We all face challenges that seem beyond our abilities. CSX recently faced an onboarding challenge to open a state-of-the-art intermodal rail terminal, and hire and train terminal management and labor to safely operate dangerous lift equipment, all within a six-month window. Sometimes the solution is elementary; the methodologies we first learned as trainers are often still the most effective — especially in situations where there is little flexibility and absolute fluidity is required. A blended team of trainers, continuous process improvement managers, regional safety managers, and terminal management not only opened the Terminal on time, but did it safely and effectively.

Participants in this case-study session will learn how to use the ADDIE model to quickly assess the gaps between what is and what should be, and rapidly create an effective successful blended-learning solution that is repeatable and sustainable for follow-on training evolutions.

In this session, you will learn:

• How to use the ADDIE model to create a training plan
• How to bridge the gap between what is and what should be
• How simple task analysis requires less revision along the way
• How to create a training team where one did not exist before
• How to create an effective yet flexible training plan
• How to survive the elements and keep your sanity in a challenging environment
• How to plan for the future while solving present challenges

Audience: It is helpful if participants are familiar with the ADDIE model, Bloom's Taxonomy, and Gagne's Nine Events of Instruction. This session is suitable for anyone faced with a training dilemma.

Courses and training programs call on a diverse collection of assets, including textbooks, training manuals, videos, PowerPoint presentations, and live speakers. Pulling all these assets into a coordinated learning platform presents opportunities and challenges. Are there cost-effective and scalable techniques to quickly assemble high-quality courseware from disparate content? A cost-effective and scalable eLearning solution is to add multimedia, interactivity, and assessment to a digital version of a textbook or training manual.

Participants in this session will learn about a collection of indispensable tools for writers and instructional designers in the digital domain. You’ll learn the top-five techniques required to produce engaging, effective, accessible, multimedia courseware usable in printed or digital format.

In this session, you will learn:

• How to assess the suitability of source text
• How to find solutions for non-optimal layouts
• How to plan digital assets
• How to deal with divergent print and digital editions
• How to keep learners on track regardless of format
• How to select tools for digital output

Audience: Novice to intermediate participants. Hands-on production of training materials is useful, but not required. This session is suitable for CLOs and training coordinators, as well as instructional designers.

Getting leadership to buy into the idea of using social media tools, or even beginning an online learning program can be challenging. They often believe the learner: 1) Doesn't have the technology, 2) does not know how to use the technology, or 3) is of a generation that doesn't like technology. Even though performance-based evaluations tell us that face-to-face training, in the traditional sense, doesn't “stick” and is expensive, leadership still gravitates to this familiar learning delivery system.

Participants in this session will get solutions to addressing this challenge. Connecting with leaders by using a blended-learning solution to business strategies and goals will help increase senior leadership buy-in. You’ll also learn how to use the survey data to engage leaders as business partners in order to gain support.

In this session, you will learn:

• How to create leadership buy-in of blended learning solutions
• How to engage leadership as business partners
• How to dispel the myths about front-line workers and their fear of technology
• Ways to implement blended solutions within the organization

Audience: Participants should have working knowledge of blended learning techniques and social media tools. They should come prepared to think creatively and differently about learning in the 20th century.

What worked five years ago isn’t necessarily working today. If you don’t change with the times, you run the risk of no longer being relevant to either your learners or your business partners. This is a challenge that most learning departments face today. This session will offer techniques for transforming learning, staying relevant, and improving relationships with key stakeholders.

Participants in this case-study session will learn how Canadian Tire’s Learning Solutions team is expanding their role to become strategic partners with their corporate clients. They are working to move their clients from saying “I need an eLearning lesson” to “I need your help in building a solution to support my business goals.” Looking at some pivotal projects from the past year, you will see demonstrations of how they are moving to provide a broader range of solutions, at a lower cost, and with shorter timelines. You’ll learn tips for enabling this transformation.

In this session, you will learn:

• How to partner with other solution providers to expand your offering
• The benefits to saying “yes” to opportunities outside your comfort zone
• Techniques for aligning training to business focus areas to stay current and relevant
• How to adapt processes to become streamlined and cost effective

Audience: Intermediate-level participants with internal stakeholders who are concerned about cost and efficiency.

Social Learning brings a lot of opportunity and challenge to the table when it comes to learning. Are your employees blocked from interacting on Facebook or LinkedIn due to a firewall and legal department? Is your learning content static and non-engaging? Does your organization nurture a true learning community? Are you interested in leveraging the knowledge of multiple subject matter experts, with minimal effort and cost? If you answered “yes” to any of these questions, this session is for you.

This session will show participants how to make eLearning accessible, encourage participation from various users, and provide an interactive platform. This is easy to do through the synergy between Microsoft SharePoint and Articulate Rapid eLearning. SharePoint extends the life of your learning courses by incorporating threaded discussion forums, Wikis, and document libraries, all tied to your eLearning module in real time. You’ll learn how to connect SharePoint Web services with Articulate training modules, thus creating a dynamic learning environment. Participants with SharePoint and Articulate skills will learn how to employ a tool they can use immediately at their workplace.

In this session, you will learn:

• How to incorporate outside Web services into Articulate courses
• How to apply different SharePoint Web parts to your particular training needs
• How to familiarize yourself with different options to make your training material more compelling
• How to create dynamic data sources
• How to maintain and administer the data sources you create

Audience: Intermediate to advanced participants with some Articulate presenter knowledge.

Color should be an integral part of your learning designs … but is often the last consideration. However color can change a person’s mood, open them to receive learning, and help them remember what they learn.

Participants in this session will learn why the poor use of color can result in lack of excitement and in lost retention. You will learn to use colors to enhance your courses and make them more effective.

In this session, you will learn:

• The meanings behind colors
• How to determine the best use of color in eLearning
• How to identify contrasting colors
• How to apply color creatively and effectively
• How to effectively use graphics to create color schemes

Audience: A basic knowledge of instructional design principals.

Online learning still has a bad reputation within many organizations due to the lack of interaction. Page-turners, or “Next” types of interaction, are not engaging and will not return the learning outcomes you most likely have set for your education programs. All instructional designers need to create education on a tight timeline, and most organizations end up with a lot of content online with little connection to actual learning.

Session participants will learn how to using Captivate 5's variables and layering interaction to achieve connecting content. You’ll learn to quickly and easily maximize learning outcomes using Adobe Captivate 5's easy variable developer and layering content.

In this session, you will learn:

• Adobe Captivate 5’s variable abilities
• The steps to creating a variable
• The steps to layering variables to create more in-depth interaction
• Accessible resources to assist with development

Audience: Novice-to-intermediate participants who want to learn tips for using Captivate to build interactivity into their courses.

In the 2010 eLearning Guild study, Getting Started with Learning Management Systems, only 62% of respondents said their LMS lives up to vendor promises, while 13% plan to abandon their current LMS. How do you switch to another LMS, ensure that you choose the right vendor, coordinate the migration to the new platform, and integrate with your existing systems? If you are migrating instructor-led content to online or revising legacy online content, how can you integrate effective Adult Learning theory with the latest technology to ensure a successful migration and a positive learning experience for your training community?  

Participants in this case-study session will learn how DMA migrated to a new LMS. You’ll see how they converted instructor-led learning experiences for online delivery, and get practical advice and a checklist for vendor selection and platform evaluation. You’ll discover the “tips and tricks” that ensure integration and user migration is handled effectively, and see demonstrations of the new DMA online learning platform and course samples.

In this session, you will learn:

• How to perform vendor selection and system evaluations
• How to switch from a existing LMS to a new platform with minimal user disruption and vendor cost
• How to avoid “settling for mediocrity” in online learning
• How to “convert” instructor-led current or legacy content into effective online learning experiences
• How to manage, launch, and deal with things that are out of original project scope

Audience: Novice-to-intermediate participants with a basic understanding of eLearning and learning management systems.

The use of text-on-PowerPoint is still far too pervasive in the eLearning environment. Most people still fall prey to using too much of this art form. If a picture is worth a thousand words, why do we insist on putting those thousand words on our slides? This session looks at a graphical approach that enhances the learner experience. The Pecha Kucha model allows a creative, meaningful way to harness learner knowledge through audio and graphics. Pecha Kucha does not allow any text – only graphics in twenty 20-second audio sound-bites for an eLearning environment. This graphical, short-duration-to- content delivery focuses the learners’ recall and enhances their retention contributing to higher levels of performance improvement.

Participants in this session will be creating a Pecha Kucha in a team environment! Come learn how to use this model for your eLearning.

In this session, you will learn:

• How to turn social knowledge into a meaningful learning experience
• How to create focused, powerful eLearning with simple resources
• How to create eLearning that grabs learner emotion for high recall on the job
• How to rapidly turn around eLearning content How to create interactive eLearning without a mouse
• How to inspire learners about eLearning beyond just completing a module
• How to develop eLearning as a team experience

Audience: Novice-to-intermediate participants should know how to use PowerPoint and Audacity, Articulate, or Captivate and how to record audio. While you’ll get a “library” of topics and graphics from the presenters, you may wish to come prepared with your own topics and graphics. Participants are encouraged to bring a laptop and mic/headphones to the session. 

By combining the effectiveness of complex branching simulations with the power and access of tablet devices, trainers now have an option to reach their targeted audiences wherever they may be. However, mobile is not a panacea. When designing learning solutions, developers and trainers must consider the overall experience they need to provide to their participants and incorporate mobile where it can best serve what they want to achieve and the needs of the audience.

This session will introduce participants to the Experience Design methodology, an approach that focuses on both the engaging student experience and the organizational experience that results from the blend of activities. Further, you’ll learn how to appropriately incorporate mobile simulations into the mix, and some strategies for efficient use. You’ll learn the concept of Micro Learning Simulations, shorter simulations that you can effectively deploy to tablets utilizing existing resources or assets without duplicating efforts. This approach provides a framework for thinking about Mobile as part of the overall learning portfolio, rather than as a solution in and of itself.

In this session, you will learn:

• The Experience Design methodology for considering both individual and organizational experience
• How to determine which modality is appropriate for what learning objectives
• How to design Micro Learning Simulations that are a good fit for tablets
• How to utilize existing assets to move to mobile; and how to go from mobile back to other modalities

Audience:
Intermediate to advanced designers and developers with some experience implementing or development training programs.

Tablets are the hot new platform to develop learning on … but there is little research or evaluation on how you can use these devices learning … especially when teaching languages.

Session participants will learn an approach for assessing whether the iPad is a supportive language-learning platform for reading, listening, speaking, and writing functions. You’ll learn about various study methods and different applications that are available for teaching languages.

In this session, you will learn:

• The advantages and disadvantages of using iPad by language learners.
• What language-learning students say about using iPads
• The iPad utility apps available for learning

Audience: Novice-to-intermediate participants. Previous use of iPad and apps would be helpful.

One of the most widely used instructional activities for online and blended learning environments is the asynchronous online discussion, however it is also one of the least understood components. People utilize online discussions more for lower-level thinking skills such as remembering and understanding than for higher-order skills such as analyzing, evaluating, and creating. To benefit from this course discussion component we must address a three-fold issue how do we develop discussion questions, as well as how do we design and deliver assessments of students’ responses.

This session will provide solutions to each of the issue areas. Participants will get a practical guide to developing questions that encourage higher-order thinking skills along with real-world examples. You’ll learn a framework for developing sound assessments of discussion questions, and get demonstrations of technological tools to aid in the delivery of these processes and their applications.

In this session, you will learn:

• How to design discussion questions that encourage higher-order thinking skills
• The technologies that support the question-design process
• The technologies that support the assessment design process
• When you should assess discussion questions in terms of both summative and formative measures
• How to design simple and effective assessment tools

Audience: Intermediate-level participants should have general knowledge regarding Bloom’s Taxonomy, the instructional design process, online course delivery and pedagogy, and LMS navigation.

Many training teams can provide services that improve workplace effectiveness and process improvement within their organizations. But stakeholders are often unaware of the services training team’s offer beyond developing and delivering training, so training is rarely called upon to help. Without effective marketing of training programs, learners tend to view training as being “dumped” on them and can become resentful, and/or are unaware of the existing training that will benefit them in their jobs.

The first session segment focuses on the necessity of marketing the training team and its products and services. Participants will see various innovative marketing solutions that you can take home to showcase your own team. The second segment focuses on how to market the training team’s deliverables to learners. You’ll see ADDIE process maps that highlight where you should conduct the marketing element, thus ensuring marketing is a component of training development. Participants will walk away from this session with tools (fresh, unique, and useable ideas) that can easily be implemented within a week of returning to work. Learning techniques for properly marketing their team’s skills and ability ensures that the team becomes an integral and necessary part of the organization.

In this session, you will learn:

• The importance of marketing your team as well as your deliverables
• How to place a marketing strategy in the training development process
• The key stakeholders to market your team and product
• Innovative marketing solutions to take home

Audience: Novice-to-intermediate participants should have a basic knowledge of training development.

PLNU is a private non-profit university with a traditional approach to teaching and learning. On this faculty-governed campus there was resistance and skepticism regarding online or hybrid courses – faculty felt classes in these types of formats would necessarily lack rigor and quality.

Participants in this case-study session will learn how PLNU implemented a faculty-development program called Technology Integrated Learning Environments (TILE) to help faculty understand what it means to bring instruction into an “online” environment. They offered a six-week faculty development program in a hybrid format to help faculty transition from lecture-based strategies to technology-rich and student-centered pedagogies that make use of online learning environments while maintaining a strong sense of community. This unique faculty-development opportunity focused on using technology to support learning outcomes and provided a high level of engagement for students. You will learn about delivery mechanisms, development timelines, deliverables, and lessons learned.

In this session, you will learn:

• The key elements of the TILE program that contributed to its success
• How to design a similar faculty development program as relevant to your university
• The steps for implementing a program like TILE at your own university.

Audience: Novice participants should be familiar with a “university culture” and understand the unique problems that come with helping faculty develop themselves as teachers.

Scenario-based assessments can be an effective form of evaluation since they represent job-related application of knowledge and skills that can span time, space, people, tools, and various job features. When carefully designed, they can also provide instructors, instructional designers, and other stakeholders with valid units of performance analysis.

This case-study session will show suggested methods and demonstrate the application of the techniques of a Web-based training program developed for the Florida Department of Transportation that utilizes micro-scenarios, interactive simulations of roadways, task-centered quizzes, and 3-D characters as virtual mentors to guide the learners.

In this session, you will learn:

• How to create assessment scenarios, beginning with a task analysis
• How to identify the performance claims to be made based on target knowledge and skills
• How to create the story and characters
• How to identify the sequence of events that provides sufficient guidance to users while increasing validity
• How to use basic tools to manage the process

Audience: Novice-to-intermediate participants.

Orientation and onboarding requirements can vary greatly, depending on your business. A hospital must provide caregivers with very specific education before they can care for patients. Orientation is a long process that can require weeks or months before the caregiver is fully comfortable in his or her role.

Participants in this case-study session will learn how dedicated online resources were set up to assist new clinical hires and existing staff in referencing the information needed for patient care and education. You’ll learn how the hospital set up a Nursing Portal SharePoint-site as a performance support and eLearning tool, as well as a comprehensive information and resource repository allowing the staff to learn and professionally develop at their own pace. Time spent in lecture was reduced, allowing more time to focus on the essentials.

In this session, you will learn:

• Why utilizing in-house resources provides a better, safer healthcare environment
• How to structure online resources so your new hires and staff can optimize them
• How utilizing an online environment in addition to live sessions provides a richer, more comprehensive orientation
• How you can use a portal as a tool for supporting orientation as well as a resource for experienced staff

Audience: Novice participants should have a basic knowledge of instructional design; a healthcare focus is helpful but not required.

The ability to think and act strategically is valued by mid- and senior-level leadership in organizations. The ability to create a strategic training plan can help raise awareness of the value to the organization and help you position your organization for success in obtaining necessary resources to achieve its goals. Creating strategic training plans takes time, but with a ready template and a moderate amount of business knowledge, most managers and non-managers can develop strategic training plans. Strategic planning is typically not a course taught as part of an instructional design degree, leaving training professionals without the skills needed to effectively communicate from a business perspective.

This session will provide participants an overview of the knowledge and skills needed to create a strategic training plan. Such plans will help the training organization increase its value by aligning the mission, objectives, and goals of the training organization to those of the overall organization.

In this session, you will learn:

• The purpose of strategic training plans
• How to align organizational goals with departmental goals
• The benefits of creating a strategic training plan
• How to develop a simple and moderately complex strategic training plan
• Who you need to involve in the development of a strategic training plan

Audience: Novice-to-intermediate participants should come to this session with examples of their organization’s mission statements, values statements, and organizational goals. Only share non-proprietary information during the session.

A growing number of courses, devices, applications, tasks, and responsibilities compete for learners' limited attention. ELearning and training programs don’t need to compete – they can leverage multiple media to reach learners anywhere, anytime. Transmedia is a cutting-edge approach that can help with remediation and knowledge reinforcement.

Participants in this session will learn the origin of transmedia, and discuss the theory behind the use of multiple media to increase learner retention and cognitive flexibility. You’ll get a description of the transmedia principles that are most efficient for eLearning, and you’ll see examples of uses of transmedia for government training, strategic communication, community outreach, and corporate training. Each example will focus on in-depth analyses of how eLearning and training programs can directly apply concepts and practices that are relevant across media, devices, and platforms. The session’s focus will be on providing you with tips and methods you can try in your training programs.

In this session, you will learn:

• The definition and origin of transmedia
• The theory behind why our brains are hard-wired for transmedia storytelling, and why it will work for your training
• A practical method and framework for designing transmedia storytelling for eLearning and training
• Examples of transmedia approaches for strategic communication, eLearning, and community outreach
• How to create story worlds
• How to take advantage of social media

Audience: Novice participants interested in the use of various media to engage learners in a cohesive training experience.

How can you create an Alternate Reality Game (ARG) that generates enthusiasm and engagement on a very small budget, using technologies readily available to anyone? In this session, you will see an ARG called Operation Ethics Infiltration used at the 18th National Government Ethics Conference. The main purpose of the game was to encourage engaged conference behavior by rewarding conference attendees for participating in sessions, asking questions, immediately applying knowledge learned, and networking with fellow attendees. You’ll learn about the game's framework, a zero-budget marketing plan, and a simple model that any organization can use to enhance conferences and similar events.

Participants in this case-study session will get a transferrable model for an ARG that you can use in your organizations to create high-impact engagement and enthusiasm using readily available technologies on a tiny budget (Google SMS, conference calls, cell phone video, basic HTML, etc.). You will walk through the game design process, game play considerations, technological options, marketing, how to manage audience limitations, and the lessons learned.

In this session, you will learn:

• That ARGs are an effective way to create high-impact engagement and enthusiasm
• That cost need not be prohibitive to running an effective ARG
• That you already have access to the tools and technologies to create a successful ARG
• How to market and manage an ARG for a large or small audience
• What you need to consider when designing an ARG

Audience: This session is for all potential game designers, regardless of skill level or familiarity with the subject matter.

ELearning professionals must come up with creative ways to reduce costs during lean times. Repurposing and reusing learning assets can be an effective approach to cost savings.
 
During this case-study session you will explore the ways that AKCEL (Akron Center for eLearning) at The University of Akron has reused existing learning objects in order to maintain quality and lower development costs during recent funding reductions. You will learn how they repurpose eLearning assets for reusablity, and how this has reduced the cost of developing an eLearning product, without sacrificing quality. You will see how a video repository that the organization developed for easy access and delivery of video learning objects reduced costs.

In this session, you will learn:

• The rationale for developing eLearning assets at a granular level
• How AKCEL learned to repurpose learning objects out of necessity
• How a programmer can render learning assets to form a learning object
• About the projects that AKCEL has repurposed: how, why, and what

Audience: Intermediate eLearning developers and eLearning managers.

The move to mobile, immersive, social, and intelligent eLearning on the Web requires a new approach to learning data. Failure to find a way to easily and securely exchange data among new eLearning products and installed systems could become a serious barrier to the adoption of innovative eLearning products and business models. There is no adequate system today for exchanging data of this nature among disparate learning systems. There are attempts to patch several current content-portability frameworks to do the job. The LETSI Foundation has made a fresh start – a modern approach to learner data in a fully distributed world – an open ecosystem for learning. In cooperation with leading eLearning standards organization, LETSI has pioneered some new thinking and some exploratory projects.

In this session, participants will learn the limitations of today’s data and metadata frameworks, along with the new data requirements of immersive, mobile, social, and intelligent eLearning courses. You’ll learn the current approaches that SCORM, AICC’s CMI-5, and the IEEE eLearning standards are taking. You’ll also be able to ask questions about your own data integration situation.

In this session, you will learn:

Audience: This session is appropriate for all participants and deals with the issues of systems interoperability in a non-technical way.

There are numerous challenges when trying to provide top-quality education to learners in a time of organizational restructuring. The session offers a case study detailing the challenges and successes of building a simulation environment for laboratory technology students performing the clinical portion of their training within an organization.

This case-study session will provide the do's and don'ts of setting up a simulation environment, and will detail challenges specific to clinical training scenarios. Participants will see details of the process and will get the lessons learned. You’ll learn about both the hardware portion (the developing of the space and purchase of equipment) of the project development and the software portion (gaining buy-in from the existing staff, hiring more staff, and developing instructional materials under the new structure).

In this session, you will learn:

• The nuts and bolts of building a training laboratory from scratch
• Things to consider when transitioning a learning program from one model to another
• The challenges involved in engaging staff and developing instructional materials that fit the new model

Audience: Intermediate participants should have knowledge of blended learning situations and the tools utilized for these scenarios.

As a result of developing good management systems for scale, MSH, with funding from the United States Agency for International Development, has successfully scaled-up virtual program offerings supporting 3,700 health professionals using six languages from more than 70 low-resource countries around the world. These offerings build participants' management and leadership capacity to achieve organizational results.     

Participants in this case-study session will learn how MSH set up a management system that successfully assured high-quality facilitation, Web development, content adaption, and management training for new managers and support staff in order to offer up to 12 programs (often concurrently) per year in multiple languages. You will learn how they updated manuals; created a team of support managers and staff; developed a systematized approach to content management, course adaption, and translation; captured program improvements; and created a database to track and prioritize lessons learned, suggested improvements, and upgrades for future offerings.

In this session, you will learn:

• The elements of a successful virtual program-management system enabling scale-up of MSH’s virtual program suite
• How MSH managed translations and the adapting of program content to the local context
• How MSH trained and supported multiple project management teams during concurrent course offerings
• The lessons learned from this experience

Audience: Novice to intermediate participants knowledgeable about eLearning project management. Other organizations facing similar management or scale-up challenges in eLearning will find this session interesting.

Traditionally, over the decades, Help cards, Quick Reference cards, or Job Aids were used to assist in learning new tasks, or as refreshers for infrequently performed tasks. The mobile platform is perfect for these performance support tools, but the question is … how do you convert them to mobile and ensure their legibility and functionality?

Participants in this session will learn answers to a number of issues: How to format Help-card and other information for mobile devices so that information is legible and usable. Specifically, how do you handle the fact that most of these documents are in a tabular format that may not work well on a small device?  How do you edit content to reduce the amount of text needed to convey the message. How do you make mobile performance support tools interactive without much (or any) programming.

In this session, you will learn:

• How to format Help-card and other information appropriately for the mobile platform
• How to edit content effectively to reduce the amount of text needed
• How to make mobile performance support tools interactive
• How to add technological bells and whistles to increase usability

Audience: Novice participants should have a basic knowledge of HTML and Microsoft Word.

The role of the instructional designer is changing. Instead of developing learning materials, learning specialists are guiding, coaching, and supporting teams of subject-matter experts through the instructional design process. Instead of working on one or two projects, the typical learning specialist is now able to manage several project teams. High levels of employee and SME comfort with cutting-edge computer and network technologies – such as mobile technology, cloud computing, geo-coded data like Google Earth, personalized websites such as Facebook and Linked-In, semantic-aware applications, smart objects, and Web 2.0 technologies — also affect the way we can develop and implement learning solutions.

In this session, participants will learn how to use these technologies, as well as the rapidly growing number of user-friendly authoring tools, to enable subject-matter experts to develop and deliver quality, effective learning solutions. You’ll also learn how the use of Web conferencing tools and information-mapping environments enable project teams to work well across geographical and time boundaries.

In this session, you will learn:

• The effect of today’s changing workforce on instructional design
• How the evolution of traditional instructional design practices evolved into SME-driven authoring
• The inter-dependence between instructional design and instructional technology
• The core competencies required for the development of quality, effective blended learning offerings

Audience: Intermediate-to-advanced participants with at least one year or more experience in developing learning materials.

The rapid pace of business often makes the traditional needs assessment impractical. Companies sometimes are unwilling, or unable, to spend excessive amounts of hours and resources on comprehensive needs studies as part of their change-management initiatives. Additionally, the size and scope of many training projects doesn’t necessitate the need for a traditional, drawn out needs analysis. Unfortunately, this dilemma has left the corporate learning landscape littered with ineffective, directionless training programs.

Session participants will learn about the ANSWER Analysis, a model for a needs assessment that can keep pace with both business demand and rapid development technologies by avoiding the time and cost hassles associated with traditional needs assessments. You’ll learn how, using ANSWER, learning professionals will be able to expeditiously analyze complex employee and business development situations and create targeted solutions.

In this session, you will learn:

• How to facilitate a rapid analysis of organizational needs
• How to customize an analysis methodology to suit your work context
• How to produce a summary report of the analysis
• How to introduce an analysis methodology to your organization (one that can easily go viral)
• How to leverage a mobile tool to accomplish a needs analysis and produce a blueprint for moving forward

Audience: Intermediate participants should be familiar with the ADDIE model for instructional design and understand the basic concepts of traditional needs analysis, including job/task analysis and performance analysis.