in the ProgramLeadership programs often focus on helping high-

potential employees think and act more strategically.

To measure such a program’s effectiveness, consider

building actual strategic business challenges into the

design so participants can apply what they are learning.

For example, if the strategic challenge is global expansion,

challenge individuals or teams to craft a market-entry

plan and have them present it to senior leaders. Such

a deliverable, if implemented, can represent significant

ROI in the eyes of executives.

Steps to Consider When Evaluating the ROI of Development Programs

Senior leaders at Owens Corning credit the company’s culture of innovation as a

key reason why the company remains an industry leader in the glass fiber industry.

When the company approached UNC Executive Development, they wanted to expand on that

culture and foster innovation that lead to real business results. Therefore, it was important that

the program be developed with measures that could be reviewed at its conclusion.

Owens Corning worked with the university to design and deliver a two-week “Innovation

Boot Camp” for some of their global business leaders with an objective that at the end of the

experience, participants would be ready to return to their offices with an innovative idea that

could be commercialized and developed into a new product, service or solution. The first week

of the program focused on teaching teams business foundations.

The second week focused on the development of the innovative ideas identified by participant

teams. At the end of the program, teams presented their ideas to peers and received a “go

or no go” recommendation to determine whether the idea should be presented to Owens

Corning’s senior executive team. Owens Corning measured program success by tracking the

number of innovative ideas senior executives identified as most viable and approved to develop

further. The company has significantly increased market share and revenue in targeted growth

areas, offering two very concrete measurements of the program’s success.

Example: Owens Corning



11

Duke Energy has used this approach to good effect. Its

two-week Strategic Leadership Program, focuses on

developing mid-level managers’ leadership skills, teaches

participants how to evaluate business decisions and how

to execute business strategies. The program culminates

with participants working through an actual strategic

challenge identified by senior executives (Palmer, 2010).

Step 4: Integrate Learning Programs into the Organization’s Performance Management System and Hold All Stakeholders AccountableTo increase the probability that the targeted outcomes of

a program remain a focus area for participants, ensure

performance appraisal goals reflect those targeted

outcomes for participants and their supervisors. This step

may require gathering information about an employee’s

productivity before and after the program. In cases where

it is too late to gather pre-program data, consider using a

control group of equivalent employees, business units or

organizations to compare against.

In cases where hard data is difficult to identify, think

creatively. At IBM Europe, for example, a key aspect of

a leadership development program for high-potential

women is a robust mentorship program. To ensure

the mentorship program is working as intended, the

company expects participants to be promoted within

a year of the start of the mentorship. Failure to obtain

a promotion is seen as the sponsor’s failure, not the

candidate’s (Cater & Silva, in Kelly, 2012). While this may

be too radical a metric for some organizations, the lesson

here is not to be afraid to think differently when creating

evaluation criteria.

Also, do not overlook data that is often readily available

when planning evaluation. Retention rates of program

participants versus non-participants and promotion

and engagement scores which translate to increased

employee participation and productivity are areas where

employers realize real value. These should be tracked

and measured, not only for participants, but for their

subordinates and supervisors too.

In 2008, J.C. Penney found itself among the bottom of all retailers in customer

satisfaction. The organization needed to engage and educate its 155,000 associates in

1,100 stores, logistics centers and headquarters to raise its customer satisfaction rating

from 43 percent. J.C. Penney therefore had a straightforward measure for their program’s

success: improved customer satisfaction ratings. The retailer educated its associates

through a multi-faceted approach that had distinct messages for each targeted population

(store leaders, store associates and home office associates). A key to the initiative’s success

was to obtain support from all store leaders. Store managers then received the learning

so they could “champion” the message. All store associates then participated in learning

sessions—delivered by store managers and the training supervisor team--within three

months of the store manager’s learning program.

Customer satisfaction ratings increased from 48 to 63 percent by the end of 2010,

ranking J.C. Penney as top in customer service.

Source: Chief Learning Officer staff, 2010, Business Impact Division.

Example: J.C. Penny


Bersin & Associates staff (2012 January).

The Corporate Learning Factbook 2012,

Executive Summary. Oakland, CA: Bersin

& Associates.

Businessballs.com staff (n.d.). Kirkpatrick’s

learning and training evaluation theory.

Businessballs.com. Retrieved from http://

www.businessballs.com/kirkparicklearninge

valuationmodel.htm.

Carder, D. (2012 Spring). Six critical

measurement mistakes and how to avoid

them. Training Industry Quarterly. Retrieved

from http://www.trainingindustry.com/TIQ.

Chief Learning Officer staff (2010). 2010

Business Impact Division. Chief Learning

Officer. Retrieved from http://clomedia.

com/articles/view/business-impact-

division-1/print:1.


Vanguard Reward. Chief Learning Officer.

Retrieved from http://clomedia.com/articles/

view/3946.


Vanguard Reward. Chief Learning Officer.

Retrieved from http://clomedia.com/articles/

view/2011-vanguard-division-1/.

Garvey, A. (2012 September 24). Ten tips

to measure training ROI. Trainingzone.

Retrieved from http://www.trainingzone.

co.uk/topic/leadership/10-tips-measure-

training-roi/179893.

Green, T. & Brainard, M. (2005 April 28).

Calculating the return on investment (ROI)

for organizational development (OD) and

human resource (HR) initiatives. Brainard

Strategy. Retrieved from http://www.apex-

ps.com/articles/ODHHROI.pdf.

Kalman, F. (2012 January 27). Express

learning’s ROI through storytelling. Chief

Learning Officer. Retrieved from http://

clomedia.com/articles/view/express-

learning-s-roi-through-storytelling/print:1.

Kelly, K. (2012). The new business

imperative: Recruiting, developing and

retaining women in the workplace.

UNC Kenan-Flagler Business School.

Retrieved from http://www.kenan-

flagler.unc.edu/executive-development/

custom-programs/~/media/

3A15E5EC035F420690175C21F9048623.

pdf.

Lang, A. (2012). Training program

evaluation. Integral Defense

Solutions. Retrieved from http://www.

integraldefensesolutions.com/wp-content/

uploads/2012/06/Training-Program-

Evaluation.pdf.

McCann, D. (2011 June 1). Measured

response. CFO.com. Retrieved from

http://www.cfo.com/printable/article.

cfm/14577155.

Nielsen, L. (2012). Dispelling the touchy-

feely stigma. OD Practitioner, 44, 1.

Retrieved from http://c.ymcdn.com/sites/

www.plexusinstitute.org/research/resmgr/

files/odp-quantifying.pdf/.

Palmer, S. (2010). Making the business

case for learning and development: 5 steps

for success. UNC Kenan-Flagler Business

School. Retrieved from http://www.kenan-


custom-programs/~/media/5D2A2B1BFB79

4F8AAA023BD33D68844F.ashx.

Personnel Today staff (2012 April).

Measuring the impact of learning: Quick-

fire links. Personnel Today. Retrieved

from http://www.personneltoday.com/

Articles/23/04/2012/ 58483/measuring-the-

impact-of-learning-quick-fire-links.htm.

Philips, J. (2007). Calculating the

impact of ROI on HR programs. ROI

Institute. Retrieved from http://www.

competentiebeleid.be/assets/waarom/

Measuring_ROI.pdf.

Philips, J. (2008). Measuring ROI in the

public sector. ROI Institute. Retrieved from

http://www.calhr.ca.gov/Documents/

measuring-roi-in-the-public-sector-course-

materials.pdf.

Poulin, M. (2012 Spring). Assessing

learning and performance. Training

Industry Quarterly. Retrieved from http://

www.trainingindustry.com/TIQ.

Saslow, S. (n.d.). Measuring the impact and

ROI in executive development programs.

Mannaz. Retrieved from http://www.

mannaz.com/articles/impact-and-roi-in-

executive-development.

Yeo, K. (2009 July 22). Measuring

organizational learning: Going beyond

measuring individual training programs.

Human Resources iQ. Retrieved from http://

www.humanresourcesiq.com/metrics/

articles/measuring-organizational-learning-

going-beyond-mea/.

ConclusionEmployers today expect all business units to meet higher

standards of accountability, and the HR and talent

management function is no exception. L&D professionals

cannot (and should not) accept that smiley sheets will be

enough to demonstrate the ROI of learning programs.

Instead, they need to engage senior leaders early to

decide which measures should be used to determine

the ROI for these programs. This conversation is critical

because L&D professionals need to demonstrate the value

of their learning programs based on metrics previously

agreed to with the ultimate decision makers to justify the

investment in learning and development.

Step 5: Assign Participants Actual Projects after the Learning ExperienceThis step can be particularly helpful when assessing

the effectiveness of leadership development programs.

For example, if the goal of a leadership development

experience is to improve project management skills, assign

participants an actual project to manage after the program

concludes, and establish check-point measurements as

the project progresses. Check-point measurements could

include the participant’s ability to assemble an effective

strategy, the effectiveness of his or her communication

skills, the ability to acquire the necessary resources and the

ability to meet budgets and timelines.


13

UNC EXECUTIVE DEVELOPMENT

The Power of Experience.

To learn more, visit www.bhr.uncexec.com.

Now more than ever, senior HR leaders need the

knowledge, skills and experience to respond to

emerging trends that are shaping the future of global

business. Offered in partnership with the Society for

Human Resource Management (SHRM), UNC’s

Business and Human Resources program is designed

to equip senior HR leaders with the most up-to-date

business knowledge and skills needed to succeed in

the rapidly changing business environment today -

and tomorrow.

B U S I N E S S A N D H U M A N R E S O U R C E S

Lead your HR organization into the future.





IntroductionLook around you; everything is changing. The global

economy, medicine, technology, the environment, geo-

politics…you name it and chances are, it is undergoing

dramatic change. Of course, this has always been the

case – but the rate of change is

increasing. These changes can

have dramatic and unexpected

consequences for your

organization. Just keeping

up with the rate of

change can be a

significant challenge,

much less anticipating

and staying ahead of

the curve. Companies

that want to thrive

in this constantly

evolving business

environment need

the ability to change

quickly – and they

need agile business

leaders who can learn,

develop and adapt quickly.

How can you develop agile business leaders in your organ-

ization? While knowledge and experience remain critical,

it is becoming increasingly important to develop leaders

with the ability to deal with ambiguity and change, to

lead and foster innovation and creativ-

ity, and to make and implement

decisions quickly. Organiza-

tions require leaders who

can adapt, think on their

feet and lead with con-

fidence through the

shifting business

landscape — all skills

and behaviors that

can be a challenge

for talent managers

to develop. Devel-

oping these unique

capabilities requires

a different approach,

encouraging some

talent managment

professionals to em-

brace unconventional

Kip KellyDirector of Marketing & Business Development UNC Executive Development


LEADERSHIP AGILITY: USING IMPROV TO BUILD SKILLS

15

methods. In the following pages, we will explore one

of these non-traditional methods – using improv to

develop more agile business leaders.

Promise This white paper:

• Defines what improv is (and isn’t).

• Outlines the rules of improv and discusses how these

rules apply to your organization.

• Examines how improv can be used to develop specific

skills and behaviors and build agile business leaders.

• Offers examples of how organizations are using

improv to effectively develop talent.

• Provides practical ways you can introduce improv in

your organization.

What Is Improv? In essence, improv, short for improvisation, is

performing without a script; it is spontaneous invention

(in the form of acting, singing, playing musical

instruments, etc.) that is often needed to create

something entirely new and unique. Improvisation is

often thought of as “off the cuff” activity, with little

or no preparation or forethought – but this can be

misleading. Giving an impromptu, extemporaneous

speech or presentation requires skill and confidence that

one can acquire through improv – but it’s not improv.

Real improv requires preparation, and often practice,

to develop the ability to act and react in the moment.

Some of the basic skills improvisation requires are the

ability to listen and be aware of the others, to have

clarity in communication, and to possess the confidence

to find choices instinctively and spontaneously.

Improvisation can take place as a solo performance or in

collaboration with other performers. It can be dramatic

or comedic – and the popularity of improv comedy

continues to grow. Many people had their first exposure

to improv comedy through the British (and subsequent

American) television show, Whose Line Is It Anyway?, a

popular improvisational comedy show that featured the

short-form style of improvisation.

There is no doubt that improv can be funny—think

Stephen Colbert, Steve Carell, Bill Murray, Wayne

Brady, Tina Fey or Amy Poehler. But being funny is not

necessarily the goal, according to Greg Hohn, a member

of Transactors Improv group since 1989, its executive and

artistic director since 1996, and the teacher for UNC’s

Applied Improvisation for Communication course at

UNC Kenan-Flagler. Improv is performing without a script,

notes Hohn. It’s about working off the top of your head,

being mindful and reacting to what’s around you and

being entirely in the moment—not the past or the future,

but the now. “Improv is about realizing that everything

you need is in the moment. If you are aware of it, you

can act on it.” explains Hohn.

Bob Kulhan, CEO of Business Improvisations in Chicago/

New York/Los Angeles, adds honesty to what defines

improv. “Improv teaches people how to react, adapt and

communicate honestly with each other. Honesty is a key

to improv,” notes Kulhan, who has worked with the top

business schools and companies in the world. “The focus,

concentration and honesty required in improv readily

apply to the communication skills required in business,”

says Kulhan.

“ Some people misunderstand improv….It seems

that improv is all about being funny. But it is not.

Improv is about being spontaneous. It is about

being imaginative. It is about taking the unexpected

and then doing something unexpected with it….

The key is to be open to crazy ideas and building

on them. And funnily enough, this is exactly what

is needed if we are going to make our enterprises

more creative and agile.”

– Paul Sloane

The Leaders Guide to Lateral Thinking Skills

(in Gotts and Cremer, n.d.).

About Improv


Business Improvisations (www.businessimprov.com) offers hands-on, custom

programs to organizations, based on interviews and meetings with clients.

Executive leadership classes encourage creativity, team building, effective

communication, conflict management, change management, and more. Program

length is determined by the client and can run anywhere from a half day to

a week. Business Improvisations, with offices in New York, Chicago and Los

Angeles, has offered customized programs to a host of organizations, including

Capital One, Ford, Hewitt and Raytheon.

Example: Business Improvisations

Improv “Rules”Improv may imitate life in that it is unpredictable and

totally unscripted, but that doesn’t mean that it is without

“rules”. These rules may vary depending on whom you

ask, but they serve as guidelines for the performers. While

these rules appear simple on the surface, following them

can be a little more challenging in practice. A master of

improv, Tina Fey, writer, actor, and alumni of Chicago’s

famed Second City and Saturday Night Live, discussed her

rules for improv in her book, Bossypants (see page 19).

Her rules apply equally well to the workplace.

Tina Fey’s rules for improv:

• Rule #1: Agree and say “yes”.

• Rule #2: Not only say “yes”, say “yes AND”.

• Rule #3: Make statements.

• Rule #4: There are no mistakes, only opportunities.

These 4 rules can also be applied towards building better

leaders in the workplace.

Rule #1: Agree and say “yes”“Yes” is such a simple word, and in improv it is a

governing philosophy. “Yes” is the acceptance of new

ideas and perspectives, and it establishes recognition

and respect for the person speaking. It ultimately sets

the stage for positive communication and real dialogue.

In today’s struggling workplaces, it is often easy to

be negative and cynical—attitudes that will quickly

erode employee morale, engagement and satisfaction.

Negativity stifles creativity and innovation. Saying “yes”

is about being open to new possibilities. It is positive,

affirmative, confident and optimistic. Saying “yes” is the

first step in turning around a negative organizational

culture. Saying “yes” can spur creativity, innovation,

collaboration and teamwork. Creativity and innovation,

incidentally, are talents that several studies identified as

being critical skills business leaders will need in the near

future (in Theleman, 2011).

Rule #2: Not only say “yes”, say “yes, AND”“Yes” establishes openness and acceptance.“Yes, and”

takes that openness and acceptance one step further

by building on what another person has said. This is the

heart of teamwork and collaboration – when two or

more people are working toward a common goal. “Yes,

and” is co-creation. As many in the improv industry say,

“yes, and” means to accept the gift the other person has

offered and then add to it. It is the social lubricant that

keeps creativity flowing and communication open.

“Yes, and” can be a very powerful tool in the workplace.

“Yes, and” allows employees to take ideas and build on

them to create something altogether new. Information

is increasingly fragmented throughout an organization -

disaggregated into different business units and divisions.

“Yes, and” encourages everyone to bring their ideas to

the table in order to collaborate and co-create. “Yes, and”



17

yes AND...

can be a useful framework for brainstorming, ideation

and innovation, problem solving, and conflict resolutions.

“Yes, and” can help to foster cooperation among

employees because it requires active listening, acceptance

of different points of view, and contribution; it serves to

build rather than tear down, which can allow for more

honest and effective interactions.

Rule #3: Make statementsAs Fey writes in Bossypants, whatever the problem, be

part of the solution. People who constantly ask questions

put pressure on others to find solutions or to make

suggestions. We have all worked with those people. They

have the power to slow progress, sometimes causing

the organization to grind to a halt. Organizations need

problem solvers, or people who make statements; they

need solutions. There’s no shortage of hard questions and

challenges to overcome, and while it’s important that you

ask tough questions, organizations need leaders who can

bring solutions to the table. Making statements in improv

sets a direction that everyone can follow. It provides a

roadmap, not a final destination but a direction. Making

statements in improv is leadership – and everyone takes

the lead - helping to create a path and setting down that

road together.

Rule #4: There are no mistakes, only opportunitiesIf you follow the other rules of improv, then the

possibilities are limitless – and there are no mistakes.

You listen, react and create something new, and this

simple act can lead to something novel and unexpected.

While there are definitely mistakes to be made in

business, this fourth and final rule of improv is about

accepting and moving on. Improv is about moving

forward and exploring new, unchartered territory – not

looking backward or placing blame. Organizations and

business leaders can waste a lot of time pouring over

past mistakes and casting blame, which can lead to an

overly cautious culture where everyone is afraid to make

mistakes and no one takes chances. Good leaders take

responsibility, learn from mistakes and move on. To be

successful now and in the future, companies need to

be free to try new things, take risks, experiment and

innovate. The real failure is not learning from past

mistakes.

Popsicles and penicillin, Slinkies and stainless steel,

Play-doh® and Post-it® notes, they were all “happy

accidents.” The inventors of all these innovations

regarded their “mistakes” as opportunities and

enriched (and in some cases, actually saved) lives.


FIZ (www.thefiz.biz) offers leadership development experiences designed for soft

skills such as thinking on one’s feet, creativity and coaching. It puts the principles and

techniques of improv theater to work in non-theatrical venues such as corporations,

academic institutions, organizations, and professional groups. FIZ programs are

experiential and focus on discussion rather than lecture. Their length is tailored to the

client’s needs and can range anywhere from 30-minute interactive presentations to

in-depth seminars, retreats, and courses that can last from two hours to two weeks or

even a semester. FIZ clients include Burt’s Bees, Manpower, Inc., and Microsoft.

Example: Fiz

Talent development professionals are tasked with a

huge challenge—to create business leaders who have

the knowledge and experience to be effective, and the

ability to adapt when that knowledge and experience

is insufficient. No amount of work experience can

fully prepare senior business leaders for the challenges

they will face in the complex and constantly changing

global economy. How do you prepare individuals for the

unexpected, when the challenges they will face depend

less on what they know and more on how they think?

Talent management professionals must find ways to

help their leaders transcend knowledge and experience

to become more dynamic and agile. Business leaders

need to be outstanding communicators, innovators,

decision makers, change agents, critical thinkers, not to

mention be able to handle ambiguity, promote teamwork

and collaboration, and to be the best coach and mentor

they can be. It is a tall order indeed. Developing these

leadership abilities that are so critical to organizational

success will force many leaders outside of their

comfort zones.

Talent management professionals should view improv as

a powerful resource in the development of these skills.

In many ways, the tools and techniques of improv are

uniquely suited to help business leaders develop these

critical skills and behaviors. According to Sara Finch,

director of learning at Second City Communications in

Chicago, the core elements of improv—support, trust

and embracing the ideas of others—align well with these

much-needed skills. Improv, she says, can help employees

better manage uncomfortable conversations (such as

conversations about work performance, feedback, etc.);

improve listening skills; and create a supportive and

nonjudgmental atmosphere (Hastings, 2009).

The rapid-fire nature of improv also improves the ability

to think on one’s feet, a skill that applies well in leadership

and negotiation situations (Tutton, 2010). “Improv allows

organizations to be more nimble, flexible and open to

change. It teaches people and organizations that they

can adapt without making it a huge emotional crisis,”

says Greg Hohn, a seasoned improvisational artist,

senior lecturer at UNC Kenan-Flagler Business School,

and program manager for the soft skills and leadership

training company, FIZ. There is also evidence, according

to Gary Golden, associate professor of business at

Muskingum University in New Concord, Ohio, that improv

skills can remove some rigidity and structure that can

impede organizational growth (Golden, 2011).

Improv techniques can be particularly effective in

developing future leaders from the “Net Generation”—

those recent college graduates and current students

poised to enter the workplace in the next few years.

This generation likes to learn by doing (e.g., learn by

inductive discovery), are visual communicators, enjoy

social interaction, are collaborative, and are emotionally

more open than previous generations. These

characteristics align well with the rules and results of

improv (Berk & Trieber, 2009).

How Improv Builds Better Leaders



19

Tina Fey’s Rules for Improv

“The first rule of improvisation is AGREE. Always agree and SAY YES. When you’re

improvising, this means you are required to agree with whatever your partner has

created. So if we’re improvising and I say, “Freeze, I have a gun,” and you say, “That’s

not a gun. It’s your finger. You’re pointing your finger at me,” our improvised scene has

ground to a halt. But if I say, “Freeze, I have a gun!” and you say, “The gun I gave you

for Christmas! You bastard!” then we have started a scene because we have AGREED

that my finger is in fact a Christmas gun.

Now, obviously in real life you’re not always going to agree with everything everyone

says. But the Rule of Agreement reminds you to “respect what your partner has created”

and to at least start from an open-minded place. Start with a YES and see where that

takes you.

As an improviser, I always find it jarring when I meet someone in real life whose first

answer is no. “No, we can’t do that.” “No, that’s not in the budget.” “No, I will not hold

your hand for a dollar.” What kind of way is that to live?

The second rule of improvisation is not only to say yes, but YES, AND. You are supposed

to agree and then add something of your own. If I start a scene with “I can’t believe it’s

so hot in here,” and you just say, “Yeah…” we’re kind of at a standstill. But if I say, “I

can’t believe it’s so hot in here,” and you say “What did you expect? We’re in hell.” Or

if I say, “I can’t believe it’s so hot in here” and you say, “Yes, this can’t be good for the

wax figures.” Or if I say, “I can’t believe it’s so hot in here,” and you say, “I told you we

shouldn’t have crawled into this dog’s mouth,” now we’re getting somewhere.

To me YES, AND means don’t be afraid to contribute. It’s your responsibility to contribute.

Always make sure you’re adding something to the discussion. Your initiations are

worthwhile.

The next rule is MAKE STATEMENTS. This is a positive way of saying, “Don’t ask

questions all the time.” If we’re in a scene and I say, “Who are you? Where are we?

What are we doing here? What’s in that box?” I’m putting pressure on you to come

up with all the answers.

In other words: Whatever the problem, be part of the solution. Don’t just sit around

raising questions and pointing out obstacles. We’ve all worked with that person. That

person is a drag. It’s usually the same person around the office who says things like

“There’s no calories in it if you eat it standing up!” and “I felt menaced when Terry

raised her voice.”

(Tina Fey’s Rules for Improv continue on page 20.)


Using improv for the development of business leaders

is particularly appealing because it can be applied

immediately and can be continually reinforced. Improv

activities and exercises are easy to implement, and they

provide tools, tricks and techniques that individuals can

practice and refine. Applied learning that can be easily

reinforced can provide real sustainable change in an

organization.

Cathy Salit, CEO of organizational change firm

Performance of a Lifetime and accomplished singer,

actress, director and improvisational comic, agrees that

real organizational change through improv is possible.

“We develop people and organizations through the art

of improvisational performance,” she says. “We use

improvisation to establish an environment in which we

can move executives out of their comfort zones and

support them in taking risks, embracing their mistakes

and exercising their creativity. Their abilities, mind-sets

and behavioral repertoires expand and the process of

professional and personal transformation begin.”

To help sustain that change, Performance of a Lifetime

engages executives in improv-based “performance

coaching groups.” “Executives experience their capacity

to make different kinds of behavioral choices,” says

Salit. “In our language, they begin to see and experience

themselves and others as performers, as producers of their

own conversations, and as creators of new, more varied

social relationships. The performance coaching groups

provide a rehearsal environment for real-time direction

and support for navigating leadership and communication

challenges. We support executives by encouraging them

to continue developing their improv ‘muscles’ through

these performance coaching groups. We feel that it is vital

to ongoing development—and to change that sticks.”

How Talent Management Professionals Can Use Improv

MAKE STATEMENTS also applies to us women: Speak in statements instead of

apologetic questions. No one wants to go to a doctor who says, “I’m going to be your

surgeon? I’m here to talk to you about your procedure? I was first in my class at Johns

Hopkins, so?” Make statements with your actions and your voice.

Instead of saying “Where are we?” Make a statement like “Here we are in Spain,

Dracula.” Okay, “Here we are in Spain, Dracula” may seem like a terrible start to a scene,

but this leads us to the best rule:

THERE ARE NO MISTAKES, only opportunities. If I start a scene as what I think is very

clearly a cop riding a bicycle, but you think I am a hamster in a hamster wheel, guess

what? Now I’m a hamster in a hamster wheel. I’m not going to stop everything to

explain that it was really supposed to be a bike. Who knows? Maybe I’ll end up being a

police hamster who’s been on “hamster wheel” duty because I’m “too much of a loose

cannon” in the field. In improv there are no mistakes, only beautiful happy accidents.

And many of the world’s greatest discoveries have been by accident. I mean, look at the

Reese’s Peanut Butter Cup, or Botox.”.

Source: Fey, 2011.

(Tina Fey’s Rule for Improv continued from page 19.)



21

Performance of a Lifetime (www.performanceofalifetime.com) is a global

organizational change company headquartered in New York that develops

people and organizations through the art of performance. It designs and delivers

customized programs to develop leadership, enhance collaboration and communication,

and to drive culture change. Performance of a Lifetime clients include American Express,

Credit Suisse, TripAdvisor, Marathon Petroleum, Johns Hopkins Hospital, and PwC.

Example: Performance of a Lifetime

Improv can be a very effective method to develop the

critical skills required for today’s business leaders in a

hands-on, energizing way. Improv is increasingly finding

its way into leadership development programs. Pepsi,

McDonald’s and the United Way have all used improv

in their corporate training programs (Glazer, 2008). U.S.

Cellular has used improv to improve diversity awareness

in their organization, and Nike used improv to help

managers design new shoes (Hastings, 2009; Thilmany,

2007). Alain Rostain, founder of the New York-based

consulting firm Creative Advantage, has used improv with

such clients as Kraft, Starbucks, GE and R.J. Reynolds to

improve creativity and brainstorming (Golden, 2011).

Improv can develop a wide range of skills and behaviors,

but it does have limitations and may not be the best

solution for every talent development challenge you face.

As you consider whether improv would be effective

in your organization, you should:

• Reflect on the qualifications and competencies

that your leaders will require.

– How well do they align with the skills you can

develop with improv?

• Consider the individual business leaders and whether

they would benefit from this type of experience.

– Are there specific leaders, teams, divisions or

business units that would be appropriate or others

that might resist this non-traditional approach?

• Evaluate other leadership development activities

that may already be in place to develop these skills

and whether they would be more or less effective

than improv.

Next Steps: Applying Improv in Your Organization

COMING SOON!

IMPROVTO A WORKPLACE NEAR YOU


Berk, R. & Trieber, R. (2009). Whose

classroom is it anyway? Improvisation as

a teaching tool. Journal on Excellence in

College Teaching, 20(3), 29-60.

Bschool.com staff (2011 February 1).

25 improve tricks that will make you a

better business person. Bschool.com.

Retrieved from http://www.bschool.com/

blog/2011/25-improv-tricks-that-will-make-

you-a-better-business-person/.

Christiansen, B. (2011 December 14). Tina

Fey’s rules for improve…and the workplace.

Balanced Worklife. Retrieved from http://

www.balancedworklife.com/blog/tina-feys-

rules-for-improv-and-the-workplace/.

Creative Engineering staff (n.d.). History

of improv. Creative Engineering. Retrieved

from http://www.creative-engineering.com/

history.html.

Fey, T. (2011). Bossypants. New York:

Reagan Arthur/Back Bay Books.

Glazer, E. (2008 September 30). And now,

something completely different. The Wall

Street Journal. Retrieved from http://online.

wsj.com/article/SB122244981379579337.

html.

Golden, G. (2011 February). Creating

improvisation-enhanced marketing

coursework. ASBBS, 18,1. Retrieved from

http://asbbs.org/files/2011/asbbsv1/pdf/

goldeng.pdf.

Gotts, I. & Cremer, J. (2012 February).

Using improv in business. Smarter Ideas.

Retrieved from http://iangotts.files.

wordpress.com/2012/02/using-improv-in-

business-e2-v1.pdf.

Hastings, R. (2009 October 5).

Organizations add drama to diversity

and inclusion training. SHRM Online.

Retrieved from http://www.shrm.org/

hrdisciplines/diversity/articles/ pages/

organizationsadddrama.aspx.

Interview with Greg Hohn (n.d.).

Building trust through improv. Faith &

Leadership. Retrieved from http://www.

faithandleadership.com/multimedia/

building-trust-through-improv.

Kulhan, R. (2012 March 28). Disney cruises

through the rocks. Business Spectator.

Retrieved from http://online.wsj.com/

article/SB122244981379579337.html.

Lorenz, M. (2010 February 4). Employers

who say “yes, and…” to improv comedy

gain serious benefits. The Hiring Site.

Retrieved from http://online.wsj.com/

article/ SB122244981379579337.html.

Ramirez, J. (2010 August 31). Famous

inventions and advances that came about

by accident. The Daily Beast. Retrieved

from http://www.thedailybeast.com/

newsweek/ galleries/2010/08/31/famous-

accidental-discoveries.html.

Smith, N.D. (2011 March 28). Using

improv for business. Slice of MIT.

Retrieved from http://alum.mit.edu/pages/

sliceofmit/2011/03/28/using-improv-for-

business/.

Spencer, S. (2011 November 10).

Improvisation—a different way of solving

business problems yields big rewards.

Forbes. Retrieved from http://www.forbes.

com/sites/work-in-progress/2011/11/10/

improv-different-way-of-solving-business-

problems-yields-big-rewards/.

Theleman,, B. (2011). Closing the

gaps in leadership development.

UNC Kenan-Flagler Business School.

Retrieved from http://www.kenan-


custom-programs/~/media/

D38ECCA30B1341A18E65F85D150E1104.

ashx.

Thilmany, J. (2007 January 1). Acting out.

HR Magazine, 52, 1. Retrieved from http://

www.shrm.org/publications/hrmagazine/

editorialcontent/pages/0107agenda_

training.aspx.

Tutton, M. (2010 February 18). Why using

improvisation to teach business skills is no

joke. CNN. Retrieved from http://www.cnn.

com/2010/BUSINESS/02/18/improvisation.

business _skills.html/.

Watson, K. (2011 September 16). Using

rules of improv comedy to build a better

business. Biznik. Retrieved from http://

biznik.com/articles/using-rules-of-improv-

comedy-to-build-a-betterbusiness.

Wu, L. (n.d.). Economic “natural

selection” improvisation is imperative

to business survival. Xavier Leadership

Center. Retrieved from http://www.

xavierleadershipcenter.com/ economic-

natural-selection-improvisation-is-

imperative-to-business-survival/.

ConclusionImplemented properly, improv can help build trust,

increase collaboration and team building, improve

communication skills, promote innovation and creativity,

improve tolerance to ambiguity and change, and help

leaders feel more self-confident, open, and less afraid to

take risks. It can help you and your organization develop

the skills and behaviors that are critical to lead in the

modern global economy.

“Improvisation provides a set of tools for developing

authentic leadership skills, and just like other

leadership techniques, it is not right for every

occasion,” says Bob Kulhan of Business Improvisations.

“How and when you use these tools must depend on

the leader, the team and the specific situation.”

If you think improv may benefit your organization

and your leadership development efforts, then there

are a number of resources available to you. There are

a number of excellent companies focused exclusively

on bringing improv to the workplace for leadership

development. In addition, if your organization works

with an academic partner, they may have established

relationships with reputable improv companies that focus

on leadership development. In some cases, academic

partners may have improvisation experts on their faculty.

Improvisation courses are part of the curriculum in the

business schools at UNC Kenan-Flagler, Duke University,

UCLA, Columbia University, MIT, the University of Virginia,

Carnegie Mellon, and Babson College (Glazer, 2008;

Golden, 2011). If you choose to employ improv in your

organization, it is strongly recommended that you work

with a highly trained professional, well-versed in improv

and how it applies to leadership development.


23

To learn more, visit www.edi.uncexec.com.

At UNC’s Executive Development Institute,

you’ll gain the core knowledge of an MBA program

without the long-term time commitment. You’ll

also learn how to view the business world from a

senior executive’s perspective. And you’ll develop the

key leadership characteristics that lead to effective

strategic performance. The result? In two weeks,

you’ll be fully prepared for that next step.

If you’re ready to take the next step in your career, make a quick trip back to the classroom first.





E X E C U T I V E D E V E L O P M E N T I N S T I T U T E




IntroductionSo, you say you want to be known as a leader who builds

talent? If that sounds like a reputation that you want,

then there are some time-tested actions

that you should

be taking to build talent in your organization. Developing

talent is a long-term investment that must be executed by

line leaders in an organization. HR organizations

can help pave the way and increase the proba-

bility of accelerating development in an

organization, but ultimately line leaders must

get it done. Even if a company’s practices

are robust and up to date, talent manage-

ment will fail without serious commitment

and execution from line leaders.

We have found that there are about a

dozen critical actions that all talent

builders must take to ensure the

development of their people. Most of

these actions are not dependent upon

anyone but the leader him or herself.

Over the years, we have noticed that

great talent builders perform most,

if not all, of these actions on a

consistent basis no matter what

organization they are in. What

follows is an action plan that

will help line leaders become

talent builders.

Jim ShanleyPartner of The Shanley Group

Corey SeitzPresident of Seitz Talent Consulting

Marc EffronPresident of The Talent Strategy Group


TA L E N T B U I L D E R S : D E V E L O P I N G Y O U R P E O P L E

25

PromiseThis white paper will benefit all leaders who are serious

about managing talent effectively in their organization.

It also provides helpful perspective for HR Professionals

and Talent Management Specialists in the field. The

authors, Jim Shanley, Corey Seitz and Marc Effron, are

three of the world’s most experienced and accomplished

Talent Management Practitioners and have led the Talent

Management Function at some of the world’s most

successful talent machines, including Bank of America,

Avon, Novartis and Johnson & Johnson.

Win Today and in the FutureTalent builders identify the organizational capabilities

and talent that they need to have in their organization

to perform at a high level in today’s environment.

In addition, they also look ahead and identify the

organizational capabilities and talent that they will

need to win in the marketplace in 36-48 months.

This requires that they assess their talent against both

today’s requirements and tomorrow’s projected

requirements. It means that they must constantly ask

themselves, “Am I recruiting and developing against

tomorrow’s standards?” They ensure that no matter what

form their organization’s talent review process takes, they

are looking to the future and predicting what type of

talent and how much talent they will need for the future.

Drive and Expect World-Class Performance at All LevelsThey demand performance that is at a “higher standard”.

Talent builders drive the mindset in their organization that

performance must continually improve. They are never

satisfied with status quo performance. They realize that

without top performance, nothing else much matters.

Become Students of How to Build Better Leaders, FasterTalent builders stay current on talent management best

practices. They read at least one book or article a year on

building talent. They invite experts to audit their talent

building practices and are open to implementing new

innovations that fit their business and talent development

needs. They reach out to great talent developers inside

and outside their organization to discuss and learn new

tips and tactics to develop their team. Great developers

leverage “teaching moments”. They recognize and act

on memorable teaching moments, especially with high

potentials. They continually ask their people two critical

questions:

• What did you learn from that?

• What would you do differently next time?

Ensure that Talent Is on the AgendaGreat talent builders communicate to their organization

that leadership and talent matters…they are passionate

that the organizations with better leaders will drive higher

results. They demand that they and their leaders are

producing leaders better than themselves. They ask their

direct reports several key questions:

• Whom do you have in your organization/team today

who is as good or better than you and could replace

you immediately?

• Whom do you have in your organization/team who

has the potential to be as good or better than you

and could replace you in 1-2 years?

• Whom do you know within the company but outside

your organization who could replace you (and is as

good or better than you?) today and in 1-2 years?

• Whom do you know externally who could replace

you today and in 1-2 years?


Continually Assess and Develop Their Team to Ensure World-Class TalentThey keep a “stack rank of their direct reports”, listing

those leaders that are the highest performers and have

the greatest potential for the future. They constantly ask

themselves these questions:

• Are my top direct reports in the top 20% of global

talent for the compensation I am willing to pay them?

If not, what are my plans?

• Have any of my direct reports been in role for more

than 30 months? If so, what are my plans to promote

them, significantly expand their responsibilities or

export them to another unit in the company in the next

6 months? Or, alternatively, are they technical experts

that should stay in role?

• Do I really know them? What are my direct reports’

strengths, weaknesses and career aspirations? Do

I understand the situations when they are most

successful and when they are most challenged?

• Are my bottom third direct reports coachable to the

point, that in six months, they can perform in the upper

half of my direct reports? If not, what are my plans to

move them out or move them into other roles where

they can be strong performers?

• Are my direct reports blocking any high potential below

them from an opportunity to grow?

Talent builders can articulate the strengths and

development needs of their direct reports in an insightful

and multi-layered manner in clear language, reflecting a

deep knowledge of the individual. The next page starts

an example of a “nuanced” assessment, which includes

the type of detailed knowledge that a seasoned talent

builder would have of a direct report.

Talent builders also ensure that each of their direct reports

is focused on addressing at least one developmental issue

– the most important issue for their continuing growth.

They require detailed specific goals and measurable

actions. An example of a focused development plan is

included on page 30 of this white paper.

Continually Recruit and Export Internal TalentTalent builders meet with peers and ask them to

identify their top 3 most talented people and ask for an

introduction to those people. They create a list of the

people in each city they travel to whom they want to get

to know (at their direct report level and a couple levels

below). While traveling, they schedule breakfast, lunch or

dinner with these people to get to know them.

Talent builders are willing to offer their services to

mentor talent of their peers and others. They typically

mentor at least 5 high potentials outside of their business

unit/function in addition to people within their

business unit/function.

In addition, they continually export their high potential

talent to other units because they realize they have an

obligation to develop talent for the enterprise, and they

know that good talent wants to go to leaders who are

interested in their long-term development. In fact, talent

builders measure themselves on some key indicators,

such as:

• How many leaders have I brought into my organization

from external companies and other internal businesses

and functions?

• How many talented leaders did I promote or expand

into significantly new roles in my organization?

• How many misplaced leaders did I remove or re-assign

in my organization?

• How many talented leaders did I export from my

organization to another business/function in order

to accelerate their development?



27

Example of a “Nuanced” Assessment

Towering Strengths Chris Sample is a leader that leverages his smarts, work ethic, deep industry

knowledge and broad financial acumen to enable him to identify opportunities

others don’t normally see and creatively solve complex problems.

His ability to process a huge amount of information and to critically think through

issues and opportunities are his signature skills. He easily moves from the tactical to the

strategic on most topics. He has strong conceptual skills and can break down complex

concepts in ways that others can understand. His broad based knowledge of financial

systems, accounting and his granular knowledge of the “plumbing” of XYZ positions

allow him to thrive in the emerging risk environment.

Chris’s broad and deep experience in both line and staff roles has given him insight

into the decision making process at XYZ that few others have. He has a deep

understanding of XYZ’s formal and informal organization. His strong personal

relationships with key executives help him maneuver through the political and

organizational mine fields to get issues resolved. He has an uncanny ability to move

issues in a way to drive closure.

Finally, Chris’s work ethic is unrivalled. He is tireless and has demonstrated unlimited

capacity. He is extremely achievement oriented and has consistently exceeded

expectations over time in a variety of roles.

Chris’s towering strengths can be summed up as:

1. Critical thinker who thrives on solving complex problems. Delves deeply

into problems & opportunities, makes connections, and gets to the essence.

Leverages these insights to drive results

a. Intellectually rigorous; looks deeply and broadly at many sources; hunts for

parallels and contrasts. Masters complex situations

b. Displays unrivalled complex problem solving and critical thinking skills

c. Demonstrates a high degree of discipline and detail focus

2. Unrelenting work ethic, drive and achievement orientation

a. Endless, tireless, and tenacious work capacity

b. Delivers results time and time again in a variety of situations

(Continued on the next page.)


(Continued from the previous page.)

3. Broad based and deep industry and technical knowledge

a. Possesses a superior knowledge of corporate finance along with deep understanding of

financial services industry

b. Understands the financial levers for profitability and has a “nose” for making money

c. Is externally focused and leverages broad and deep knowledge and experience to

connect the dots to take an enterprise perspective

Development NeedsFor Chris to continue to grow and more effectively perform in his current role and be better

prepared for his next role, he’ll need to address three key development needs. He will need

to:

• Become more transparent in his approach

• Increase his decisiveness

• Improve his communication skills

Chris holds his cards close to his vest and tends to be guarded in his opinions and

thought processes. While he may be formulating a hypothesis to an issue, his style creates

the perception that he has already come to a conclusion and is feeling others out to see

where they stand. He is also indirect and cautious around controversial issues and tends

not to declare his position. This approach can come across as political and not necessarily

transparent. The most likely cause of this behavior is that Chris generally trusts only those

in his “inner circle” and wants to avoid getting his “agenda” derailed by someone else.

Chris is also regarded as conflict averse and slow in making decisions. As Chris

continues to take on more responsibility and operate at the next level, he will need to get

more comfortable in making decisions with less information and facts than he is currently

comfortable with. He will also need to display thought leadership by staking out positions

early and often. The most likely cause of this behavior is his perfectionist nature and his

discomfort around publically being “wrong” and/or getting criticized by those whose

opinion matters.

Finally, Chris needs to increase his interpersonal communications and group

presentation skills. He has average dialogue skills and needs to be able to engage others

in conversations in a more natural style and one in which he both draws out information and

openly articulates his thought processes and positions.




29


With regards to communicating in groups (whether 5 people or 500), Chris needs to

project more and develop a presentation style that fits him, but also engage his audience.

The most likely cause of this is a skill deficiency and lack of practice.

Key Questions• Can and will Chris modify his personal leadership style to be more open and transparent

in order to build the broad based followership?

• Can and will Chris decrease his high need for being right and get comfortable in

increasing the speed of his decision making by 50%?

• Will Chris make the effort and put in the required time to improve his communication

skills?

• Can and will Chris demonstrate that he can gain broad followership from people not like

him or not as smart as him?

Continually Recruit External TalentTalent builders meet with external recruiters to better

understand what the “gold standard” is for talent in their

space and to ensure that their “calibration of talent” is

world class. They continually recruit external talent even

when they have no current openings.

They identify individuals at other companies who represent

the “gold standard” for talent in their organization at

their direct report level and two levels below them in the

organization. Talent builders are willing to “cold call”

these individuals to get to know them and establish

relationships that may result in future recruits or sources

of talent. They create a talent map of top talent outside

their organization for future use.

Talent builders identify “non-natural” sources of talent.

Looking for companies where the talent has requisite

skills but brings a different/fresh perspective into the mix

of talent at their organization. They also make frequent

(twice a year) external presentations to industry groups to

showcase their organization and create a brand for the

area they lead to attract top talent.


Example of a Focused Development Plan 1. Increase openness and transparency: Go from being seen as one who is driving his own

agenda with peers and colleagues who may not be in my perceived “inner circle” to looking and acting more like a confident leader who:

a. Reaches out to broad audiences and is truly interested in drawing out the opinions of those

who differ/disagree with me.

b. Demonstrates to others that I understand and appreciate their point of view.

c. Is comfortable sharing my emerging point of view even when it is not yet fully baked.

Development Focus Area: Create more personal transparency in my approach and relationships.1. Actions I’ll take on my own:

a. I’ll stop using words that may create a perception that I’m overplaying my political savvy

and minimize/eliminate talking in code (i.e. “huddle”, “political winds”, “back room”).

b. I’ll eliminate my “off-line” conversations by 90%.

c. I’ll be willing to open up to others about who I really am. I’ll continually reflect on my

reluctance to share my personal past history, my high need not to “look bad” and my high

Accelerate the Development of TalentTalent builders identify the highest potential talent one

to two levels below their direct reports. They personally

and professionally get to know this group, understanding

their hopes, dreams and aspirations. One effective method

they use is scheduling a weekend offsite where individuals

identify their core values, core talents and core purpose

(“what they are playing for”). This allows the talent builder

to fully involve these high potentials in their development

and deepens their engagement to the organization.

They require their managers to identify two potential next

assignments and the timing of these moves for all their

high potentials. They ensure that the development plans

accelerate the likelihood of these individuals obtaining

these next assignments or “target jobs”.

To further accelerate the development of high potentials,

talent builders use these approaches:

• Ensure they go through an experience where they get

personal insight and multi-rater feedback

• Create “action learning” experiences where they are

required to solve “sticky strategic issues” in

the organization

• Provide transparency with them about their status and

the higher standards that will be demanded of them

• Require them to have specific development plans

based on “target jobs”

– Use the 70/20/10 approach (job experience, role

model, training)

– Provide stretch assignments

– Create forums for exposure

– Match them with thought leaders




31

need to be “right”. I’ll remind myself that confidence is displayed by showing I’m

vulnerable and may not have all the answers.

d. I’ll disclose more. I’ll let my thoughts come out in the open more often. I’ll sprinkle normal

work conversations with doubts, what I’m thinking about and what’s getting in the way.

I’ll admit mistakes matter of factly, inform everyone potentially affected, learn from it and

then move on.

e. I’ll increase the quality of my dialogue skills by using conversation techniques (i.e.

conversation meter, cycle of leverage, conversation prep worksheets). I’ll verbalize what

I’m thinking to others.

f I’ll be one of the first ones in group settings to declare and articulate my “point of

view“. I’ll be definitive and won’t hedge.

2. Actions I’ll take by leveraging other people:

a. Jim Jones, Sally Smith, and Andy Hall are 3 successful leaders who I regard as very

transparent and highly trusted by all. I will:

i. Have lunch/dinner with each of them and:

1. Share with them my assessment and my development targets.

2. Ask for their help.

3. “ Interview” them to discover why/how they are comfortable being so transparent.

ii. Observe each of them in multiple settings and record in my journal the specific

actions/behaviors they demonstrated that led me to the conclusion that “they

are an open book.”

3. Actions I’ll take by taking on projects or “assignments”:

a. I’ll publicly lead one of Tom’s (my Boss) management committee meetings; especially one

that will involve controversial topics.

b. I’ll volunteer to my boss to take on at least 2 projects in the next 6 months on topics/

problems that I have little/no expertise in. I will recruit a group of “experts” smarter than

me to tackle the problem. I’ll be open with them that I know little about the issue and will

be seeking them out individually and collectively to “coach me.”

c. I tend to “hang with” a very homogeneous group…people very similar to me.

I’ll identify 2 people a month significantly different from me (background, level, smarts,

gender, ethnicity, etc.) and get to know them via lunch or tea/coffee. I’ll solicit their

point of view on some of the issues I’m wrestling with.




Create a Global Mindset in Their OrganizationTalent builders meet regularly with small mixed groups

of leaders (gender, age, country of origin and race) to

ensure they are in touch with the challenges they face.

They solicit ideas and suggestions on how to accelerate

the development of different groups in the organization.

They require development plans for everyone in their

organization but pay special attention to those of

leaders from different country cultures.

Talent builders ensure that the “slates” for open positions

are robust and contain a good mix of talent. They take

risks and commit to fill open positions to purposely

increase the mix of players in areas of their organization.

They mentor across gender, age, country of origin and

race to better understand their issues and accelerate the

development of a mixed group. They spend at least a day

a year in a local university with promising students and

professors to not “loose touch” with that group. Finally,

they ensure that their leadership team is global and

diverse. In short, they recognize that great talent comes

from all different backgrounds, and they don’t want to

lose out on any great source of talent.

Stay Connected with “Regrettable Losses”Talent builders do sometimes lose great talent, it is

unavoidable, but they find a way to stay connected to

those people. They reach out at least a couple times a year

to high potentials who have left the organization to see

how they are doing, inquire if they want to come back,

and have them identify other great talent who may want

to join the organization. Talent builders often bring some

of the best talent back to the organization and find other

great talent through this network.

Require Their Directs to Do the SameTalent builders require their direct reports to take the

same actions they take with their organizations. They also

spend time with their direct reports inspecting how many

of these actions they are taking. In this way, great leaders

create an organization of talent builders.

ConclusionLeaders have long said that people are the company’s

most important assets, but demonstrating that has

been less common. Any leader who wants to grow a

business globally must apply these approaches or have

little hope of truly building an effective talent pipeline.

Becoming a talent builder takes energy and time but the

payoff for yourself and the organization is well worth the

investment.


d. I’ll personally engage the CEO/CFO on the XYZ project and openly share with them

my point of view (they are in the opposite “camp” from me).

e. I’ll spend 2 days in the field with Area Managers and Site Managers to better appreciate

the challenges they face.


33



To learn more, visit www.tmi.uncexec.com.

One of the most pressing strategic issues facing CEOs

today is whether they have the right talent with the

right skills in the right places. UNC is partnering

with three of the world’s most experienced Talent

Management Practitioners to help HR and Talent

Management leaders productively and proactively steer

their organizations’ talent. Come learn from Marc

Effron, Corey Seitz and Jim Shanley – it’s your turn in

the driver’s seat.

T A L E N T M A N A G E M E N T I N S T I T U T E

Drive your organization’s talent management agenda.

Drive your organization’s talent management agenda.



Donna L. RhodeProgram Director UNC Executive Development

trends

collaborative

globalmobile

informal

online

electronicallydelivered


WIRED TO LEARN: NEW TECHNOLOGIES FOR L&D DELIVERY

35

IntroductionMark Dollins, a partner at the research firm Future

Workplace, forecasts that the 2020 workplace will

be multigenerational, increasingly global and highly

interconnected with social media (Davis, 2012). These

trends will profoundly affect learning and development

(L&D) professionals, who will be expected to anticipate

their organizations’ future talent needs, and design

and deliver L&D opportunities in ways that will satisfy

workers’ desire for flexibility and employers’ demand for

quality and cost effectiveness.

These trends will change how L&D is delivered. Traditional

face-to-face delivery of L&D will not disappear, but new

technologies like computer-supported collaborative

learning, mobile learning and informal learning through

social media will be incorporated into organizations’ L&D

platforms and strategies. L&D professionals should plan

now to blend these approaches into their L&D programs.

By doing so, they will give their employers a strategic

competitive advantage.

PromiseThis white paper:

• Explores the growth of electronically-delivered L&D.

• Reviews the motivators that are fueling that growth.

• Reviews and defines some of the terminology

emerging in the field, including computer-based

collaborative learning, mobile learning, global learning,

and the use of social media in learning.

• Introduces technical trends in the learning environment

that HR and talent managers should monitor for use in

their organizations.

• Offers steps L&D professionals can take to introduce

these emerging technologies into their organizations.

• Provides several examples of how HR and talent

management teams have applied these technologies

in their organizations.

The Growth of Electronically-Delivered L&DL&D budgets are making a comeback after several years

of budget slashing. Management research firm Bersin &

Associates found that L&D budgets increased 9.5 percent

in 2011, and a 2012 International Data Corporation

(IDC) survey of chief learning officers found that 48

percent reported higher budgets in 2012 than in 2011.

The IDC survey also found that organizations planned to

continue investing in learning management systems, but

were interested in trying new delivery modalities such as

mobile learning and social media tools (Anderson, 2012).

E-learning sales reflect this interest. Research firm

Ambient Insight found that revenues for e-learning

technology in North America reached $21.9 billion in

2011, with projected revenues to reach $27.2 billion by

2012 (Ellis, 2012). Ambient Insight’s CEO, Tyson Greer,

however, noted a significant shift in where employers are

spending their L&D technology money. “There has been

a fundamental change in investment activity over the

last three years with funding shifting away from legacy

learning technology products to new products such as

social media learning and mobile learning,” he observed

(Ellis, 2012).

Employers are interested in adopting new electronic

delivery methods for L&D, but they are doing so

cautiously. A recent State of the Industry report by the

American Society for Training & Development (ASTD)

estimated that one-third of all training content is now

being delivered electronically. But the interest and the

spending are there, indicating the inevitable; L&D delivery

is changing and will continue to change to include

electronic delivery modalities.


What is Fueling the Growth of Electronically-Delivered L&D?There is good reason for the growth of electronically-

delivered training and learning. HR and talent manage-

ment professionals realize that these delivery methods

are more dynamic than ever because of the constant

evolution in the technology. They are also cost effective,

have multi-generational appeal and a global reach.

There are substantial long-term cost savings that

organizations can realize when investing in e-learning

technology. When Automatic Data Processing (ADP), for

example, moved its sales training program online, it saved

nearly $1.2 million in travel and accommodation expenses

in the first year of the program (Brack, 2010). Cisco also

experienced significant cost savings when it redesigned its

sales associates training program to be delivered virtually

(see example on page 37). The new program reduced

relocation costs, cut overall training costs and reduced the

number of staff required to run the program.

Saving money is always desirable in business but not

at the expense of quality and effectiveness. Both ADP

and Cisco believe “going virtual” for their sales training

programs has had excellent results. ADP credits the virtual

sales training program for a 12 percent increase in first-

year annual sales and a 60-day increase in productivity

for new sales trainings. They also credit the program

for improving participants’ training performance and

increasing employee retention (Brack, 2010). Cisco

has also increased the speed in which their new sales

associates become productive.

Offering employees flexibility through technology in

where and when they can participate in L&D programs

has a multi-generational appeal. Tech-savvy Millennial

employees (who have most likely taken at least one

course online during their college careers) expect their

employers to offer some L&D experiences electronically.

This generation also wants flexibility in their work

schedules to better balance work and personal interests.

Virtual-learning experiences meet these expectations.

The Millennial generation is not the only age group that

craves flexibility and on-demand accessibility in training

and development. Other generations struggle to balance

work and life interests—and electronic delivery of L&D

opportunities meets their needs as well.

Another reason why employers are engaging more in

electronically-delivered L&D is because organizations

are increasingly global or multinational in reach. A 2012

survey by AMA Enterprise, the Institute for Corporate

Productivity and Training magazine found that 31 percent

of organizations operate globally and 20 percent are

multinational (Hastings, 2012). Electronically-delivered

L&D can help these organizations address language

and cultural barriers, and help establish a common

organizational culture.

Making Sense of the TerminologyElectronic L&D delivery methods are developing so

rapidly that even the most plugged-in HR and talent

management professionals can quickly fall behind the

times. L&D professionals know these delivery methods as

e-learning, blended learning, computer-based learning,

online learning and computer-supported collaborative

learning. Emerging technologies like social media learning,

mobile learning and personal learning environments are

being added to the mix, making it difficult to understand

what each of these delivery methods mean, their nuances

and applications.

The terms e-learning, online learning and

computer-based learning reflect early versions of

electronically-delivered L&D technology. These learning

methods allow participants to access content but lack

the interactive component found in traditional face-to-

face learning and as such, have some limitations. As

technology evolved, more interactive technologies were

added such as video streaming, (e.g. telepresence) and

web conferencing with live chat, polling, discussion

boards, whiteboard, blogs, wikis, and in-person projects

and activities. These additions have created highly

interactive learning environments that can closely mimic



37

Kate Day, global director of the Sales Associates Program and the Partner Sales

Academy at Cisco, prefers to use the term “high-definition learning” when referring to

computer-based collaborative learning initiatives. The term “high-definition learning,”

Day notes, reflects not only today’s rich technological environment but also captures

the intensity of the learning experience.

Cisco realized its traditional classroom training for its new sales associates—which required

employees to relocate for 12 months on Cisco’s tab to one of Cisco’s three training hubs—

needed to be revamped to create a more contemporary, virtual-training model that would be

less labor and resource intensive. The new program, which was launched in just four months and

delivered globally, requires 40 percent less staff than the previous model, has slashed relocation

costs in half and cut overall training costs by 24 percent. The program has also reduced the time

it takes for new sales associates to become productive. And, as Day notes, “our new associates

rave about the experience, calling the program rigorous, comprehensive and a ‘great roadmap

for transitioning successfully from school to a fulfilling career.’ They love it.”

Example: Cisco

E-learning, then, remains a stand-alone delivery

method for learning but has also morphed into CSCL as

technological advances allowed for more synchronous

and asynchronous interaction among participants. All can

be effective ways to deliver L&D programs depending on

content and learning objectives, but there is sometimes

no substitute for “face time.” And so blended

learning evolved. Blended learning is an amalgamation

of e-learning, CSCL and traditional classroom learning.

An organization using a blended-learning approach may

present basic entry-level skills in an e-learning format

and then have participants meet in a classroom setting

to learn more higher-order knowledge on the same or

related topic. CSCL may then be used for project work,

additional discussions, etc.

traditional classroom learning, thereby intensifying a

participant’s experience. These more interactive learning

environments also appeal to all types of learning styles.

Evolving technology inevitably leads to evolving

terminology. Many in the L&D field now refer to this

richer, more interactive technology as computer-

supported collaborative learning (CSCL).

CSCL is any environment in which people can learn

together with the help of computers (Stahl, Koschmann

& Suthers, 2006). Ambient Insights elaborates on

Stahl et al.’s definition. Collaboration-based learning

is “live, personalized human-to-human collaboration

and mentoring. As a knowledge-transfer method, by

definition, collaboration requires the real-time interaction

between one or more people. Consequently, the use of

synchronous collaboration platforms is the defining…

characteristic of collaboration-based learning.” (Adkins,

2011 April).

Adkins notes that CSCL is growing because it closely

approximates traditional classroom learning. CSCL is

also showing to have a higher return on investment

and is a “primary attraction for commercial training and

educational suppliers struggling with physical ‘brick-

and-mortar’ classroom costs” (Adkins, 2011 April). It is

also effective. One study of medical students found that

CSCL enabled peers to provide “formative” feedback

in the form of asynchronous discussions that positively

influenced their learning (Koops et al, 2011).


For a few organizations today (and a growing segment

in the near future) blended learning may also include

mobile learning and the use of social media for informal

learning to enhance global learning. These emerging

technologies will be discussed further in the next section.

Trends in the E-Learning EnvironmentIn a January 2012 webcast for TrainingIndustry.com,

Connie Malamed, a learning and visual design consultant

and author of Visual Language for Designers, noted

that there is more than just the desire for cost-effective,

flexible L&D delivery methods that is fueling the rapid

development of new learning technologies. She

attributes the sheer volume of digital information being

produced on a daily basis, the manner in which that

information is being formatted and housed, the rise of

social networks and social media, and the proliferation

Microsoft transferred their existing web courses to a mobile web template and

developed an interactive voice response system to allow their sales associates

to navigate Microsoft’s product information library by voice command. Sales

associates can read the materials on their mobile devices or select audio to listen to the

information, giving them hands-free access to information while driving.

Source: Keskin & Metcalf, 2011.

Example: Microsoft

of mobile web users as some of the catalysts for the rapid

technological developments in the e-learning field.

The Internet has become the go-to place to get instant

answers to just about any question a person can think of,

and there is no shortage of bloggers adding their input on

a daily basis. This can be great when searching for a new

way to cook chicken, for example—a quick Google search

yields nearly 90 million results—but it can also lead to

information overload and misinformation about chickens.

And in many cases, the information may be formatted in a

way that is incompatible with the user’s technology.

These are the same challenges being faced in e-learning

and CSCL. L&D professionals are realizing that it is a

strategic imperative to make sense and order of the vast

amount of information learners can access and to make it

available in formats that are retrievable and appropriate.

Thus, we see the emergence of mobile learning, social

media learning, personal learning environments and

global learning technologies (Malamed, 2012).



39

Going Mobile? ASTD Recommendations ASTD offers the following recommendations for

organizations considering using mobile learning:

• Re-assess the organization’s strategy and identify

organizational objectives. Mobile learning is

just one L&D delivery option available. It should

be considered against the organization’s goals

and objectives (and technological abilities) to

determine effectiveness.

• Partner with internal business units. Once a

compelling strategy and supporting arguments

for mobile learning have been identified, address

potential barriers like budget and security.

Partner with the appropriate internal units to

speed the process and increase the likelihood

of success.

Source: ASTD, 2012.

Mobile LearningMobile learning is the delivery of training by means of

mobile devices (i.e., cell phones, PDAs, digital audio

players, digital cameras, tablets, etc.). The focus of this

delivery method is agility—to have information available

literally at one’s fingertips (Keskin & Metcalf, 2011).

There were six billion mobile subscriptions worldwide

in 2011—the equivalent of 87 percent of the world’s

population—making mobile learning the next logical

progression of electronically-delivered L&D (ASTD, 2012).

Mobile learning has its advantages. It is not dependent

on having broadband access, making it accessible in

remote and underdeveloped areas. Information can be

accessed in “just-in-time” bites, a handy feature when

accessing reference materials. And, today’s mobile devices

can now easily handle multimedia applications, which can

make for a more interactive mobile learning experience.

For example, installation instructions with video

demonstrations can be migrated to a mobile application

for installation specialists to quickly access while on

the road.

Mobile learning’s potential is just emerging and while

most applications to date have focused on information

delivery, L&D professionals should keep their minds open

as to how it can be applied to executive development.

For example, coaching and mentoring programs have

always been developed and delivered locally because

they emphasize face-to-face communication and

interaction. With today’s mobile technology and live-

streaming capabilities, watch for the emergence of

virtual mentoring and coaching to help develop

high-potential employees.

HR and talent management professionals may have some

reservations about this emerging technology. In a 2012

ASTD survey, Mobile Learning: Delivering Learning in a

Connected World, survey respondents expressed concern

over security of the devices, the cost of developing and

supporting mobile learning, and integration into existing

learning management systems.

Organizations that have addressed these challenges

and incorporated mobile learning delivery into their

L&D strategies are optimistic about its potential

benefits; however, more than half of the respondents

to a 2012 ASTD survey on mobile learning agreed or

highly agreed that mobile technology would improve

learning in their organizations. ASTD concluded that any

perceived barriers and concerns L&D professionals may

have regarding mobile learning can—and have—been

addressed and that mobile learning has matured to the

point where organizations should evolve their thinking

from “should we” to “when we.”


Social Media and LearningInformal learning—learning through coaching,

collaboration, communities of practice, etc.—can

constitute up to 70 percent of workplace learning

(Malamed, 2012). The use of social media like LinkedIn,

Facebook and Twitter has aided the acquisition of

informal learning by expanding its scope beyond the

organization; it has taken informal learning to a global

level. In the not-too-distant past, a high-potential

employee assigned to lead a team project may have

turned to her mentor or coach in the organization for

guidance and support and may have talked to a peer in

another department for help with technical questions.

Today, that high-potential employee can reach out to

LinkedIn contacts and Facebook friends to seek their

expertise and advice. In return, she may also get links

posted by “friends of friends” to blogs and wikis on the

subject. Thanks to social media, the ability to acquire

informal learning is fast, easy and global.

L&D professionals may be unsure how social media can

be used to promote formal and informal learning. Social

media is already entrenched in many employees’ lives;

however, most have been on Facebook for years, and the

potential it has to aid informal learning in organizations

should outweigh concerns. Social media tools make

it easy for employees to tap into knowledge from all

different levels and areas in an organization and improve

information flow, communication and collaboration

(Athey, 2012).

Some organizations are embracing social media by

incorporating social media tools into their intranets.

Sabre, a global technical company that runs much of the

world’s airline reservations systems, built a social media

intranet for their 10,000 employees from the ground

up. Known as Sabre Town, the system allows employees

to publish their own personal profiles and add photos.

Employees can blog, comment and access feeds. Users

can also post a question to the entire organization, and

the site will send the question to the 15 most relevant

employees (based on what they entered in their profile,

blog postings and other Q&As that have been previously

posted), making this intranet an excellent informal

learning resource.

The adoption rate by employees has been enthusiastic.

Sabre reports that 60 percent of questions are answered

within an hour; each question receives an average of nine

responses; and that the company has already realized

more than $150,000 in direct savings through use of the

system. More than 90 percent of Sabre employees are

active Sabre Town users (Ward, n.d.).

Personal Learning EnvironmentsPersonal learning environments (PLEs) are the culmination

of e-learning, CSCL, mobile learning and informal

learning through social media. PLEs allow users to

identify and set their own learning goals, manage their

learning, and collaborate and communicate with others

through the use of a virtual learning space or portal.

Unlike standard training portals where all employees

see the same thing, PLEs are highly personalized to

each learner’s needs and interests. As one writer put it,

PLEs “are defining a new relationship between training

professionals and today’s learners.” PLEs allow training to

be delivered in a variety of ways taking into consideration

the modalities (e.g. laptops, mobile devices, video, etc.)

preferred by the individual (Harward, 2011).

PLEs are just emerging in the field and are the next logical

step in the delivery of L&D opportunities. HR and talent

Johnson & Johnson created a virtual-world onboarding system (PRD 3D

University) that allows new employees to access new employee training and

orientation information from any of the company’s locations worldwide and on

any kind of mobile device. Employees can launch corporate learning materials and exercises, get

help from HR and collaborate with colleagues from around the world.

Source: Keskin & Metcalf, 2011.

Example: Johnson & Johnson



41

management professionals should keep track of the

development of PLEs and their possible application

in their organizations.

Global LearningMore than half of all organizations today are either

global in reach or multinational, and this trend is

expected to continue (Hastings, 2012). For HR and

talent management professionals, this means that

learning must go global. In fact, a recent ASTD

survey on global learning found that half the L&D

professionals surveyed said they were already involved

in the global learning function or planned on being so

in the next three years (ASTD, 2012).

Only 32 percent of respondents, though, thought their

global learning initiatives had been successful to a high

or very high extent. L&D professionals face challenges

with language, language translation and cost when

designing and executing global learning programs.

They must also consider cultural divides, legal

requirements and work practices specific to countries

or regions, making a single, “one-size-fits-all” global

learning approach difficult to execute.

Going Global? ASTD recommendations ASTD offers the following recommendations for

organizations entering the global learning arena:

• Hire local people to help develop L&D programs

so they can build relationships within the

organization.

• Start training as soon as the organization enters a

new region.

• Create a global budget to monitor and control

costs.

• Align global learning goals and priorities to the

organization’s mission.

Source: ASTD, 2012.

How L&D Professionals Can Introduce Learning Technologies in Their OrganizationsMalamed offers the following steps to help L&D

professionals introduce these emerging technologies

into their organizations:

1. Use new technology to solve a real organizational

problem.

2. Create a long-term plan to launch an “Enterprise

2.0” learning strategy. Create corresponding

policies.

3. Team up with a small group of early adopters and

then grow the project slowly.

4. Be a change agent. Create a culture of learning, not

just a culture of training.

5. Support learning communities and networks, and

help them provide real value.

6. Find ways to organize and give meaning to

information.

7. Provide ways for people to quickly access relevant

information when they need to.

L&D professionals developing global learning initiatives

must be sensitive and understanding of these

differences when designing and delivering L&D on

a global scale and when trying to transfer an

understanding of the organization’s culture (ASTD,

2012).

ASTD reports that 79 percent of survey respondents

use learning-on-demand via the Internet. CSCL,

informal learning through social media, mobile

learning and PLEs are all gaining traction in the global

learning field because they can allow learning program

content to be modified depending on region or

country, promote cross-cultural communication, and

transfer an organization’s strategic goals and culture.


Adkins, S. (2011 April). The US

collaboration-based learning market:

2010-2015 forecast and analysis.

Ambient Insight. Retrieved from http://

www.ambientinsight.com/resources/

documents/ambientinsight-2010-2015-

us-collaboration-based-learning-market-

executive-overview.pdf.

Adkins, S. (2012 February 8). Investment in

learning technology reaches $784.2 million

in 2011. Ambient Insight. Retrieved from

http://www.ambientinsight.com/news/

investment-in-learning-technology-reaches-

784-million-in-2011.asp.

Adkins, S. (2011 June). The US corporate

market for self-paced eLearning products

and services: 2010-2015 forecast. Ambient

Insight. Retrieved from http://www.

ambientinsight. com/resources/documents/

ambient-insight-2010-2015-us-corporate-

elearning-market-executive-overview.pdf.

Anderson, C. (2012 August). CLO Survey:

Learning and development budget and

spending intentions, 2012-2013. IDC.com.

Retrieved from http://www.idc.com/getdoc.

jsp?containerID =236340.

ASTD (2012). The Global Workplace.

Alexandria, VA: American Society for

Training and Development.

ASTD (2012). Mobile Learning: Delivering

Learning in a Connected World. Alexandria,

VA: American Society for Training and

Development.

Athey, J. (2012 March 22). 4 trends in

online training and e-learning in 2012.

TrainingIndustry.com. Retrieved from

http://www.trainingindustry.com/learning-

technologies/articles/4-trends-in-online-

training-elearning-in-2012.aspx.

Davis, N. (2012 October 10). Thought

leaders forecast 2020 workplace. SHRM

Online. Retrieved from http://www.shrm.

org/businessleadership/articles/pages/

thought-leaders-forecast-2020.aspx.

Fiehl, S. (2012 January). Integrating social

media, workplace learning and e-learning

for development of soft skills. Global Focus

06, Special Supplement.

Greer, T. (n.d.). Ambient Insight reports

resilient US eLearning market. Ambient

Insight. Retrieved from http://www.

ambientinsight.com/news/ambient-insight-

2010-2015-us-elearning-market.aspx.

Harward, D. (2011 December 9). Key

trends for 2012: New era of personal

learning is transforming the training

industry. TrainingIndustry.com. Retrieved

from http://www.trainingindustry.com/

articles/10-trends-for-2012.aspx.

Hastings, R. (2012 August 29). Multilingual

skills, cultural understanding rise in

importance. SHRM Online. Retrieved from

http://www.shrm.org/hrdisciplines/diversity/

articles/pages/ multilingual-skills-cultural-

understanding.aspx.

Keskin, N. & Metcalf, D. (2011 April). The

current perspectives, theories and practices

of mobile learning. TOJET, 10, 2.

Malamed, C. (2012 January 17). Learning

technologies: Transforming your workforce

(Webcast). TrainingIndustry.com.

Retrieved from http://www.traininindustry.

com/webinar/ learning-technologies-

transforming-your-workforce.aspx.

Koops, W., VanderVleuten, C., DeLeng, B.,

Oei, S., & Snoeckx, L. (2011). Computer-

supported collaborative learning in the

medical workplace: Student’s experience

on formative peer feedback of a critical

appraisal of a topic paper. Med Teach, 33

(6), 318-323.

PRWeb (2012 September 8). The global

workplace presents challenges for learning

and development. Yahoo! News. Retrieved

from http://www.yahoo.com/global-

workplace-presents-challenges-learning-

development-160043367.

Stahl, G., Koschmann, T. & Suthers, D.

(2006). Computer-supported collaborative

learning: An historical perspective.

Gerrystahl.net. Retrieved from http://

gerrystahl.net/cscl/cscl_ English.pdf.

Ward, T. (n.d.) Employee social

networking—Sabre Town case study.

Prescient Digital Media. Retrieved

from http://www.prescientdigital.com/

articles/intranet-articles/employee-social-

networking-case-study/.

ConclusionTechnology is transforming the L&D field, allowing for

highly personal and interactive learning experiences to

be delivered electronically. HR and talent management

professionals should stay well-informed of these advances

and consider how they can be used to enhance their

organization’s learning culture. HR and talent management

professionals who can look ahead, anticipate their

organization’s future learning and development needs,

and strategically plan how to deliver those needs using

technology will be true business partners, helping to

promote their organizations’ most important competitive

advantage—its people.

Technology and its application to organizational learning

can be extremely alluring, but HR and talent management

professionals should have a long-term plan in hand

before diving in. The plan should address an existing

L&D challenge (such as moving into a global learning

environment) and should be designed to augment

existing L&D delivery methods. As with any new initiative,

L&D professionals should engage the help of others in

their organizations to address technical challenges and

to gain support for the initiative.

The chances are high that there are employees in the

organization who are regularly engaged in social media

and mobile applications; tap into these tech-savvy

employees to serve as a beta group first before launching

the project organization-wide. L&D professionals should

also assess what learning communities and networks

are being used informally in their organizations, support

them and try to find ways to facilitate their use. L&D

professionals should also consider how different delivery

methods (e.g., social media, mobile learning, CSCL) can

be used and organized to make sense of the myriad of

information available to employees and how employees

can quickly and effectively access that information.


43

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IntroductionFor the first time in a generation, hundreds of thousands

of men and women are leaving the U.S. armed forces as

war veterans. They have served our country with honor

and dignity, and are poised to enter or re-enter the civilian

labor force.

Their military experience offers employers valuable

knowledge and skills—yet a disproportionate number of

these heroes is unemployed when compared to the civilian

population. Some 263,000 Iraq and Afghanistan veterans

were jobless in May, according to the U.S. Bureau of Labor

Statistics. The unemployment rate of nearly 13 percent

for these veterans is well above the national average of

8 percent. Veterans between the ages of 18 and 24 are

having a particularly difficult time finding employment; the

jobless rate for this group is approximately 30 percent, well

above the 16 percent jobless rate for the same-age civilian

population (Curtis, 2012).

Many employers who hire veterans do so at first because

of a well-placed sense of patriotic duty. They simply want

to assist and thank those who have served our country.

HR and talent management professionals, however,

quickly discover that hiring veterans is not only good

for the country but good for their companies as well.

PromiseThis white paper:

• Offers reasons why HR and talent management

professionals should recruit and hire veterans.

• Provides an overview of some government incentives

offered to employers who hire veterans.

• Discusses challenges HR and talent management

professionals may encounter when hiring veterans and

offers suggestions to overcome those challenges.

• Offers resources, suggestions and tips to HR and talent

management professionals wishing to recruit, hire and

employ veterans.

• Highlights three organizations that have successfully

developed and implemented programs for hiring

veterans.

Why Hire Veterans Employers need employees with great technical skills,

and while veterans certainly possess more than an ample

amount of these much-needed skills, they also have some

much-desired competencies HR and talent management

professionals look for in job candidates. Through military

experience, veterans have honed leadership, teamwork,

Chris Hitch, Ph.D.Program Director UNC Executive Development


R E A D Y T O S E R V E : R E C R U I T I N G V E T E R A N S

45

critical thinking and problem-solving skills, and have

learned how to work under intense pressure—all top-

rated competencies sought by employers. In addition,

veterans have a strong work ethic and exhibit loyalty,

according to Bill Offutt, executive director of the U.S.

Department of Labor’s HireVetsFirst campaign. These

qualities, he notes, are helping to increase the hiring of

veterans by private-sector employers (Leonard, n.d.).

Their military experience taught veterans to acquire and

apply new skills quickly, to keep up-to-date with the latest

technology, to be extremely aware of the importance

of health and safety standards, and to understand how

policies and procedures help an organization function.

Veterans tend to be inclusive because they have worked

with diverse populations, and are determined to

overcome any and all challenges that come their way.


G.I. Jobs’ Top 10 Military Friendly Employers

Company Veteran New Hires

1. Amazon (Seattle, WA) 25%

2. Southern Company (Atlanta, GA) 15%

3. CSX Corporation (Jacksonville, FL) 20%

4. BNST Railway (Ft. Worth, TX) 23%

5. URS (Germantown, MD) 48%

6. ManTech International (Fairfax, VA) 53%

7. Johnson Controls (Milwaukee, WI) 25%

8. Booz Allen Hamlton (McLean, VA) 39%

9. USAA (San Antonio, TX) 16%

10. T-Mobile USA (Bellevue, WA) 25%

When HR and talent management professionals hire

veterans, they hire more than men or women with

exceptional skills and competencies. They also hire their

immediate and extended families who have weathered

and celebrated their soldiers’ active-duty service. By hiring

veterans, businesses can improve their brand, attract new

customers and increase the loyalty of their existing ones,

and become an employer of choice (Curtis, 2012).

Source: G.I. Jobs



47

1. Accelerated learning curve: Veterans have a proven ability to learn new skills quickly and efficiently.

2. Leadership: The military trains soldiers to lead by example and through direction, delegation, motivation and inspiration.

3. Teamwork: Military duties involve the ability to execute both individual tasks and group endeavors.

4. Diversity: Veterans have learned how to work with all individuals regardless of race, gender, geographic origin, ethnic background, etc.

5. Performance under pressure: Veterans understand what it means to perform under difficult conditions and tight schedules and with limited resources.

6. Respect for procedures: Veterans understand what accountability means. They also understand how policies and procedures help an organization function.

7. Technology and globalization: Veterans are aware of international and technological trends, and how they apply to business and industry.

8. Integrity: Veterans know the value of “an honest day’s work.”

9. Health and safety procedures: Veterans are extremely conscious of health and safety standards, and have been trained to strictly adhere to them.

10. Triumph over adversity: Veterans have shown time and time again that they can survive the harshest of conditions and succeed in mission-critical situations.

Source: Jones, 2010

Top Ten Reasons to Hire Veterans


Government Incentives Can HelpHR and talent management professionals may well be

aware that hiring a veteran with the latest technological

skills and desired competencies will pay off in the long

term for their organizations, but their companies’ C-suite

teams may need more convincing about the immediate

benefits, particularly in today’s economy. The federal

government has attempted to boost these benefits by

enacting several programs that offer financial incentives

to employers that hire veterans.

The Veteran’s Opportunity to Work (VOW) to Hire Heroes

Act of 2011 provides a tax credit to employers who hire

short-term unemployed veterans (those who have been

jobless for at least four weeks). The tax credit is worth

40 percent of the first $6,000 paid in wages (up to a

maximum of $2,400). Employers who hire long-term

unemployed veterans (those who have been jobless for

longer than six months) can receive a tax credit of 40

percent of wages paid (up to $5,600).

Employers can also take advantage of the Wounded

Warrior tax credit which extends a credit of up to $4,800

to companies that hire veterans with service-related

disabilities. There is also a new tax credit available to

businesses that hire long-term unemployed (more than

six months) disabled veterans of 40 percent of the first

$24,000 of wages paid (up to $9,600).

These incentives may give HR and talent management

professionals the tipping point they need to convince

senior leaders that hiring veterans will boost their

organizations’ bottom lines now and in the future.

Employers Struggle with Military-SpeakEvery profession has its own jargon and for good

reason. Jargon helps groups of similarly educated and

trained people communicate with one another at a

higher level more quickly and efficiently. The military

is no exception, where the ability to skip the basics

of communication and to move to more pressing

matters can literally save lives.

The jargon that serves as an asset to written and oral

communication in the military, however, can be a

detriment in the private sector for men and women

transitioning from the military.

Many HR and talent management professionals

readily admit that military-speak is akin to ancient

Greek to them—they can’t speak it, let alone read

it. So when they receive a resume from a veteran

seeking a management position that reads “serves

as executive officer for a forward-deployed systems

military intelligence company. Major tasks include

management of intelligence portion of the Joint

Planning and Execution Systems and the deployment

and re-deployment of intelligence assets into theater,”

eyes glaze over and foreheads furrow. They simply

don’t have the benchmarks to help them understand

what it means.

At the rate HR and talent management professionals

receive resumes, their first reaction may be to place

these resumes to the side. This could be a mistake.

The military has more than 7,000 jobs in more than

100 functional areas, 80 percent of which have a

direct civilian equivalent. The military employs medical

professionals, scientists, engineers, photographers

and technicians, to name just a few (Burnell, n.d.;

Curtis, 2012). HR and talent management

professionals who take the time to translate military

jargon on a resume or during an interview will reap

the rewards.

There are resources available to HR and talent

management professionals seeking help translating

military jargon. Military Occupation Classification

(MOC) codes have been added by the Department



49

of Defense for more than 10,000 jobs on O*Net Online.

HR and talent management professionals who know

a candidate’s MOC code can also use O*Net’s Military

Crosswalk Search to learn the civilian equivalent to

the military position listed on a veteran’s resume. HR

and talent management professionals who are actively

recruiting veterans should consider listing the MOCs of

a civilian job on their job announcements (White House

Business Council, 2012).

Military-speak may also hinder the interviewing

process and inadvertently turn off some HR and talent

management professionals. When speaking with

veterans—particularly those who recently left the

military—keep in mind that this foreign language they

are speaking was developed to foster rapid, precise

communication under stressful conditions. Instead

of dismissing them, practice patience and ask them

clarifying questions that will prompt them to explain it

in more civilian terms. Over time and with use, veterans

will become fluent again in civilian-speak.

Interviewing Tips for Employers by a Veteran

Chad Storlie, a retired U.S. Army Reserve Special Forces

officer and author of Combat Leader to Corporate

Leader, knows first-hand how difficult it can be for

veterans and HR and talent management professionals

to translate military experience into professional work

experience. He notes that interviewers can easily miss

the value veterans bring to an organization because

of the seeming disparity between their military

skill sets and how an organization functions.

“For example,” notes Storlie, “Is there a relationship

between a military sniper and a software quality

engineer? Both are focused on initiative, identifying

small changes, working alone and on a team, technical

expertise, and a complete understanding of the

environment in which they operate.”

Storlie recommends that for HR and talent

management professionals to fully understand

veterans’ skill sets ask them to talk about their most

challenging day in the military. “Have them paint you

a picture of the conditions, what they were assigned

to do, the problems they faced, and how they

successfully completed the mission,” says Storlie. “As

they tell their story, look for instances of creativity,

leadership, independence, initiative, and technical

expertise.” These “hidden” skills may well lead to

a variety of potential positions and capabilities that

are needed in the organization. “When you look for

those hidden skills,” says Storlie, “you will find the

leader you need in your organization.”

MILITARY-SPEAK CIVILIAN-SPEAK

http://www.onetonline.org/

http://www.onetonline.org/crosswalk/MOC/



Military-to-Civilian Transition ChallengesIn an interview with Stars and Stripes (McCloskey, 2012),

Tom Tarantino, legislative director for Iraq & Afghanistan

Veterans of America observed that “people in the

military do things [in their 20s and 30s] their civilian

peers won’t do until their 30s or 40s.” This can make the

transition from the military to civilian life and work more

challenging for some veterans.

Amy Wittmayer, director of the MBA Career Management

Center at the University of North Carolina Kenan Flagler

Business School, witnessed such transition pangs with

a recent female MBA graduate, a top student and a

member of the university’s veterans club. “She was better

qualified than many other MBA graduate students,”

Wittmayer notes. “But she returned from an internship

quite disillusioned. When she was in the military, she had

led thousands of people and was in charge of a million-

dollar supply budget, yet in her internship, she found

herself stuck in a cubicle running reports. It took time

for her to adjust to the idea that she would have to go

through the same ropes as everyone else in the program

to prove her worth.”

Veterans from all levels of the military can find the

transition difficult. In terms of career placement, the most

senior officers to young vets can “feel like they’re being

demoted,” says Patty Sauka, a career coach with VA for

Vets. She estimates that about half of the veterans she

coaches take whatever job is available just to get their

foot in the door. The other half won’t take anything

less than the position level they held in the military

(McCloskey, 2012).

HR and talent development professionals can help

veterans navigate these career transitions by applying

the same methods they use with other workers to align

expectations and assumptions about the organization—

by clearly communicating job responsibilities and

performance expectations from the recruiting phase on,

and explaining the organization’s promotion policies and

timelines. Employers like AT&T have launched employee

resource groups that can help veterans network with

other veterans to help ease military-to-civilian transitions.

Tips for Transitioning from the Military

1. Attend a Transition Assistance Program (TAP) workshop. These three-day workshops

on career exploration, job search strategies,

resume and cover-letter writing and interview

preparation are sponsored by the federal

government and held in locations throughout

the United States. New veterans must take

advantage of these workshops within 180 days

of their separation from the military.

2. Think about transferrable skills. Veterans

should work on translating what they did in the

military into civilian terms.

3. Find military-friendly employers. Employers

are striving to become more military-friendly,

particularly as they realize the long-term benefits

of hiring and retaining veterans. Proctor &

Gamble, The Home Depot and GE are just a

few of the companies with military-friendly

reputations, as are employers who are members

of the “100,000 Jobs Mission”.

4. Adjust from military to corporate speak. A

key to getting that first job outside of the military

is fitting in. Veterans should avoid military jargon,

use civilian time and drop “sir” and “ma’am.”

5. Find recruiters who focus on military-to-civilian transitions. Firms that specialize in

these transitions include Lucas Group and

Bradley Morris.

6. Play up your strengths as ex-military. Play up

the assets former military are known for—like

leadership and teamwork abilities.

7. Network, network, network. Reach out to

veterans who have successfully transitioned into

the private sector and network with them.

Source: Lin, n.d.



51

Employee resource groups (ERGs) are often formed to allow employers to gather

information on the demographic cohort represented by the group. ERGs help

attract and retain talent; identify new customer markets; build relationships in the

community; and improve supplier diversity. ERGs for veterans are no exception.

Employers, which have no ERGs in place, will discover that a veteran ERG is a great

way to start because it can easily include all segments of the employee population.

AT&T launched its veterans’ ERG in 2006, after a series of mergers and acquisitions

had caused a previous veteran ERG to flounder. The group is open to all AT&T employees and

retirees (no need to be a veteran to be a member), and helps support AT&T’s commitment

to diversity; promotes understanding of the sacrifices and contributions made by vets; and

serves as an information source and support for AT&T employees called into service or who

have family members serving in the military. The group also manages community outreach

events and fosters relationships with other veteran-focused organizations. In addition, the

3,500-member group helps out at job fairs and serves as volunteer job search advisors.

Source: Hastings, 2012.

Example: AT&T

Good for the Bottom LineIt may take a little more time to acclimate newly

separated military personnel to the civilian workplace,

but it appears to be worth it. A recent poll by the Society

for Human Resource Management (SHRM) found that

more than 90 percent of HR professionals agree that

veterans bring a strong sense of responsibility to their

work, show strong teamwork under pressure, have

a strong sense of professionalism, are able to see a

task through to completion and are adaptable—all

highly desired attributes HR and talent management

professionals seek (Curtis, 2012).

Another recently released study by the Center for a

New American Security found that while 30 percent of

employers said they hired veterans “because it was the

right thing to do,” the majority hired them because it

was good for their bottom line. Seventy percent of the

study participants said veterans had good leadership

skills, purpose and motivation. Further, about half of

the executives in the survey said they had been

impressed with the trustworthiness, dependability,

integrity and maturity exhibited in veterans they had

hired (Zoroya, 2012).


Executives at Amazon.com have embraced veterans because of their

logistical know-how and “bias for action,” and as a result, 25 percent of

their new salaried employees in 2011 were ex-military. Young former junior

officers are particularly attractive to Amazon because they are well educated and are (literally)

battle-tested.

Amazon’s penchant for hiring veterans actually began without a plan and without a sense

of patriotic duty. Amazon realized in the 1990s that it had unintentionally hired a number of

former officers to run its warehouses, where logistics skills are highly sought. By 2010, it had

formalized its veteran hiring program. Today, Amazon conducts its own military recruiting

(rather than working through an outside hiring agency) and has its own dedicated military

recruiting website. Amazon has even minted a service coin similar to military medallions

commanders give out as tokens of appreciation. Amazon’s coin has the logos of the branches

of the U.S. military on one side and Amazon’s logo on the other.

Source: Lashinsky, 2012; Smith, 2012.

Example: Amazon.com

Employers who hire veterans find that it is a win-win

situation for all involved. HR and talent managers

interested in launching a program dedicated to hiring and

retaining veterans in their organizations can begin the

process with the following steps:

1. Get support from senior leaders.

2. Use existing resources to find veterans.

3. Welcome veterans into your organization.

4. Offer flexibility, enhance employee assistance

programs (EAPs), and establish veterans’ employee

resource groups.

1. Get support from senior leadersAll successful programs require support from senior

leaders, and a program dedicated to hiring and retaining

veterans is no exception. HR and talent management

professionals should be prepared to make the business

case as to why their organizations would benefit from

a veterans hiring program. The business case should

include an overview about what other HR and talent

management professionals have realized through their

own veteran hiring programs (using the information

contained in this white paper), an identification

of challenges with possible solutions, a return-on-

investment (ROI) analysis and an explanation of how the

program links to organizational goals.

2. Use existing resources to find veteransDespite the fact that there are a number of job boards

and online resources available to veterans looking for

jobs, few HR and talent management professionals seem

to take advantage of these resources. A recent SHRM

survey found that only 13 percent of respondents said

they were very familiar with where to find veterans. They

are out there, however, and can (and should) be found.

In addition to online resources (see “Online Resources

for Recruiting Veterans” on page 53), SHRM offers the

following suggestions for finding veterans:

• Seek out local representatives from the Employer

Support of the Guard and Reserves (ESGR). Local

connections can be found through the ESGR website

(www.esgr.com).

Recruiting and Retaining Veterans



53

• Host a booth at job fairs specifically for veterans

and their families (don’t forget virtual job fairs like

Milicruit.com).

• Network at local military community centers (these

centers often have services that help connect veterans

with local employers).

• Advertise at local college and university career centers,

many of which offer programs for their veterans.

• Advertise in military-focused publications like the

Military Times and USAA Magazine.

• Use social media outlets like LinkedIn, Facebook,

Twitter, and Armedzilla.com. LinkedIn hosts more

than 250 military-related groups, some of which

allow job postings (Curtis, 2012; White House

Business Council, 2012).

In addition, the U.S. Department of Labor offers an

online publication, The Veteran’s Hiring Toolkit, as part

of its “America’s Heroes at Work” program. The toolkit is

designed to help employers through the process of hiring

veterans. It is available for download at: http://www.

americasheroesatwork.gov/forEmployers/HiringToolkit/

(Burnell, n.d.).

3. Welcome veterans into your organizationThe welcoming process begins at the recruiting phase;

let veterans know your organization is “military friendly.”

For example, veterans appreciate flexible work options, so

if your organization offers them, include that information

in your job advertisements. Many businesses have

established employee resource groups for veterans—let

veterans know that as well.

If your organization is unfamiliar with the military, now

is a good time to become more educated. This could

be accomplished through brown bag lunches where

employees who are veterans talk about their military

experiences, offer some “translations” for military

nomenclature and answer questions. Taking the time to

help other employees become more familiar with

the military will create a more welcoming atmosphere

for newly hired veterans.

Online Resources for Recruiting VeteransThere are so many online resources available to help

HR and talent management professionals connect

veterans with job opportunities that it can become

overwhelming. To help HR and talent development

professional focus their search, the White House

Business Council recommends the following

websites:

• Army Career Alumni Program (ACAP):

https://www.acap.army.mil/employers.aspx.htm

• Employer Partnership of the Armed Forces:

https://www.employerpartnership.org/

• National Resource Directory:

http://www.nationalresourcedirectory.gov/

employment

• VetSuccess:

http://www.vetsuccess.gov

A welcoming atmosphere is crucial to the interview

process. HR and talent management professionals

should understand the military occupational skills that

correlate with the job before interviewing a veteran;

these can be obtained through O*Net. They should

also be sure to thank veterans for their service at the

beginning of the interview.

Veterans are taught in the military to be modest about

their accomplishments (it’s all about teamwork), and

it may be difficult for them to talk about themselves

during an interview. They are also taught to present

themselves to others with eyes forward, backs straight,

and to address others as “sir” or “ma’am.” HR and

talent management professionals should be prepared for

these kinds of possibilities when interviewing vets and be

coached on ways to make veterans more at ease (e.g.,

encouraging them to speak freely and to address the

interviewer by his or her first name, if appropriate). And

Recruiting and Retaining Veterans

http://www.americasheroesatwork.gov/forEmployers/HiringToolkit/

http://www.americasheroesatwork.gov/forEmployers/HiringToolkit/

https://www.acap.army.mil/employers.aspx.htm


https://www.employerpartnership.org/

http://www.nationalresourcedirectory.gov/

http://www.vetsuccess.gov


if “military-speak” begins to dominate the interview, hiring

managers should be coached on how to ask clarifying

questions to understand better how the veteran’s military

experience applies to the job at hand.

4. Offer flexibility, enhance employee assistance programs (EAPs) and establish veterans’ employee resource groupsHR and talent management professionals can support

veterans by expanding or modifying some existing

programs that may already be in place in their

organizations. A 2011 SHRM/Family Work Institute

report makes the following recommendations:

• Enhance EAPs to include specific support for veterans

and their families, such as managing stress, and caring

for veterans after an injury or trauma.

• Provide benefits to veterans that enhance their financial

well-being. For example, Capital One has a Disaster

Recovery Grant program that helps employees who

experience sudden misfortune.

• Offer workplace flexibility programs. Veterans

undergoing medical treatment for injuries or who are

adjusting to civilian life may need added flexibility.

• Offer additional sick and vacation leave so veterans can

leave for separation and reunion events.

• Start an employee resource group for veterans

(Maurer, 2011).

Organizations can support veterans by offering mentoring

programs and phase-in programs that allow vets to start

part time and gradually increase their work hours

(Maurer, 2011).

CSX plans to hire 3,000 people in 2012, including approximately 1,000

veterans. The organization has a long-standing commitment to hiring veterans

and reservists – nearly one in five CSX employees has served in the military. CSX

also supports employees engaged in the National Guard or active Reserve by

extending salary and benefits to employees called up to active duty.

Not surprisingly, CSX is recognized as a military friendly company. It is the recipient of the

2012 Distinguished Service Award from the Military Officers Association of America, and is

one of CivilianJobs.com’s Most Valuable Employers. CSX also is the only two-time winner

of the Freedom Award from the Employer Support the Guard and Reserve, and is regularly

among the top three companies in G.I. Jobs’ Top 100 Military Friendly Employers. Below is a

brief Q&A with Jennifer Burnett, AVP - Talent Acquisition at CSX Transportation:

What are the benefits that CSX receives from hiring soldiers/veterans?

Veterans make our business better by bringing accountability, teamwork and commitment

to their civilian jobs, just as they do in the military. Our military employees take pride

in achieving excellence in all that they do. We also have found there are many parallels

between the military and CSX environment as it relates to the need to work safely, to

adhere to rules and procedures, to perform work with a high level of precision, skill and

attention to detail, and the willingness to work in a physically demanding environment.

Example: CSX



55

How does CSX assist veterans in identifying the right job fit and making the transition to civilian work?

We understand the challenges of moving from a military to a civilian career and we want to

make that as smooth a process as possible. We begin by being very active and involved

in the military communities and connect with individuals even before they leave the service.

We have dedicated recruiters who are military veterans themselves, who visit bases and

military facilities and talk to service men and women about searching for jobs, writing their

resume, and interviewing.

We consult with them on some of the challenges they may face. Our representatives

provide this guidance not just for the sake of attracting people to CSX, but simply to share

our knowledge and experience in order to help military veterans successfully obtain a

position at any company.

With regard to our own recruiting efforts, we provide resources on our career site just for

military candidates, including a job match tool that shows them how to relate their military

experience to railroad jobs.

CSX is also strengthening our on-boarding process for military veterans by

providing support from many areas of our company, including our

Military Affinity Group, made up of CSX employees who can

serve as mentors and coaches. We also understand that

many people will still serve in the Guard and Reserves

and we support them in many ways, especially

should they be called into active duty and/or

be deployed.

Overall, for CSX, hiring and retaining military

veterans brings great value to our business,

for those individuals, and for our country.

Source: J. Burnett, Email exchange, June 19, 2012

Example: CSX (continued)


ABC News staff (2012 February 13). G.E. to

hire 5,000 vets, expand aviation operations.

ABC News. Retrieved from http://abcnews.

go.com/blogs/business/2012/g-e-to-hire-

5000-vets-expand-aviation-operations/.

Burnell, S. (n.d.). The business case for

hiring vets. ForbesCustom.com. Retrieved

from http://www.forbescustom.com/

DiversityPgs/HiringVetsBusinessCase.html.

Burnett, J. Email exchange. June 19, 2012.

Curtis, S. (2012). Support from Behind the

Line: 10 Steps to Becoming a Military-ready

Employer. SHRM. Alexandria: Va.

Facebook (n.d.). 100,000 Jobs Mission.

Retrieved from http://www.facebook.com.

G.I. Jobs staff (n.d.). G.I. Jobs 2012 top

military friendly employers. G.I. Jobs.

Retrieved from http://www.gijobs.

com/2012Top100.aspx.

Hastings, R. (2012, February 14).

Employee resource groups for

veterans deliver results. SHRM Online.


hrdisciplines/diversity/articles/pages/

employeeresourcegroupsforveterans.aspx.

Jones, B. (2010, January 25). Attn

employers! Find out why hiring veterans

makes cents. Veterans Today. Retrieved

from http://www.veteranstoday.

com/2010/25/10-top-reasons-to-hire-

veterans/.

Lashinsky, A. (2012, May 7). How Amazon

learned to love veterans. CNN Money.

Retrieved from http://tech.fortune. Cnn.

com/2012/05/500-amazon-veterans-hiring/.

Leonard, B. (n.d.). DOL programs help link

military veterans with jobs. SHRM Online.


hrdisciplines/staffingmanagement/articles/

pages/cms_021172.aspx.

Lin, L. (n.d.). 7 secrets for successful

military transitions. Military.com. Retrieved

from http://www.military.com/veteran-jobs/

career-advice/military-transition/secrets-

for-successful-military-career-transition.

html?ESRC=careers.nl.

Maurer, R. (2011, November 11).

Employers urged to embrace veterans;

report details innovative ways. SHRM

Online. Retrieved from http://www.shrm.

org/hrdisciplines/benefits/articles/ pages/

embraceveterans.aspx.

McClatchy Tribune News Service staff

(2012, May 7). Finding work proves harder

for veterans. herald-review.com. Retrieved

from http://herald-review.com/news/

national/finding-work-proves-harder-for-

veterans/article_1e3ff1e2-9096-11e1-

b4d8-0019bb2963f4.html.

McCloskey, M. (2012, February 10). Vets’

transition often includes perceived step

down. Stars and Stripes. Retrieved from

http://www.military.com/news/article/vets-

transition-to-civilian-jobs-often-includes-

perceived-step.html.

McIlvaine, R. (2012, February 29).

Employers commit to hiring vets,

wounded warriors. U.S. Army News

Service. Retrieved from http://www.mil/

article/74880/Employers_commit_to_

hiring_vets_wounded_warriors/.

Msnbc.com staff (2012, March 13). Disney

says it plans to hire 1,000 military veterans.

Msnbc.com. Retrieved from http://usnews.

msnbc.com/_news/2012/03/13/10673919-

disney-says-it-plans-to-hire-1000-military-

veterans?lite.

Mulrine, A. (2008, November 19).

America’s best leaders: U.S. junior officers,

military. U.S. News. Retrieved from

http://usnews.com/news/best-leaders/

articles/2008/11/19/americas-best-leaders-

us-junior-officers-military.

Rafferty, H. (2012, May/June). The

CivilianJobs.com 2012 most valuable

employers (MVE) for military. CivilianJobs.

com. Retrieved from http://www.

civilianjobs.com/May.Jun2012_mve_

military_ friendly_companies1.htm.

Rogers, K. (2011, June 27). Hiring vets a

“win-win.” Fox Business. Retrieved from

http://www.foxbusiness.com/personal-

finance/2011/06/27/hiring-vets-win-win/.

SHRM Online staff (2012, March 22).

Jobless rate soars for many recent

veterans. SHRM Online. Retrieved from

http://www.shrm.org/hrdisciplines/

staffingmanagement/articles/pages/

joblessnessforrecentveterans.aspx.

Smith, A. (2012, February 28). EEOC

revises two guidelines concerning vets

with disabilities. SHRM Online. Retrieved

from http://www.shrm.org/legalissues/

federalresources/pages/twoguidances.aspx.

Stover, R. (2011, November 11). Why I hire

vets. Inc. Retrieved from http://www.inc.

com/randy-stover/why-i-only-hire-veterans.

html.

White House Business Council (2012).

Guide to Hiring Veterans. White House

Business Council. Retrieved from http://

www.whitehouse.gov/site/default/files/

docs/white_house_business_council_-_

guide_to_hiring_veterans_0.pdf.

Zoroya, G. (2012, June 11). Hiring veterans

is good business, study reports. USA Today.

Retrieved from http://www.usatoday.

com/money/economy/2012-06-11/hiring-

veterans/55528990/1.

ConclusionWe have been honored to have fine men and women

voluntarily put their lives on the line to serve our country.

HR and talent management professionals have a rare

opportunity to tap into the skills military veterans have

refined in the most difficult of circumstances. Veterans

have learned and put to use outstanding leadership and

technical skills—skills that they are willing and able to give

back to the private sector. HR and talent management

professionals will find that hiring these fine men and

women not only helps our country but helps their

organizations as well.


57


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