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I am part of the inaugural class of both the CLO Academy and the CLO Institute and am summarizing my experiences to date through a comparison and contrast of the two programs for anyone that is considering attending either or both.

As I’ve said before, kudos to the founding members of both for elevating the status and visibility of the Chief Learning Officer role in organizations.  I am of the opinion that we are amidst a transformation in the way that organizations can use learning and development to enhance the performance of their company.  This isn’t done by putting people through more content and more training sessions - it’s done by giving people access to the information they need to succeed or helping develop new skills or mindsets for success.  Chief Learning Officers are the people to make that happen.

I’ll start the review with a bit of background.  The CLO Institute was the first to market.  I received word of it in November of 2005 and attended classes in January of 2006.  I heard of the CLO Academy in May of 2006 and attended the first class in September of 2006.

The CLO Institute was started and is heavily led by Doug Harward - the founder of TrainingOutsourcing.com.  This is an important detail as some of the content is influenced and benefits from his expertise.  The CLO Academy was started by the team at MediaTec Publishing; also the creators of Chief Learning Officer Magazine. 

Format - How the two programs approach the development of learning leaders

• CLO Institute:  The CLO Institute has different Learning Programs for participants to choose from.  They include a Certified Chief Learning Officer (CCLO), a Certified Learning Strategist (CLS) and a Certified Learning Architect (CLA).  Participants take classes according to which Learning Program they select.  Once all classes for a Learning Program are completed, participants must do a real-world project in order to be certified.  Currently all classes are conducted face-to-face although they mentioned that on-line classes will be held in the future.
• CLO Academy:  The CLO Academy also has choices to make.  Theirs are Certification Tracks [cannot embed a direct link] and are called Learning Leadership, Learning Effectiveness and Learning Management.  The CLO Academy begins with a 2.5 day face-to-face session (called a Colloquium) regardless of which Track is selected and then all following Track-specific courses are conducted on-line through a partnership with Capella University.

Content and Style

• CLO Institute:  The CLO Institute classes were that…classes.  We were instructed from 9-5 and then went to our respective hotels to return the next day.  This is not all a complaint, though.  In an environment where people are hungry for the knowledge I don’t think presentations are all that bad.  The classes were small enough that we could ask questions at any point. The advantage of this format is that we received a lot of great information. The CLO Institute helps learning leaders view and analyze learning as an investment; this requires a good deal of foundational content for participants and that’s what they provided.  The CLO Institute is where I was began to apply concepts such as net present value (NPV) and economic value added (EVA) to learning expenditures.  The disadvantage of their format was the lack of informal networking and peer-to-peer collaboration.  To their credit, the CLO Institute has since set-up a place on their site as an on-line resource for the community of past participants.
• CLO Academy:  The CLO Academy Colloquium was a very different experience from the first classes of the CLO Institute.  We were borderline sequestered on the sprawling campus of the Conference Center in VA.  I ate all of my meals with participants and faculty and joined them for drinks and conversation in the late evening.  For the informal learning and relationships between peers and with faculty, the CLO Academy has it nailed. Most of the CLO Academy was in a ‘case-based’ environment.  This was a term I heard there which basically meant we had an in-depth interactive case study that we were put into that mimicked a real company.  As I put in an earlier post, the components of the case study need a little tweaking in order to be completely relevant for a learning executive.  Once these are made I’m sure it will be much more satisfying for participants.  The great part about the case study, though, was that our stellar faculty rotated among teams and gave some insight into their roles and specific methodolgy.  I did take away some nuggets from their informal talks that were not directly related to the case study.The CLO Academy also had three formal lectures from the faculty.  I had many ideas validated in the lectures but the agenda was so tight that we only had time for about two questions total following each of the structured presentations.  Some faculty were available during evening ‘fireside chats’ and meals which provided an opportunity to ask follow-up questions but I would have preferred more time with them in the front of the room for a Q/A. In terms of content and new ideas, I haven’t gotten much (yet) from the CLO Academy.  In their defense, though, the Colloquium was to establish the basics that will be built on by the on-line Capella courses (which for me begin in January due to my vacation).  According to the literature, the purpose of the Colloquium was to “provide a solid foundation for the shift from tactical to strategic thinking.”  I think that the CLO Academy is making a dangerous assumption that all participants are walking in as tactical thinkers.  At least that is how the messages were delivered to participants - that we would make this transition to being strategic thinkers.  Even if this is true for the majority of participants, I don’t know that people want to be told so outright because most people would probably like to think of themselves as strategic. 

 Faculty

• CLO Institute:  The CLO Institute went for variety.  They want to expand the view of learning professionals to include CFOs, COOs, etc. so they brought that expertise into the classroom.  Our presenter for “Level 6: Beyond ROI” was a financial consultant that happened to know about learning expenditures.  She was on a mission to teach us to speak to CFOs and I appreciated that perspective.
• CLO Academy:  The CLO Academy went for star-power.  If you want to interact with and hear from some of the top CLOs and learning executives in the field, this is the place for you.  I had one-on-one conversations with learning executives from Microsoft, General Mills, IBM, EDS, EMC, Delta and Defense Acquisition University.

All in all, I felt that both programs were well worth my time and money.  They were both very different and each had their unique advantages.  I hope that the above review helps anyone trying to determine which to attend.  Please write with any specific questions if you’re still struggling with your decision or are just curious.

Days 2 & 3 of the CLO (Chief Learning Officer) Academywere excellent.  We spent most of our time working through a case study as teams in separate rooms while CLOs and Learning Executives rotated throughout the rooms.  At the end of Day 3 (a half day), all groups presented on their portion of the case as the facilitators observed and then gave their thoughts at the end.

The case study will need some tweaking before the next group of participants arrives but this was the first time it had been conducted - and something as complex as what they assembled is not easy to pull off the first time.  With some slight modifications it will be an outstanding exercise. 

We had another fireside chat on Evening 2.  This time there wasn’t a moderator.  There were several of the facilitators present and they all took turns asking questions and interacting with the group. 

I talked to all fellow participants and most of the faculty one-on-one at some point.  I was able to discuss some very specific topics I had questions about.  As with most conferences, the informal learning that took place between sessions is where I personally got the most value. 

As promised in a past post, I am compiling a compare/contrast look of the CLO Institute and the CLO Academy - it will appear in my next entry.

Want to know how other learning and development professionals would respond to your questions?

TDF (Training Director’s Forum) e-Net is a free newsletter put out by Training Magazine.  In each edition they ask for input from readers on a question posed by a reader.  The following edition will have some of the responses by individuals as well as some vendors. 

In today’s edition the topics were ‘Getting Managers Involved’ and ‘Sales Training Resources.’  One characteristic of collective group intelligence is that you have to sort out what works for you - I sometimes require a grain of salt as I read but I have found many useful nuggets in past issues.

Subscribe here if interested.

In a Chief Learning Officer magazine article titled “People, the Neglected Part of Technology”, author David Miller explains his perspective on how learning and knowledge management should be integrated with the implementation of new technologies, such as a new ERP package (i.e. SAP).  He even provides a specific statistic from the Gartner Group that says, “when 17 percent of the total program budget is spent on these initiatives the chances of success go up significantly.”

I found David’s points to be applicable beyond tech implementations and to all of organizational learning.  I like reading articles where I find myself subconsciously nodding my head in agreement as I read and that happened numerous times throughout this article.

David calls on the combination of the usuals for learning such as “telling the learner, showing the learner and letting them try” and adds to that the elements that will support the more informal channels that allow people to build on what was formally designed for them.  He suggests strengthening the network, cultivating communities of practice and providing just-in-time access to information that people can call upon at the moment it is needed. 

Doing the above creates what David calls a “culture of shared experiences” allowing organizations to capture the often elusive tacit knowledge of how work really gets done.  This results in people having access to the information they need as opposed to “sterile, clinical information found in manuals and training courses.”  This concept can be applied to any training, regardless of the topic.

Follow David’s advice and you’ve got the diverse learning and development portfolio that will do more than just allow you to implement technology effectively - it will put you on the fast track to being a true learning organization.  How will you know if you’ve done it correctly?  David advocates the use of a balanced scorecard for establishing and assessing the metrics associated with the learning initiative (nod, nod).

A recent report in Chief Learning Officer magazine stated that 90% of all sales training programs resulted in only moderate increases in sales and those increases lasted for just a very brief period of time (90-120 days). 

The report was compiled by ES Research (ESR) Group and it lists some specific findings; the main message, though, is that most sales training doesn’t stick.

For organizations looking for sales training, ESR’s report confirms that many vendors can fill the need of a training event that will boost sales for a brief period.  I encourage people to look at how a training vendor will sustain the momentum created in training. 

Can the vendor cultivate a community of practice for the sales positions?  Will they seed a knowledge management repository to capture the best practices of participants as they take the foundational concepts and make them their own?  How about action learning assignments for sales managers that have them optimize the sales function within the operation of the rest of the company?  How can the networks of informal learning be supported around the initial sales training?

There are countless things that could be done that would extend the effectiveness of a sales training initiative.  I believe that the selection of a training supplier takes a back seat to exploring some of the options that can be implemented that would complement the content that is delivered.

P.S. Sales training certainly has a high profile due to its direct link to organizational performance but the lessons learned from this report could be applied to any area of learning.

I was born and raised in St. Petersburg, FL and now I call Denver, CO home.

I actually just returned from FL last night; just ahead of the impending Tropical Storm Ernesto.  During my years in FL I saw my fair share of heavy rain storms.  They typically came in quickly and often resulted in flash floods through the streets in my neighborhood.  As a child it was always fun to ride your bike through flooded streets and look for the high water marks on homes and trees. 

As an adult I learned that these downpours were little fun and little benefit for much of anything, though.  Sewers couldn’t handle the volume of water, hence the flooding and runoff.  Plants weren’t able to do much with it either; many of them wound up washed away or damaged as a result of the current or the sheer volume of water. 

We don’t typically experience that kind of rain in CO.  Prior to my latest FL trip we enjoyed some (unusual) days of drizzling rain here in Denver.  Although not enough to quench the thirst of many plants in Denver’s arid climate, it got me thinking about the contrast of these two approaches of nature and how it relates to organizational learning.

Many organizations provide their employees with a downpour of learning.  Coming down in sheets, these learning downpours cause the drainage systems of participants to overflow and the majority of the learning ends up as run off.  It does little to provide the knowledge needed to grow; rather it typically floods people with too much information and can be an intimidating current.  Have you ever been prepped for a session by the words ‘firehose’ or ’slingshot’?  You probably experienced a downpour.

Just like rain, the best method for learning to be absorbed and utilized is when it is delivered as a drizzle.  Falling lightly, in small drops and over a longer period of time, a drizzle of learning ensures that participants have ample time to absorb one drop before having to consume another. 

Organizations can transition from a downpour to a drizzle of learning by investing their training dollars in things that support people’s natural tendency to learn.  Communities of Practice, informal learning, nano-learning, action learning, JIT learning, podcasting, rapid e-learning and mobile learning are just a few examples of different approaches that can be blended to create the ideal mix that can be absorbed by participants. 

Inc. magazine recently published the article “Worried that employees are wasting time on the Web?  Here’s why you shouldn’t crack down” in which the author suggests that web surfing isn’t all that bad.  He makes several good points.

One is that people are often able to get many of their errands done while online.  Wouldn’t you rather have someone do their banking in 15 minutes at their desk rather than have to leave early one day to take care of it?  Another is that web surfing is a mental break for knowledge workers.  Just as manual laborers need a break to rest their bodies, people working with information all day need to give their brain a break.  Web surfing is a great way to achieve that.

On Inc.’s site today there was a feature titled ‘Price Tag for Lost Productivity: $544 Billion‘ in which they estimate that U.S. employers lose about $544 billion because of employee’s downtime.  52% of that downtime goes to surfing the internet and 26% of it goes to socializing with co-workers.

I hope that managers reading these statistics take into account how beneficial web surfing and socializing can be for their employees.  All of the research is out there to say that the vast majority of organizational learning takes place through the networks that people form with each other.  What part of the 26% for socializing is actually helping to strengthen the networks at these companies?  How much time does the 52% for web surfing actually save the company in gained productivity since the person didn’t have to leave to complete their errand?  How many brains are refreshed and ready to work again after a few minutes of mindless surfing or joke emails?

Before the next round of time and motion studies is ordered and before a repeat of the infamous Cerner email, I hope that readers look deeper than the statictics on the surface to realize that these ‘losses in productivity’ may actually cause a much greater gain in producitivty for employers in the long run.

Welcome to the next part in the series of home repair and organizational learning - for the foreword, please visit here.

The initial plan was to put up drywall on all four walls.  Once the plaster came down, though, and we saw the exposed brick beneath we changed our minds and decided to keep the look of the brick. 

Unfortunately the brick was badly deteriorated, brittle and would flake off with the slightest touch.  I remembered that my neighbor was a contractor and that they had exposed brick in their foyer.  I went over and asked about what he had used.

Not only did he show me the product, he also offered the use of a special sprayer.  He then came over, showed me how to apply the first coat and left me enough product for four more coats.  Just by knowing who to ask I was able to solve my problem - and I didn’t spend a dime.

This situation is similar to what happens in many organizations daily:

• The plan changed mid-stream (from drywall to exposed brick)
• I relied on my social network to solve my problem - I went to someone I knew that I thought would be able to help me

Organizations can enhance these exchanges that naturally occur.  By providing corporate yellow pages (a list people’s areas of expertise) and by providing venues and resources for employees to share information, organizations can optimize the informal exchanges that most people turn to for their job-related information.

I was recently informed of an organization whose purpose is bringing technology to non-profits - TechSoup.  They offer a wide array of services and hardware as well as membership to a community for those that want to stay connected.

I was particularly impressed that they are educating non-profits on the newly emerging world of Web 2.0 tools.  With wikis at $10/year and advice on utilizing more of the Web 2.0 offerings, TechSoup is a great resource for non-profits looking to advance to the newest technologies without spending much.

Kudos to the TechSoup team for their contribution to the advancement of non-profits.