[Trainingmag 2012/5-6] WORLD-CLASS LEADRES

THE SOURCE FOR PROFESSIONAL DEVELOPMENT
www.trainingmag.com
PLUS:
10 NFL Coaching Principles
Global Leadership Survey Results
Leadership Development that Really Works
Emerge from global leadership programs that
offer multiple development opportunities,
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2012TOP YOUNG
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2012TOP YOUNG
TRAINERS

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You have a multitude of employees and they have a multitude of learning needs.You have a multitude of employees and they have a multitude of learning needs.
But the only kind of learning that’s important to you is the kind that getsBut the only kind of learning that’s important to you is the kind that gets
applied. 86% of SkillSoft learners apply what they’ve learned within six weeks.applied. 86% of SkillSoft learners apply what they’ve learned within six weeks.
That’s higher than all other types of learning covered in a new global study.That’s higher than all other types of learning covered in a new global study.
SkillSoft also drives improvement in productivity, quality and customer satisfaction.SkillSoft also drives improvement in productivity, quality and customer satisfaction.
GetGet allall the details by downloadingthe details by downloading Moving the Needle: HowMoving the Needle: How SkillSoft Learning ImpactsSkillSoft Learning Impacts
Performance of Individuals and OrganizationsPerformance of Individuals and Organizations atat wwwwww.skillsoft.com/impact..skillsoft.com/impact.
Copyright © 2011 SkillSoft Ireland Limited. All Rights Reserved.
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contents
World-Class Leaders
One week in another country is not enough to build a
global leader. It is essential to ensure there are multiple
development opportunities, give them feedback, and
provide resources and support. BY MARGERY WEINSTEIN
Fast track to success:
Top Young Trainers 2012
Training’s fifth annual list of the accelerating stars in the
training industry today.BY LORRI FREIFELD
Leading Indicators
Managerial agility and mastery of social networking
technology emerged in 2012 as new key competencies for
the global leaders of the future,according to the third annual
Developing Successful Global Leaders Study conducted by
Training, AMA,and i4cp.
The Bottom Line on Leadership
Leadership development is a priority for most
organizations, but many overlook determining if it really
works. Now is the time to start assessing the effectiveness
of these programs. BY MARGERY WEINSTEIN
10 NFL Coaching Principles
The NFL has produced some legendary coaches,whose
personal and professional principles and messages apply just
as much to business organizations as they do to sports teams.
BY PATRICk McCASkEY
MaY/JuNe 2012 VoLuMe 49, NuMBer 3
Training Vol. 49, No. 3 (ISSN#0095-5892, USPS #414-190) is published six times a year in January/February, March/April, May/June, July/August, September/October, and November/December by
Lakewood Media Group, LLC. Copyright 2012 by Lakewood Media Group, LLC, 5353 KnoxAvenue S., Minneapolis, MN 55419, (952) 401-1283.All rights reserved.Annual subscription rate: $79 U.S.;
$89 Canada includes 7% GST; and $189 all other countries. Single copy price $10 (except January/February $35 and November/December $35), plus shipping and handling. Call (847) 559-7533
for subscriptions. Periodicals postage paid at Minneapolis, MN and additional mailing offices. Canada Post Publications Mail Agreement No. 40031729. Return undeliverable Canadian addresses to:
DHL Global Mail, 4960-2 Walker Road, Windsor, ON N9A 6J3. Printed in USA. POSTMASTER: Send address changes to Training, P.O. Box 247, Excelsior, MN 55331-0247
www.trainingmag.com
FEATURES
COVER PHOTOGRAPHY: EDHAR/SHUTTERSTOCK
56 The Search for Self
Many organizations are turning to leadership
development programs that might seem a bit off
the beaten path—programs such as Creativity and
Personal Mastery that focus on self-discovery rather
than traditional business skills.BY AMY WU
60 Strategies for Success
Training magazine taps 2012 Training Top 125
winners and Top 10 Hall of Famers to provide their
learning and development best practices in each
issue. Here, we look at strategies for succession
planning and mentoring.
2 Online TOC Web-only content
4 Editor’s Note supercharged!
BY LORRI FREIFELD
6 Training Today News, stats, and business
intel BY LORRI FREIFELD
10 Soapbox Learn to take the Heat
BY GREG PFEIFER
12 Soapbox consultative Leadership
BY JIM HORNICkEL
16 How-To Make Your Leadership Development
relevant, Viral BY BRIAN FISHEL AND
LOUIS CARTER
17 World View Focus on Norway
BY LYRAE MYxTER
66 Best Practices the crisis in the Global
Leadership Pipeline BY NEAL GOODMAN
68 Trainer Talk Got empathy? BY BOB PIkE
69 Training magazine Events
the three New r’s BY TONY O’DRISCOLL
70 Talent Tips trying to Follow the Leader
BY ROY SAUNDERSON
72 Last Word Loosen the reins
BY JEFF kORTES
DEPARTMENTS
18
18
22
42
49
54
training MAY/JUNE 2012 | 1www.trainingmag.com

online contents
2 | MAY/JUNE 2012 training www.trainingmag.com
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lorri@trainingmag.com
Contributing Editor Margery Weinstein
margery@trainingmag.com
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Invest in Your Development
One learning and development professional’s journey as a trainer and
tips on the importance of investing in your own L&D.
http://trainingmag.com/content/invest-your-development
A Leadership Development Program that Thrives
Establishing staff development as a high priority relies on interaction,
tenacity, and an enthusiastic executive-level champion.
http://trainingmag.com/content/leadership-development-program-
thrives
6 Steps to Sustain a Coaching Relationship
Successful coaches recognize that effectively transferring their capability
is often more about knowing how their coachees learn than just sharing
their expertise.
http://trainingmag.com/content/6-steps-sustain-coaching-relationship
Business Reorganizations: First Things First
Downsizing and reorganizations are painful times. Most managers dwell
on the ultimate outcome or the interim period before the changes are
fully enacted. Not enough attention is given to the painful sense of loss
that occurs with the first announcement of the drastic news. Paying an
initial tribute to previous contributions can have a lasting impact in
shaping the difficult days ahead to reach a successful new identity.
http://trainingmag.com/content/business-reorganizations-first-things-
first
Interested in writing an online article for www.trainingmag.com?
E-mail Editor-in-Chief Lorri Freifeld at lorri@trainingmag.com.
Your source for more training tips, trends, and tools
www.trainingmag.com
On www.trainingmag.com, the online
home of Training magazine, you’ll find
these Web-only articles. Send your
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editor’s note
Lorri Freifeld
lorri@trainingmag.com
A
fter reading the 100 Top Young Trainer nominations we received for 2012, I
was awestruck by the commitment, passion, multitasking abilities, and will-
ingness to help others demonstrated by these training professionals. If only
I could bottle their energy, take-charge manner, and ability to get things done—I
would be a very wealthy woman!
As always, Training’s Advisory Board members and I found
it a nearly impossible task to choose the 40 winners. We thank
all the nominators who took the time to share their colleagues’
accomplishments, and we salute all the nominees for their hard
work and leadership.
You’ll find profiles of the 2012 Top Young Trainers we chose
beginning on p. 22. Congratulations to the winners! “What
distinguished the Top Young Trainers in 2012 is leadership—
putting their mark on their organizations in impressive and
innovative ways,” says TYT Judge Kevin Wilde.
So what makes training professionals such as these good lead-
ers? For one thing, they all demonstrate the majority of traits mentioned in
“Real Leaders Don’t Boss” by Ritch K. Eich, Ph.D. (Career Press, February 2012):
1. Real leaders don’t boss. They are calm and have zero tolerance for bullies.
2. Real leaders have a central compass. They aspire to do what’s right.
3. Real leaders communicate with clarity, honesty, and directness, and know
how to listen.
4. Real leaders have a unique make-up. Their passion translates into a strong
corporate culture.
5. Real leaders value and support everyone they lead, out front, as well as be-
hind the scenes.
6. Real leaders know when to get out of the way.
7. Real leaders are accessible. They are humble and easily approached.
8. Real leaders know the difference between character and integrity, and why
it takes both to succeed.
These traits translate across countries and cultures. But to mold global leaders, orga-
nizations also must ensure there are development opportunities, offer feedback, and
provide resources and support. See p. 18 for global leadership development tips and
p.42fortheresultsoftheTraining/AMA/i4cpGlobalLeadershipDevelopmentsurvey.
And while many organizations claim leadership development is a priority, they
often fail to evaluate whether their programs really work. On p. 49, three 2012
Training Top 125ers share their leadership assessment strategies.
Speaking of the Top 125, the 2013 Training Top 125 application is now available at
http://trainingmag.com/content/download-2013-training-top-125-application.
Finally, I hope you will learn to lead your organization into the next generation of
training by attending our Learning 3.0 conference, October 24-25 in Chicago. Please
visit http://www.learning3point0.com to register. I look forward to seeing you there!
Supercharged!
Training EditoriAl Advisory BoArd
Raymond D. Green, CEO, Paradigm Learning, Inc.
Bruce I. Jones, Programming Director,
Disney Institute
Nancy J. Lewis, former CLO and VP, ITT
Corporation, and former VP, Learning, IBM
Rebecca L. Ray, Ph.D., Managing Director,
Human Capital, The Conference Board
Nick Schacht, President and CEO, Learning
Tree International
trAining top 10 HAll of fAmE
Brent Bloom, Senior Director, Global Talent &
Development, KLA-Tencor Corporation
Cyndi Bruce, Executive Director, KPMG
Business School – U.S.
Jim Federico, Senior Director, Platforms &
Operations, Microsoft Corporation
Gordon Fuller, Global Design & Development
Leader, IBM Center for Advanced Learning
David Gauci, Director, Worldwide Talent &
Organization Capability, Pfizer Inc.
Craig Gill, National Director, Leadership and
Professional Development, Deloitte Services LP
Daniel J. Goepp, Managing Director, Learning
& Development, PricewaterhouseCoopers, LLP
Vicente Gonzalez, Learning and
Development, Booz Allen Hamilton
Donald Keller, Chief Learning Officer and VP,
Global Education & Development,
SCC Soft Computer
Diana Oreck, VP, Leadership Center,
The Ritz-Carlton Hotel Company
Kevin Wilde, VP, CLO, General Mills, Inc.
2011 top 10 yoUng trAinErs
Amy Stewart Anneé, Senior Director,
World Wide Sales Learning, Automatic Data
Processing
Daniel S. Cooper, CEO, ej4, LLC
Lisa Green, Training Manager, Paychex, Inc.
Tina K. Hall, President/Chief Catalyst,
Kirsi Consultancy
Elissa Hoehn, Executive Professional
Development Trainer, Skill Enhancement &
Development, Merck
Scott Kaplan, Director of Sales-West Coast,
Myxer
Nate Kelly, Senior Learning and Education
Manager—Tiger Institute for Health Innovation,
Cerner Corporation
James P. Orlando, Assistant Vice President,
Academic and Alumni Affairs,
Einstein Healthcare Network
Jessica Parisi, Partner, BTS USA
Sarah Reed, Learning & Development
Specialist, Sacramento Municipal
Utility District
PhotograPhbyPatrICEargaNt

HOW CAN YOU ASSESS AND
DEVELOP YOUR LEADERS?
WITH THE MOST TRUSTED
360ºLEADERSHIP
ASSESSMENT . . .
Learn more at www.lpionline.com
Proﬁle for Sample Leader
Folder Name
April 22, 2011
Leadership Practices Inventory
2
© Copyright 2009 by James M. Kouzes and Barry Z. Posner. Published by Pfeiffer. All rights reserved.
The Five Practices Bar Graphs
These bar graphs, one set for each Practice, provide a graphic presentation
of the numerical data recorded on The Five Practices Data Summary page.
By Practice, it shows the total score for Self and the average total for each
category of Observer. Scores can range from 6 to 60.
Self Manager Direct Report Co-Worker Other
Model
the Way
5
10
15
20
25
30
35
40
45
50
55
60
0
S
36.0
5
10
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55
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0
M
6.0
5
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55
60
0
C
39.2
5
10
15
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45
50
55
60
0
O
36.0
Inspire
a Shared Vision
5
10
15
20
25
30
35
40
45
50
55
60
0
S
42.0
5
10
15
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0
M
6.0
5
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60
0
C
40.7
5
10
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45
50
55
60
0
O
36.0
Challenge
the Process
5
10
15
20
25
30
35
40
45
50
55
60
0
S
50.0
5
10
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0
M
15.0
5
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0
C
39.7
5
10
15
20
25
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50
55
60
0
O
36.0
Enable
Others to Act
5
10
15
20
25
30
35
40
45
50
55
60
0
S
50.0
5
10
15
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55
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0
M
6.0
5
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60
0
C
40.5
5
10
15
20
25
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45
50
55
60
0
O
36.0
Encourage
the Heart
5
10
15
20
25
30
35
40
45
50
55
60
0
S
50.0
5
10
15
20
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35
40
45
50
55
60
0
M
6.0
5
10
15
20
25
30
35
40
45
50
55
60
0
C
39.2
5
10
15
20
25
30
35
40
45
50
55
60
0
O
36.0
The Five Practices Bar Graphs
These bar graphs, one set for each Practice, provide a graphic presentation
of the numerical data recorded on The Five Practices Data Summary page.
By Practice, it shows the total score for Self and the average total for each
category of Observer. Scores can range from 6 to 60.
Manager Direct Report Co-Worker Other
202020
252525
303030
353535
404040
454545
505050
555555
606060 36.0
202020202020
2525252525
3030303030
3535353535
4040404040
4545454545
5050505050
5555555555
60606060 6.0
2020202020
252525252525
3030303030
3535353535
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5050505050
55555555555555
60606060 39.2
2020202020
2525252525
3030303030
3535353535
4040404040
4545454545
5050505050
5555555555
60606060 36.0
202020
25252525
303030
353535
404040
454545
505050
555555
606060 42.0
151515
2020202020
2525252525
3030303030
3535353535
4040404040
4545454545
5050505050
5555555555
60606060 6.0
1515151515
2020202020
2525252525
3030303030
3535353535
4040404040
4545454545
5050505050
5555555555
60606060 40.7
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2020202020
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60606060 36.0
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60606060 15.0
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2020202020
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3030303030
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5555555555
60606060 39.7
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2020202020
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3535353535
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4545454545
505050505050
5555555555
60606060 36.0
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151515
202020
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2020202020
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60606060 6.0
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1515151515
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60606060 36.0
Proﬁle for Sample Leader
Folder Name
April 22, 2011
Leadership Practices Inventory
14
Percentile Ranking
This page compares your Self scores and those of your Observers to the
scores of several thousand people who have taken this version of the LPI.
The horizontal lines at the 30th and 70th percentiles divide the graph into
three segments, roughly approximating a normal distribution of scores.Model
the Way Inspirea Shared Vision
Challengethe Process EnableOthers to Act Encouragethe Heart
Self (Line)
Other(Triangle)
Manager(Diamond)
Co-worker(Circle)
5
4
3
2
1
0
100
90
80
70
60
50
40
30
20
10
0

According to Stephen M.r. covey And greg Link, authors of “Smart
Trust: Creating Prosperity, Energy, and Joy in a Low-Trust World,” there
are three primary reasons extending Smart Trust is smart:
1. It produces results. Why? Because extending trust to people inspires
them. It brings out the best in them. It motivates them. In fact, the
reason extending trust is so powerful is because to be
trusted is the most compelling and sustainable form of
human motivation.
2. It increases trust. It’s somewhat ironic that one of the
best ways to increase trust is to simply extend it. There
are many reasons for this. Trusting people inspires
them to want to be worthy of that trust. It brings out the
best in them. It helps them develop their capabilities.
They perform, and the results of their performance gen-
erate more trust, facilitating an even greater extension
of trust to them. The result is increased trust. As Frito-
Lay CEO Al Carey told the authors, “If you trust people,
they start leaning in and you see their best selves. You
see their best work. They bring the best of their abilities
to the party. You get 50,000 people working like this, it’s
going to be great.”
3. It generates reciprocity. When we give trust to peo-
ple, they tend to give it back. When we withhold trust,
they withhold it in return. In teams and organiza-
tions, giving trust manifests in
greater employee engagement
and retention, increased cus-
tomer loyalty and referrals, and
other economic benefits. A Paul
Zak study showed that sending
intentional signals of trust cre-
ated reciprocity that resulted
in a nearly threefold increase
in economic returns. Leaders
who deliberately extend trust
typically find the people in their
organizations far more willing
to place trust in them and their
leadership. Thus, the recipro-
cal process becomes a virtuous
upward cycle, all triggered by
that first extension —sometimes
leap—of trust.
For more information, visit
http://www.coveylink.com.
by Lorri Freifeld
TO SUBMIT NEWS, research, or other Training Today tidbits, contact
Editor-in-Chief Lorri Freifeld at lorri@trainingmag.com or 516.524.3504.
news, stats, & business intel by Lorri Freifeld
Be Your Own “Accountability Mentor”
I’m curious: How do you judge a “productive” day as such? Is it defined by the
number of e-mails you sent and received? Perhaps how many meetings you
attended? It could even be how “early” you arrived home for dinner with your family.
Before you leave work, for just the next five work days, stop and handwrite
on a 3x5 notecard basic things about the day,
such as:
• Who you met with
• What you completed
• Where you went
• What you learned
• How you solved a problem
At the end of the week, use this “inventory of
engagement” to identify what you want/need to
do more (or less!) of.
Until you know what you do, you don’t know
what you do. Of course, reading that, it seems
obvious, but it’s good to remember. It is
essential that you be conscious of the quantity
of work there is that you have taken on and what
you engage in each day. When you see how
much you are doing—or how little of the right
things you are doing—you will be motivated
to “get better.” This activity is a great way to
hold yourself accountable and make sure you’re
really doing the things that help you make the
most of your time.
By Jason W. Womack, Med, MA
www.womackcompany.com | www.twitter.com/jasonwomack | Jason@WomackCompany.com
Products & Services >> CEO Challenge: Hiring & Retaining Talent >> Tech Talk p. 8
WhyIsExtendingSmartTrustSmart?
Productivity Coach’s Corner

For the first time in history, there are four distinct generations in
the workplace. The Silver Generation (born before World War II),
The Baby Boomers (born 1945-1965), Generation X (born 1965-1985), and The Millennials
(born 1985 onward). Consequently, organizations are facing an inundation of leadership
methods, communication styles, aspirations, and generational quirks among team members.
Understanding these differences is critical to developing unified, effective leadership.
“When generations don’t work well together, operational costs go up and operational
effectiveness goes down,” Jason Dorsey writes in his book, “Y Size Your Business.”
Want some insight into solutions? Watch this leadership development training video featuring New
York Jets Head Coach Rex Ryan, courtesy of Victor Prime (http://vimeo.com/victorprime/tmmay).
Here are a few tips that will enhance the appeal and effectiveness of your leadership
development training across the generations within your organization:
1. Unify. The chance of success is greatly increased when the team has a clear understanding
of the organization’s goals. Take the time to define your goals. Unite your team by giving them a
clear, simple, and memorable destination.
2. Engage. Use commonalities to bridge generational gaps. Entertainment appeals to everyone.
Consider integrating current and culturally relevant content that will engage your leadership team.
3. Support. Leadership development extends well beyond training sessions. Regularly revisit
goals and utilize a range of developmental experiences—i.e., coaching, mentoring, meetings,
games, and contests. Consider offering a weekly prize for whomever writes the most thank-you
cards to clients and suppliers.
Want more free training videos? Visit www.VictorPrime.com.
>> Cornerstone OnDemand, a
provider of cloud-based talent
management software solutions,
forged a strategic relationship with
Visier Inc., under which Visier’s
cloud-based workforce analytics and
planning solutions now are available
to Cornerstone clients.
>> To find and acquire the people
uniquely qualified to lead its global
hospitality operation, Hyatt Hotels
& Resorts now is combining the
direct engagement of social networks
with the insights enabled by Taleo
Corporation solutions such as Taleo
Recruiting.
>> CEO-Academy, a leader in
strategic business games, selected
Transitioning to Green, LLC, a leader
in sustainability and green consulting
and training, as its exclusive value-
added partner for its flagship
GlobStrat “Triple Bottom Line”
business simulation. This simulation
will serve as a centerpiece of
Transitioning to Green’s Leadership
Development Programs throughout
North America.
>> The National Association
of Broadcast Employees and
Technicians-Communications
Workers of America (NABET-CWA)
partnered with Class on Demand, a
provider of professional educational
products for IT and creative markets,
to make high-quality training
materials easily accessible to trade
union members through a NABET-
CWA-branded customized online
portal. NABET-CWA members create
an account and log into the training
portal to access the entire Class on
Demand course catalog, including
training produced by Class on
Demand’s strategic partners.
Partnerships&Alliances
EvEn with limitEd rEsourcEs, you
can provide effective leadership
training for your team, says Mike
Noble, managing partner at Cam-
den Consulting Group. Here’s how:
• Always make sure that there is
alignment between the leader-
ship development goals of the
individual and the goals of the business.
Individuals need to see how their personal
development will not only help them in
their own careers but also will have a posi-
tive impact on the rest of the organization.
Alignment of goals will ensure that an in-
dividual’s leadership development will be
felt throughout the organization and that
it is more likely to be acknowledged and
reinforced by others.
• Conduct facilitated peer-learning groups.
Identify some of the major
challenges employees face on a
regular basis and establish a for-
mat for pulling together groups
of peers to explore best practices
and creative solutions. Select
specific management challenges
and assign a seasoned executive
to serve as a facilitator. Ask the people
who are more skilled to coach and sup-
port those who are struggling.
• Never ignore work done in past leader-
ship development programs. If you can,
buildoffwhathasbeendoneinthepast.
Don’t shift from one approach to an-
other.Employeeswillwriteoffeachnew
program as “program-of-the-month”
initiatives, and you will never get the
sustainable development you seek.
That’s EnterTRAINment!
By Jessica Sobhraj and Vic Sarjoo of VictorPrime
LeadershipDevelopmentonaShoestring
REX RYAN

>> Qumu, a business video platform
provider, released the Qumu Video
Control Center Professional Edition,
a targeted solution for AV broadcast
departments. The Qumu VCC
Professional Edition is a central
management system that allows
editors to easily contribute, share,
and track videos during the post-
production process.
>> CareerCurve LLC, a GSA-certified
provider of career transition services,
now offers a veteran career transition
program. This program will help in
preparing and building a job search
strategy that maximizes returning
veterans’ skills, experience, and
interest. Visit CareerCurve.com.
>> Chief introduced the new WBM2
Series Micro-Adjustable Whiteboard
Mount that allows users to install
a new interactive board over pre-
existing chalkboards and dry erase
boards without causing damage. The
WBM2 Series features a three-step
set-up process and multiple post-
installation adjustments to achieve
ideal positioning.
>> BetterWeekdays (www.
betterweekdays.com), an exclusive
online community for MBA alumni (and
alumni to be) from top-tier business
schools, introduced its platform to the
public. BetterWeekdays aims to build a
community of MBA professionals for the
purposes of leadership development,
relevant connections, and career
enhancement. Founded by Kellogg
School of Management alum Chris
Motley, BetterWeekdays centralizes the
alumni networks of the MBA programs
through LinkedIn and Facebook
integration.
>> FRONTROW released its new
touch-screen control panel for
EZROOM AV control systems. The new
product (model CB6000) organizes all
classroom device control into a single
screen and gives IT administrators
remote and scheduled control of
practically any device over the network.
Products&Services
>> Meridian Knowledge Solutions’
new version of its learning management
system (LMS) now includes Meridian
Social, an array of online tools for
extending informal learning across an
organization. The Meridian Global LMS,
which delivers and analyzes the impact
of online learning, is part of Meridian’s
human capital software platform.
>> ePath Learning, Inc., a provider
of cloud-based learning services,
announced the integration of eActivity
into its learning management service,
ePath Learning ASAP. eActivity allows
users to create interactive e-learning
activities without the need for Flash or
Flash programming. In three simple
steps, users can create custom Flash
activities and add them into their
e-learning programs, presentations, or
Websites.
>> Float Mobile Learning released
RabbleBrowser 2.5, an iPad app and
Web browser that allows a facilitator
to lead an unlimited number of
people through a Web browsing
session or demonstration connected
through a Wi-Fi or Bluetooth network.
Specifically designed for social
settings, it’s interactive, collaborative,
and a useful trade show tool.
>> Brainshark, Inc., a leader in
online and mobile presentations,
now is integrated with Box, a cloud
storage and collaboration provider.
Through the partnership, Box’s
millions of users can securely upload
their stored PowerPoint presentations
from their Box account directly to
Brainshark’s free SlideShark iPad
app via the “SlideShark for Box”
OneCloud app.
global; 74 percent U.S.) say that the chief
human resources officer (CHRO), or
equivalent, is one of their direct reports.
Given that most CEOs have six to 10 direct
reports, the report findings suggest that
CEOs are integrating HR into strategic
business planning and operations.
To download a copy of PwC’s 15th
Annual Global CEO Survey, visit www.
pwc.com/ceosurvey.
TalenT remains a Top priority for CEOs,
according to PwC’s 15th Annual Global
CEO Survey. Some 53 percent of global
CEOs and 46 percent of U.S. CEOs see
the availability of key skills as a threat to
their growth prospects. Indeed, 29 per-
cent of CEOs said they were unable to
pursue a market opportunity or have had
to cancel or delay a strategic initiative be-
cause of talent in the last 12 months.
A majority of CEOs (68 percent global; 71
percent U.S.) wish they could spend more
timefocusedondevelopingthe leadership of
theirbusinessandtalentpipeline.Thisispar-
ticularlyimportantastwo-thirdsofCEOssay
itismorelikelytalentwillcomefrompromo-
tions within their companies over the next
threeyears.High-potentialmiddlemanagers
aretheemployeesthatmorethanhalfofU.S.
CEOs(56percent)fearlosingthemost.
To close the talent gap, CEOs are looking
for longer-term strategic views. Accord-
ing to the survey, most CEOs (79 percent
CEO Challenge: Hiring and Retaining Talent

soapbox
The New York City Fire Department (FDNY) offers businesses an innovative way to
improve management skills and team performance. By GreG Pfeifer
Therefore, corporations can look beyond the busi-
ness sector to firefighters who encounter multiple
crises on a daily basis and make critical decisions
in a world surrounded by uncertainty. Firefighters’
decision to run into a burning building at the time
everyone is running out is the difference between
life and death. While business decisions usually
are not so dramatic, they may be significant to the
company’ssurvival.Businessprofessionalscanlearn
valuable skills from watching firefighters fight fires
and deal with emergencies. However, a better learn-
ing environment is for those in business to actually
practice those same management and leadership
skills themselves.
FireFighter For a Day team Challenge
On September 11, 2001, the world watched as New
York City firefighters responded to the World Trade
Center attacks. Their heroic acts of bravery saved
more than 20,000 lives, leaving many to wonder
how they are able to operate under such demanding
conditions.
Business schools develop some outstanding
management professionals, but often find their
graduates do not reach their full potential when
operating in uncertainty. To bridge this gap, the
Wharton Business School at the University of
Pennsylvania has expanded its program to send
MBA students through the FDNY’s Firefighter for
a Day Team Challenge. The Team Challenge de-
velops leadership frameworks for operating under
Learn to Take the Heat
Greg Pfeifer is a devel-
opment associate at the
FDNY Foundation. For
more information on the
FDNY Firefighter for a
Day Team Challenge,
visit www.fdny-
foundation.org or call
718.999.0779.
T
he business world is becoming increasingly
more complex and dependent on how quickly
executives can collaborate to solve difficult
problems. Often, successful leadership is defined not
simply by individual achievement, but by teamwork.
During a crisis, executives are expected to form teams
and build trust to accomplish a mission. A team needs
to act decisively, yet remain flexible to new informa-
tion. Developing these management skills takes years
of mentoring. The FDNY Foundation and FDNY
believe this process can be shortened by immersing
business professionals in real crisis experiences.
stress. Business professionals can draw
upon these frameworks when they are
faced with an unexpected event in their
careers.
The FDNY partnered with the Whar-
ton Business School to further develop
this program into an innovative form
of executive education. For more than
a decade, Wharton has used experien-
tial education to develop leadership and
teambuilding skills in its students. The
premise is that leadership and team-
work skills are best learned through
experience.Thisprincipleofexperiential
learning led Wharton to develop a ven-
ture leadership program in which its students learn
firsthand how to lead in a dynamic environment.
Some top corporations have participated in this
FDNY Firefighter for a Day Team Challenge given
at the FDNY Training Academy, including BNP
Paribas, Bloomberg, Boston Consulting Group, Citi,
Google, Grant Thornton, New York Stock Exchange,
UTC, and Weil. At the Fire Academy, participants
enter the world of emergency response, where finely
tuned leadership skills are needed to guide teams
into extreme environments. Executives are forced to
think differently and rapidly adapt to the new threat
environments of fire, subway tunnel emergencies,
and terrorist attacks.
BnP PariBas invests in its PeoPle
BNP Paribas has one of the world’s largest interna-
tional banking networks, with operations in more
than 80 countries. Highly reliable teams are criti-
cal to its business. As a result, senior management
constantly looks at innovative ways to invest in
improving their people.
BNP Paribas brought groups from around the
country to participate in the FDNY Team Challenge
and learn from firefighters who have to deal with
difficulteventsonadailybasis.Tobuildbetterinter-
nal communication and leadership, employees from
Business Continuity, Collateral Control, Commodi-
ties Futures, Operations, and Human Resources
assembled for this one-day program. Robert
Coghlan, managing director at BNP Paribas,

explains that his company makes training a top
priority and decided to “fit this program into
our busy schedule because it saves the company
money when teams operate efficiently.”
Employees were immersed in what it is like
to be a firefighter for the day. They were issued
real firefighting gear, including bunker jack-
et, pants, helmet, gloves, and self-contained
breathing apparatus (SBA). Throughout
the day, they participated in eight hands-on
firefighting scenarios, which tested their lead-
ership and teamwork. They were expected to
quickly problem-solve each task; however, it
became apparent that these tasks could not be
performed individually. They needed to work
effectively together as a team to complete even
the smallest assignment. “They learned it is
imperative to analyze a situation, prioritize
their tasks, and choose the right person for
each job,” Coghlan says. These critical skills
translate into their everyday jobs at the bank
to make them more valuable employees.
One of the most challenging scenarios par-
ticipants tackled was a terrorist bus-bombing
incident. They were given the unthinkable situ-
ation that their unit had been dispatched to a
confirmed bus bombing with more than half a
dozen victims. Their job was to secure the scene
safely and rescue the injured victims—a daunt-
ing challenge even if it was only an exercise.
With hearts pounding, participants used their
situational awareness and observed the area
for secondary Improvised Explosive Devices
(IEDs). They communicated with each other
and operated as a team to manage this scenario.
Manyparticipantsrushedintothescenewith-
out taking the necessary time to analyze the
situation or collaborate with their team. Their
overwhelming urge was to quickly save as many
of the victims as possible. However, this “tun-
nel vision” had disastrous effects. Many failed
to recognize the secondary IEDs. Experiencing
this scenario taught participants to work with
their team to develop a common operating picture
of the entire event, while still focusing on the details.
In business, far too many people just focus on their
tasks and forget to understand the interdependen-
cies of a project.
BNP Paribas employees learned many valuable
skills that they took back to their offices. More than
85 percent of the participants said that as a result
of this program, their leadership, teamwork,
communication, and problem-solving skills were im-
proved. “I can’t imagine a better way to demonstrate
the value of leadership, teamwork, and battle-proven
proceduresthanspendingadaywiththepros,whose
lives depend on such skills,” said one of the partici-
pants.BNPParibasemployeeslearnedvaluablecrisis
management frameworks from FDNY firefighters,
which will equip them to lead their future teams to
innovation and success.
During a Firefighter for a Day Team Challenge, participants enter
the world of emergency response, where finely tuned leadership
skills are needed to guide teams in extreme environments.

soapbox
Consultative Leaders gather and expand their own knowledge base, and also are
the leaders who guide and direct from wisdom and experience. By Jim Hornickel
Since Ken Blanchard, Stephen Covey, Tom
Peters, and others came on the scene beginning
in the late ’70s, top-down, directorial, and auto-
cratic leadership slowly has been edged out. But
there are still far too many of these old-school
“leaders” remaining on Wall Street, in corpora-
tions, and globally heading intolerant regimes.
The evidence of their antiquated approach is
apparent in the negative impact on untold mil-
lions of humans.
So let’s frame this view of leadership using the
“WIIFM” (What’s In It For Me) and “WIIFT”
(What’s In It For Them) factors.
What’s In It For Me?
WIIFM to lead “at” people? The power (and
often compelling money) associated with the
old command-and-control model is enticing to
the false self, the ego. The ego can be a power-
ful force within humans, especially when they
are unaware of how their ego operates. The ego’s
primary job starts out as a noble one: It protects
us. But what it mostly protects is emotional
damage. If it perceives any kind of threat, it goes
into its defensive maneuvers, and we call that
the “Right/Wrong Game”: I’m right, and you’re
wrong. We also call this “Blame and Defend.”
The extreme examples are leaders at entities
such as Goldman Sachs, Citi Corp, and Libya.
The problem with this is two-fold. First, blame
and defend is separating, and that squashes true
leadership right in its path. Second, the more
we allow of this activity, the more the ego wants
of us. It can take over our lives and adversely
affect the lives of others. Command-and-
control leadership is a strong model for the ego
to grasp to feed its needs.
Consultative Leadership
Manager-leader special-
ist Jim Hornickel is the
director of Training & De-
velopment at Bold New
Directions. Along with
a B.A. in Management,
Hornickel’s professional
experience includes 25
years as a manager-lead-
er in several industries;
life, leadership, and
relationship coaching;
and authoring “Manag-
ing From The Inside Out
(16 Insights for Building
Positive Relationships
With Staff)” (www.
managingfromthein-
sideout.com and www.
Amazon.com). For more
information, visit www.
managementtraining-
institute.com/home/ and
www.boldnewdirections.
com.
T
here are as many schools of thought about
leadership as there are leaders. But in the
larger view, one can say there are two basic
types: leading “at” and leading “with.” And these
two opposite models or sets of comprising actions
can be called “Command and Control” and “Con-
sultative Leadership.”
WIIFM to lead “with” people? There
is still lots of room for having “power”
using alternate forms of leadership
such as Consultative Leadership; pow-
er that also feeds our higher self, our
true self. The power to influence and
persuade can be accomplished with
more positive intent and outcomes
for the greater good. A small shift in
thinking can show how massive fulfillment can
satisfy both the ego and our true self. Fulfill-
ment of both aspects brings stronger overall re-
ward. And stronger reward is more motivating.
Once you get used to being more deeply fulfilled,
becoming a Consultative Leader from the
WIIFM factor is a no-brainer.
So what does it mean to be a Consultative
Leader? There are two main sides to this practice:
incoming and outgoing. To be consultative in-
vites the incoming. You are aware your team
members have lots of experience and knowledge
that, if you garner it, gives you lots more infor-
mation to work with in making your critical
decisions. You do not lead in a vacuum, and you
simply cannot know everything.
A Consultative Leader also consults. That is,
you have important information to give to your
team members, and they will be more effective if
they have your information to work with.
So again, your WIIFM has these two routes for
satisfaction: being a practitioner of gathering and
expanding your own knowledge base, and also
being the leader who guides and directs from
wisdom and experience.
Now let’s expand the reward factor by looking
at WIIFT; “them” being your team members in
business. Why would your employees want you
to be a Consultative Leader? Most people want
to be listened to, consulted with. Having input is
powerful, and involved employees feel that power
as morale strengthening. We know staff mem-
bers with higher morale produce more because
they are enjoying their work more. And, if man-
aged correctly, higher productivity yields more
profitability. That’s actually another WIIFM for
you that is satisfied.

www.trainingmag.com
soapbox
14 | MAY/JUNE 2012 training
GettinG Results
Since there is so much gain for both you and
your team members with Consultative Leader-
ship, it now makes sense to look at some skills
you can strengthen for getting better Consulta-
tive Leader results.
Platinum Rule: Treating other people like they
want to be treated. Everyone is individually dif-
ferent (including you) and to ensure the best
relationships, it is best to get to know your
team members in deeper ways. How do they
process information? Are they more social
or more task oriented? Do they have strong,
self-confident personalities or are they more
collaborative and easygoing? We recom-
mend studying the common four-quadrant
behavior style models and adding this to your
tool kit. DiSC is one model that can be found
easily by searching the Internet.
Values: Values are those inner qualities that ev-
eryone has, and these drive human motivation.
We have found it is not that our values differ but
rather that our priority of values differs. What is
important to you may well be less important to
your staff members and vice versa. So to deepen
relationships, you need to discover (not assume
or guess) what your people hold most dear and
genuinely honor those as best you can within
budgetary and other limits.
Responsiveness: In polls taken by institutions
such as Harvard and Stanford Universities, a
large proportion of employees who leave say it
is because of “poor managers.” And one morale
sapper is a manager-leader who does not com-
plete the communication loop. Gathering infor-
mation as a Consultative Leader is an important
step, but if your team members do not hear what
is being done with their information, they can
still feel left out. You can’t always share
everything you know as a manager-lead-
er, but you can always find ways to share
some information, even if only the big
picture. Or you can let people know their
input was valuable but just not applicable
this time. The key is to stay in touch with
them.
Manage by Walking Around: Since stay-
ing in touch is so important, you need
to be visible on a regular basis. If you are
a decentralized department, have regular
video conference calls. The Adair Leader-
ship Model says that we managers divide
our time in three ways: our own tasks, time
for the team, and time for individuals. As
I have traveled around the world facilitat-
ing management and leadership programs,
the greatest majority of manager-leaders
say they spend 80 percent of their time on
tasks. That only leaves 20 percent to be di-
vided between team and individuals.
Delegate: Delegating frees you up to do
more important things than spending
time on tasks others can do. The more you del-
egate, the more time you have to attend to team
and individuals. And the more you delegate
the right things to the right team members, the
richer their jobs can become. That is a win-win
practice.
We’ve looked at why so-called leaders man-
age “at” people and how shifting to managing
“with” as a Consultative Leader brings even
more personal and professional satisfaction and
success to you (WIIFM) and your employees
(WIIFT). We’ve reviewed practices designed to
enhance your relationships and effectiveness
and suggested ways of gaining more informa-
tion on your journey. Now it’s up to you to assess
where you are on the spectrum of “at” or “with”
leadership, where you want to be, and what you
need to do to get there.
The power to influence and persuade
can be accomplished with more positive
intent and outcomes for the greater
good. A small shift in thinking can show
how massive fulfillment can satisfy both
the ego and our true self. Fulfillment
of both aspects brings stronger overall
reward. And stronger reward is more
motivating. Once you get used to being
more deeply fulfilled, becoming a
Consultative Leader from the What’s
In It For Me factor is a no-brainer.

GAME-CHANGING EXECUTIVE EDUCATION
FROM THE MANAGER OF THE CENTURY.
By investing in the education of your employees, you directly drive greater results for your company. And who better to
teach your people than Jack Welch, one of the most celebrated business leaders of our time? With the online Executive
MBA or certificate programs from the Jack Welch Management Institute at Strayer University, your employees will gain
the proven management tools to think smarter, act faster and lead for success. Jack’s teachings have transformed many
of the world’s leading companies – now you can use them to strengthen both your team and your organization.
To learn how you can get started – or to inquire about our corporate benefits –
call our Strategic Alliances team at 877.780.3039 or visit training.jwmi.com
For disclosures regarding Strayer University’s academic programs, please go to www.strayer.edu/academic-program-information. This institution is regulated by the Indiana Commission on Proprietary
Education, 302 W. Washington Street, Room E201, Indianapolis, IN 46204. Toll Free Number: 1-800-227-5695. AC-0221. Transfer of Course/Degree Credit to Other Institutions in Arkansas: The student
should be aware that these degree programs may not transfer. The transfer of course/degree credit is determined by the receiving institution. Ohio registration number: 08-09-1878B. 22730 Fairview
Center Drive, Fairview Park, OH 44126. Tennessee campus location: 7275 Appling Farms Parkway, Memphis, TN 38133. Certified to operate by SCHEV.
“THE TEAM WITH
THE BEST PLAYERS WINS.”
–JACK WELCH

D
eveloping your leaders to successfully
negotiate the daily challenges of doing
business has never been more critical
and necessary—or more difficult. Here are a few
keys to enabling your leaders to embrace new
solutions and propagate them throughout the
workplace.
1. Have an executive sponsor: All leader-
ship development efforts are doomed from the
start if it appears to be emerging solely from
HR. At minimum, their impact will be lim-
ited. It is essential to have an internal sponsor
with clout—ideally the CEO—behind your pro-
grams. If not the CEO, then it should be one
or more of the CEO’s direct reports. Once you
have secured a sponsor, keep him or her fully
engaged. Obtain the sponsor’s input and sup-
port for the design, development, and delivery
of your program. Communicate with him or
her often about what you are doing and how you
are doing it. Be sure to share the outputs and
impact measures for your programs with the
sponsor as it helps them advocate for your
program company-wide.
2. Focus on the now: What are the top issues,
challenges, and problems your company is facing
right now? That’s where your leadership devel-
opment efforts must focus. Your world likely is
changing too fast to focus on three or five years
from now. Keep the training relevant. To identi-
fy the most pressing current issues, involve your
sponsor and other top leaders in the process.
However, don’t rely just on senior leaders—dip
down a level to interact with and engage those
closer to the action day-to-day.
3. Promote cross-functional dialogue: After you
identify a key issue, bring together a group of se-
nior leaders and employees who are wrestling
with that issue to spend a full day in dialogue
and debate. Help them to inform, educate, and
teach each other. One key to making this work
is to hand pick the group of 10 to 30 executives
who participate in such a session. Are the partic-
ipants thought leaders? Are they wrestling right
now with the issue at hand? Do they have some-
thing to contribute to the other participants?
Involve your CEO and sponsor in the participa-
tion selection process.
4. Describe, don’t prescribe: In all your devel-
opment efforts, expose your leaders to new ideas,
new models, new resources—then let them draw
their own conclusions. Describe principles and
practices, but don’t prescribe answers. Let them
work through for themselves how they will ap-
ply what they are learning to their department
or business unit. One benefit of this approach:
Your leaders accept ownership and accountabil-
ity. Leave the conclusions to them, and then hold
them accountable.
5. Make the learning viral: If your work en-
vironment is changing rapidly, you don’t have
the luxury of gradually effecting the chang-
es necessary to keep up. To accomplish rapid
change, learning must become viral. Plant the
right seeds with your key thought leaders and let
them spread their thinking across the company,
laterally, as well as up and down the chain. Viral
learning occurs only when your leaders genu-
inely embrace what they have learned, which is
why it is essential to ensure you are focused on
the most current and relevant issues and why
it is so important to avoid prescription and en-
courage genuine adoption.
6. Hold them accountable: Ask your leaders
to identify what they are learning, how they are
going to put their learning into practice, and
what their specific implementation goals and
time frames are. Discuss these conclusions with
them, providing your feedback and consulta-
tion along the way. Then follow up to hold them
accountable to achieve the standards they have
set for themselves.
These ideas are easier to say than to do. Leader-
ship development is as much art as it is science.
However, your leadership development goals
will become much easier to achieve if you keep
it relevant and practical, keep it viral, and keep
it real.
how-to
Brian Fishel (left),
chair of Best Practice
Institute’s Senior
Executive Board, has
a wealth of experience
in leadership
and organization
development and
talent management,
having worked with
some of the world’s top
corporations, including
Coca-Cola, PepsiCo,
and Bank of America.
Louis Carter, founder
and CEO of Best
Practice Institute
and author of several
books, including “Best
Practices in Leadership
Development,” is an
expert on learning,
talent, leadership
development, and
change.
Make Your Leadership
Development Relevant, Viral
Expose your leaders to new ideas and new models, then let them
draw their own conclusions. By Brian FisHeL anD Louis Carter

world view
W
hile there were human inhabitants in
what we now know as Norway 10,000
years ago, the formation of the Nor-
wegian nation began in the 10th century. Norway
officially gained independence in 1905. It is now a
prosperous country that, like other Scandinavian
countries, combines a market-oriented economy
with a guarantee of social welfare benefits.
In the 1960s, oil fields were discovered off Nor-
way’s North Sea coastline. Today, Norway is one of
the world’s largest exporters of petroleum. Norway
has one of the highest standards of living in the
world and is also one of the most peaceful countries
in the world, according to the Global Peace Index
compiled by the Economist Intelligence Unit.
Training in norway
The educational standards in Norway are high. Nor-
wegian employees welcome opportunities to learn
and are generally attentive, hard-working trainees.
Norwegians prefer a mix of training and learning
methods: Lecture, group work, discussions, role-
plays, and action learning are all common.
Combining a training program with the op-
portunity to do something outdoors such as
hiking, skiing, or other physical activities is
also popular.
DirecT, LogicaL, anD inTeracTive
The Norwegians are a direct people, in the
sense that they appreciate honesty and be-
lieve in saying exactly what they mean. They
typically do not feel it is disrespectful to state
a fact or point out what they regard as a mis-
take or an error in judgment. This is an important
fact for foreign businesspeople to understand, and
should not be taken as a personal attack. Norwegian
directness is best taken as a statement of the facts.
Ideas should be presented in a logical style, with a
focusonresultsandgoals.Norwegiansgenerallyare
fair in considering other people’s ideas. The ability
and willingness to provide all the data available and
to present multiple perspectives is appreciated and
considered a sign of honesty.
Norwegians tend to enjoy a strong debate after a
presentation. A lively give-and-take of intellectual
ideas is expected and will be welcomed. It is im-
portant to allow plenty of time for questions and
answers, preferably throughout the training session
rather than just at the end.
SiLence iS goLDen, anD common
Norwegians view silence as part of the communica-
tion process. The Norwegian nature is to be silent
unless one has something important to contribute
to a conversation. Thus, to interrupt a speaker with
your own thoughts is considered rude. It is best
for foreign businesspeople to try to be patient with
silences, as the silence required in listening is consid-
ered a form of respect.
effecTive Training approacheS
The goals, objectives, and schedule of any train-
ing program should be clearly communicated
from the outset. Expect some discussion about
the purpose of the training and how it fits into
the bigger picture.
A training approach that is organized and logical
but allows input from the participants is most ap-
preciated. The trainer or coach should be direct and
low-keyinstyle.Heorsheshouldbeacontentexpert,
as well as a good trainer.
Norwegians respect most foreigners, and they
are often curious about them. Some Norwegians
may be a bit hesitant to speak English, but the best
way to win the hearts of your Norwegian counter-
parts is to show a sincere interest in their country
and traditions. nt
Focus on NorwayNorwegians tend to enjoy a strong debate after a presentation.
A lively give-and-take of intellectual ideas is expected and
will be welcomed. By Lyrae Myxter
A training approach that is
organized and logical but allows
input from the participants is
most appreciated. The trainer
or coach should be direct and
low-key in style.
Lyrae Myxter is
the former director,
Executive Services, for
Aperian Global (www.
aperianglobal.com),
and now the senior
marketing advisor
for EnCompass LLC.
Content from this
article was drawn
from Aperian Global’s
Web tool, GlobeSmart,
which contains
information on how
to conduct business
in more than 65
countries.

www.trainingmag.com18 | MAY/JUNE 2012 training
World-Class

To facilitate that, some companies are taking
a proactive approach with curricula that chal-
lenge employees to think globally. In addition to
classroom materials and e-learning, overseas job
rotations and mentorships are giving more U.S.-
based employees a chance to sample life abroad.
Companies are hoping the money spent on train-
ing and relocating these employees will pay off
in international growth and a leadership pipeline
primed with globally focused talent.
Diversity of PeoPle anD
PersPectives
To sell products or services globally, employ-
ees must understand the people who will be
the consumers or end-users of those products
and services. As a technology-driven, global
payments company, operating with a global
mindset is critical to MasterCard’s success,
points out Chief Learning Officer Ann Schulte.
MasterCard has nearly 6,000 employees pro-
viding services and support in more than 210
countries. “Every day in markets around the
world, we provide the link between consumers,
financial institutions, and millions of business-
es and merchants, enabling secure transactions
in 150 different currencies,” says Schulte.
MasterCard’s business model hinges on the
abilitytooperateandgrowaglobalnetworkthat
matches the needs of the local market, Schulte
explains. “As we’ve built this global payments
network, one of our greatest strengths has been
developing a workforce that reflects the incred-
ible diversity of the people and perspectives of
the world. It’s allowed us to understand and
www.trainingmag.com training MAY/JUNE 2012 | 19
Leaders
Y
ourfutureleaders’creativ-
ity and problem-solving
skills have been honed in
leadership courses, but
that doesn’t mean they
are ready to use those skills to further
your company’s place in the world. With
emerging markets in Asia, South Amer-
ica, and other areas of the world, your
workforce needs to have an understand-
ing of and interest in cultures beyond the
city or town they are based in.
One week in another country is not
enough to build a global leader. It is
essential to ensure there are multiple
development opportunities, give them
feedback, and provide resources and
support. By Margery Weinstein

www.trainingmag.com
cater to the consumer experience in a way that has both a
global consistency and local relevance.”
MasterCard fosters the global mindset in several differ-
ent ways. The company uses formal training programs,
short-term project teams, new technologies, and on-the-
job business experiences to ensure that all employees—
including up-and-coming leaders—are thinking globally.
That means giving employees access to on-demand learning
resources, such as The Culture Wizard, Harvard Manage-
Mentor, and getAbstract. “These assets provide information
and assistance that can be immediately applied to a global
business situation or project,” says Schulte. “We also offer
our employees online language study (e.g., Rosetta Stone)
and provide programs in remote management and cross-
cultural communications to increase effectiveness in work-
ing with others.”
MasterCard’s management and leadership develop-
ment programs also often include cross-functional action
learning projects. In the past, global teams of experienced
MasterCard managers have focused for six months on issues
such as scenario planning, regional market models, infor-
mation strategy, technology estimation, and sponsorships.
These projects culminate with the opportunity to present
recommendations to an executive team. “Our Executive
Leadership Program also looks at global business issues from
a general manager point of view,” says Schulte. “It features
sessions with leading academics and some of the most suc-
cessful business leaders in the world.”
Thinking globally has become reflexive at MasterCard.
“The global mindset is built into MasterCard’s leadership
development framework,” Schulte emphasizes. In addition
to the company’s globally minded training programs, em-
ployees are given job rotations and international assignments
to develop a global perspective. “Cultural immersion is the
fastest way to open an employee’s eyes and build capabilities
in the certainty of something such as managing the ten-
sion between a corporate direction and a local custom,” says
Schulte. “In general, we focus on short-term assignments that
allow employees to work in other regions of the world. These
assignments are less than a year and ensure we are building
both a global mindset and enterprise thinking.”
Most importantly, says Schulte, the global mindset is built
into the way MasterCard runs its business on a daily ba-
sis. “You would be hard-pressed to find an employee who
does not participate on at least one global team,” she says.
“Whether it’s a formal training program, short-term proj-
ect, or ongoing work group, the consistent
and meaningful interaction between employ-
ees around the world is helping instill a global
mindset at all levels.”
Global CompetenCy
Development
For Cartus, which provides relocation servic-
es for companies around the world, thinking
globally means helping the employees of cli-
ents create an international point of view. “Our
clients’ need for a global mindset within the
employee base drives our business, both cross-
cultural training and language training,” says
Director of Global Training Consultant Net-
work and Curriculum Design Carolyn Ryffel.
“Even international assignments for tech trans-
fer provide the opportunity for increasing global
competency development, and ultimate success
requires it.” As evidence of the importance of
the global mindset, Ryffel points to Cartus’ 2010
survey of companies relocating employees to
China, which indicated that 83 percent of multi-
national companies offer language training, and
81 percent offer intercultural training.
Some companies are even looking beyond
the employee who is relocating to educat-
ing and providing services for the employee’s
whole family. For employees on long-term as-
signments, Cartus provides and recommends
a cross-cultural training program for the
QuiCk tips
• Use formal training programs, short-term project teams, new technologies,
and on-the-job business experiences to ensure that all employees—
including up-and-coming leaders—are thinking globally. That means
giving employees access to on-demand learning resources to provide tools
for any global business situation or project.
• Include cross-functional action learning projects. For example, have manag-
ers focus internationally for six months on issues such as scenario planning,
regional market models, information strategy, technology estimation, and
global sponsorships. These projects could culminate with the opportunity to
present recommendations to an executive team.
• Global programs should include training to increase self-awareness of cultur-
ally driven behavior, specific information about the host country as applied to
the assignment’s personal and professional goals, skill-building practice, and
an action plan that includes next steps after the assignment.
• Offer global mindset learners an action plan and coach the employee
and spouse to identify their highest priorities and discuss being realistic.
All of the training should be linked to assignment goals—personal and
professional.
• Utilize a work practicum philosophy in your global leadership coursework
and ensure there are success measures tied to the competencies you are
trying to influence. Include manager and mentor accountability components
in the program.
• When you identify employees as high potential, make sure there is visibility
of that person across other regions and functions to ensure you are giving the
employee opportunities to experience new international challenges—whether
in another country or on a global project that includes a team of peers from
around the world.
World-Class Leaders

family,whichfocuseson“increasingself-awarenessofvalues-
driven behavior, specific information about the host
country as applied to the assignment’s personal and profes-
sional goals, skill-building practice, and an action plan that
includes next steps after the assignment,” says Ryffel.
For employees working across cultures, Cartus provides
group programs that often include a personal cultural profile
and cultural dimensions that explain differences in business
practices in general or targeting specific countries. “This is
applied specifically to the business initiative of the group
and builds on what they already know,” says Ryffel. “Some
corporations ask for one of our Intercultural Management
Training programs (Global Awareness or Country-Specific
Business Briefing) to work better with international col-
leagues and to better understand different business practices
and not judge them as deficient.”
Cartus has learned the importance of literally and figuratively
ensuring that all lessons are translatable to other cultures—a
task many of its clients find daunting. “Ensuring that lessons
learned are translatable to, and are incorporated into, life on
the job is the responsibility of the company and the employee,
and it can be difficult; it’s part of the always important ROI that
is a constant challenge for companies,” she says. “Our training
is focused on practical aspects of behavior and performance,”
Ryffel explains. “We finish with an action plan and coach the
employee and spouse to identify their highest priorities and dis-
cuss being realistic. All of the training is linked to assignment
goals—personal and professional.”
Global leadership academy
Cerner Corporation, which provides services for hospitals
and health-care systems internationally, has a leadership
academy devoted to developing the global mindset. “Our
Global Leadership Academy brings together up-and-coming
leaders from several countries and provides them with ex-
periential learning opportunities over a six-month period,”
says Senior Director of Catalyst Business Relationships Mike
Allison. “These leaders grow through academy participation
as they learn from proven global leaders, share their experi-
ences, and develop skills to effect positive change across both
their client organizations and internal teams.”
Cerner is careful to tie the lessons learned in the academy
to on-the-job application. “We utilize a work practicum
philosophy in the leadership academy and ensure there are
success measures tied to the competencies we are trying to
influence,” says Allison. “We also build manager and mentor
accountability components into the program.” The ability to
think globally figures heavily into entrance to the company’s
high-potentials program. “Those associates who possess
both leadership potential and a strong global awareness
have an advantage when being considered for international
assignments and high-potential programs,” Allison points
out. “We utilize our high-potential pipeline to staff strategic
positions around the globe.”
adaptability to chanGinG
environment
The InterContinental Hotels Group (IHG) knows the im-
portance of having global leaders who can easily adapt to fit
any culture. IHG is the largest hotel company in the world
based on number of rooms and operates in more than 100
countries, which means a need for big-picture thinking.
“We want our leaders to know they are part of something
bigger than just their one hotel or their single department,”
says Vice President of Global Talent Renee Stevens. “In these
economic times, it’s critical to have leaders from diverse cul-
tures and experiences—leaders who bring their own unique
talents and ideas that are innovative and forward thinking.
In today’s world, if you’re looking to join a global compa-
ny, you must have strong cultural awareness and be able to
adjust to your changing environment.”
Many IHG hotels have staff members from more than 20
different ethnic backgrounds, says Stevens. As a leader in
one of these hotels, success depends on the ability to inter-
act with staff, “empathize with them, and to be curious and
learn about their backgrounds and experiences,” she says.
For that reason, high-potential employees are those who
have mastered global thinking. “When we identify our peo-
ple as high potential,” Stevens explains, “there is visibility of
that person across other regions and functions to ensure that
we are giving them opportunities to move and to grow and
to experience new challenges—whether in another country
or on a global project, which includes a team of peers from
around the world.” International assignments figure signifi-
cantly into the global training process. “We have a number
of people across the business who are on international
assignments,” says Stevens. “Not only do these assignments
build critical knowledge and skills, they also build under-
standing of other cultures, leadership skills, and the skills
to operate in other parts of the world.”
The global curriculum at IHG goes beyond limited assign-
ments abroad and includes formalized curriculum through
its IHG Academy. “Graduates rotate through various depart-
ments to build out their knowledge and skills of working in
a hotel. The last piece of the program is placement in a hotel
role. Typically, this role is in another country,” says Stevens.
The company gives high potentials the opportunity to work
on cross-functional, cross-regional business issues or proj-
ects. The teams come together to work on the issues or to
deliver on a key project.
Stevens stresses the importance of thinking long term when
creating a global learning program. She recommends “giving
people exposure early in their careers and over time.” Short-
term global thinking isn’t going to cut it, Stevens notes. “That’s
to say that one week in another country is not enough to build
a global leader,” she says. “Ensure there are multiple develop-
ment opportunities, give them feedback, and offer resources
and support. Building a global mindset doesn’t happen over-
night. It is learned behavior over time.”nt

Training’s fifth annual list of
the accelerating stars in the
training industry today.
By Lorri Freifeld
Top YouNg
TraiNers
2012
Top YouNg
TraiNers
2012
Fast track to success:

www.trainingmag.com
upercharged. High-performers. Leaders of the pack.
No, we aren’t talking about the latest racecars.
We’re talking about Training magazine’s 2012 Top
Young Trainers—those high-potential training
professionals who are on the fast track to success.
For the fifth year, Training magazine is pleased
to recognize the outstanding talents, accomplish-
ments, and leadership exhibited by 40 learning
professionals age 40 and under. The young leaders
profiled here were nominated by their industry peers in January and
selected for TYT honors by Training’s editor-in-chief and an inde-
pendent judging panel comprising members of Training’s Editorial
s training MAY/JUNE 2012 | 23

AdvisoryBoard.Some100nominationsweresubmitted.
To qualify, candidates were required to possess a
minimum of three years’ experience in the training
field and manage one or more direct reports or lead a
large-scale training/learning and development initia-
tive. Nominees also were judged on criteria including:
• Leadership skills
• Demonstrated career progression in an acceler-
ated timeframe
• Proven success in meeting a difficult training
challenge or completing a training turnaround
job
• Development of innovative training solutions or
programs
• The ability to consistently produce training
results (as evaluated by the Kirkpatrick model)
• A demonstrated ability to design training pro-
grams that are strategically aligned with the
business
• Technical competence
On these pages, you’ll find in-depth profiles of
the Top 10 Young Trainers (listed in alphabetical
order), plus shorter profiles of the other 30 Top
Young Trainers. And we continued our tradition of
creating a “10 to Watch” list, which features up-and-
coming leaders who didn’t receive an award this year,
but who are well on their way to becoming future
Top Young Trainers.
“What distinguished the Top Young Trainers in
2012 is leadership—putting their mark on their
organizations in impressive and innovative
ways,” says TYT Judge Kevin Wilde.
TYT Judge Cyndi Bruce agrees. “The cali-
ber of the nominees put forth was impressive.
Their ability to establish productive relation-
ships at all levels and inspire and motivate
their teams was clearly a key to their success.”
TYT Judge Donald Keller says he’s inspired
by these talented young trainers—their
leadership abilities, talent, potential, and
accomplishments. “They’re on the fast track
to success and represent not only the future of
training as we Baby Boomers prepare to pass
the torch on to this next generation of trainers,
but also the present as we stand side by side as
colleagues.”
“Great people are the single best indica-
tor of an organization’s long-term potential,”
adds TYT Judge Bruce Jones. “This year’s out-
standing pool of winners delivers benchmark
performance in areas such as leadership and
strategic focus that will drive significant value
for their organizations.”
TYT Judge Mike Hamilton says he always en-
joys being a judge for the Top Young Trainers
awards. “It is inspiring to hear the stories of the
young professionals and the contributions they
are making to their organizations. We can all
learn something from these young profession-
als. The winners of this year’s awards should be
proud of their accomplishments.”
Believes TYT Judge Nancy J. Lewis: “Our
future is in good hands!”
THE JUDGES
Training Editorial Advisory Board
Brent Bloom, Senior Director, Global Talent &
Development, KLA-Tencor Corporation
Cyndi Bruce, Executive Director, KPMG Business
School – U.S.
Jim Federico, Sr. Director in SMSG Readiness, Microsoft
Corporation
Daniel J. goepp, Managing Director, Learning &
Development, PricewaterhouseCoopers, LLP
Vicente gonzalez, Learning and Development, Booz
Allen Hamilton
raymond D. green, CEO, Paradigm Learning, Inc.
Michael s. Hamilton, Chief Learning & Development
Officer - Americas, Ernst & Young LLP
Bruce i. Jones, Programming Director, Disney Institute
Donald Keller, Chief Learning Officer and Vice President,
Global Education & Development, SCC Soft Computer
Nancy J. Lewis, former CLO and VP, ITT and former VP,
Learning, IBM
Diana oreck, VP, Global Learning & Leadership Center,
The Ritz-Carlton Hotel Company
Bill pelster, National Director, Talent Development,
Deloitte Services LP
Kevin Wilde, VP, Organization Effectiveness and
Chief Learning Officer, General Mills, Inc.
Lorri Freifeld, Editor-in-Chief, Training magazine
toP 10 Young trainers 2012

www.trainingmag.com
Josh Bodiford, 31
Manager, Learning Development
(11 direct reports; managed 48)
Cerner Corporation
B.S. and M.S., Florida State
University
NumBer of years iN traiNiNg: 7
Childhood amBitioN: “I honestly
don’t remember. Didn’t everyone
want to be a doctor at some
point?”
favorite phrase or motto: “It’s always OK to ask for help. It’s
never OK to miss on a commitment if you haven’t.”
family/pets: Partnered, with 2 Corgis and 3 cats
outside iNterests: Softball, hiking, tennis, and music
adviCe for those eNteriNg the traiNiNg field: “No matter
how much pressure you receive from leadership, subject matter
experts, and others, never move too far forward without giving
front-end analysis due diligence. Our first job is to help the
stakeholder understand what success looks like, so we can ensure
we help them get there.”
>> As Cerner Corporation’s client-driven Learning Services business
spiked over the last two years, Josh Bodiford created and executed
a strategic plan for developing and shifting resources to focus on
client-facing work. The intent was to support new learning models
and innovate with Cerner clients, then bring that learning in-house
for associate audiences. Bodiford and his team made a significant
commitment to this—during a six-month period, the non-billable
members of his team logged more than 4,000 billable hours. This
translated into more than $500,000 in revenue generation from
unanticipated sources. This performance continued through the end
of 2011—Bodiford’s team contributed an additional 500-plus billable
hours per quarter from non-billable associates.
According to nominator Melanie Jescavage, senior director, Catalyst
Development Center, Cerner Corporation, Bodiford’s coaching extends
wellbeyondhisteam“asheisviewedasoneofthetoplearningstrategists
within our organization.” To reach others beyond his immediate scope,
he established the Learning Collaborative, a learning community on
the company’s social business platform, uCern. He reaches anyone
(internal to Cerner and external to clients) managing a learning function.
He and his team have provided best practices for topics such as
learning assessments, development processes, development tools,
and learning measurement. Usage metrics at the end of 2011 showed
visitors increased 13.2 percent, contributors 33 percent, new document
contributions 5 percent, and user relevance ratings 5 percent.
In partnership with the chief learning officer, Bodiford co-developed
Learning Consulting Foundations, a required course for all learning-
focused associates. Participants learn and practice elements of Cerner’s
internal learning development process known as ADAPT. As the creator
and now instructor for the class, Bodiford directly influences the skill
development for learning roles. He extended associate development by
creating a library of training plans for the roles in his department. Some
100 percent of targeted associates are enrolled in the correct work-based
plan. As of the end of 2011, 89 percent (against an 80 percent target)
of the audience remains on track with their assigned role-development
learning plan, prompting Jescavage to note, “Josh is a strong executor
who makes timely decisions and delivers results of value.”
BruCe BaumgarteN, 39
AAA University Executive (5 direct
reports; 24 indirect reports)
AAA NCNU Insurance Exchange
B.S. and M.S., University of
Wisconsin
17 years in training
Childhood amBitioN: Astronomer
favorite phrase or motto: “Be
the best you can be, help others be
the best they can be, and have fun.”
family/pets: Spouse, Amy; cats, Copper and Onyx
outside iNterests: Traveling and reading
adviCe for those eNteriNg the traiNiNg field: “Continue
to be a life-long learner. Learn from your peers and gain insight
from instructional designers, facilitators, project managers,
administrators, and business leaders. Each function brings a unique
value, which is easy to overlook when you become focused on your
day-to-day tasks and direct projects.”
>> In 2011, AAA NCNU announced it was separating the AAA NCNU
Club from the AAA NCNU Insurance Exchange company, and the
AAA NCNU Insurance Exchange was merging with AAA Mid-Atlantic
Insurance Group. Bruce Baumgarten was selected to structure and lead
the Learning and Performance group for the AAA Club. Shortly after
setting up this function, Baumgarten was tapped for the Learning and
Development executive position in the AAA Insurance Exchange, where
he was tasked with restructuring the Learning and Development function.
At the beginning of 2011, prior to the separation, the L&D function
had 55 employees and a decentralized training model with a corporate
training department and three individual training departments reporting
into the business lines. Baumgarten and the L&D executive at the time
decided to create two separate L&D functions—one centralized function
foreachcompany(AAAClubandAAAInsuranceExchange).Baumgarten
designed a department to focus on Learning and Performance after
analyzing the business’ strategy and culture changes—the AAA Club
was going to be more cash flow based and required leaner support
functions. As L&D executive, Baumgarten was charged with downsizing
the AAA Insurance Exchange staff and cutting the budget by 29 percent.
The final organizational sizes were 10 people for the AAA Club and 29
people for the Insurance Exchange. In October 2011, the Insurance
Exchange rolled out a new strategy, refreshed company values, and six
key strategic initiatives.
“The company separation had various components that required a
wide range of management and leadership skills,” says nominator Dan
Reynaud, senior Strategic Relationship manager, Harvard Business
Publishing. “It was a challenging circumstance that defined how the
L&D function would affect both organizations for the upcoming years.”
At the time of the separation, Baumgarten also was spearheading
two strategic training projects. One was a new insurance policy
administration system affecting more than 2,000 employees who
needed to be trained in just a few weeks. The other was the AAA
Club implementing Workday for its HR system. The Club’s Learning
and Performance team had less than two months to prepare for the
Workday rollout—while configurations were still in development. Due
to Baumgarten’s leadership, both rollouts were on time and successful.
training MAY/JUNE 2012 | 25

www.trainingmag.com
sTepHeN eVaNs, 36
Training Manager
(15 direct reports)
URS
B.A. and M.S., Brigham Young
University; M.B.A., Western
Governors University
16 years in training
CHiLDHooD aMBiTioN: Astronaut
FaVoriTe pHrase or MoTTo:
“Take pride in doing things right
the first time.”
FaMiLY/peTs: Wife, Elizabeth; children, Aaron (9), Hannah (6),
Isaac (1)
ouTsiDe iNTeresTs: Spending time with family, camping, hiking,
swimming
aDViCe For THose eNTeriNg THe TraiNiNg FieLD: “Remember
that training is about individuals. While you may be tasked with
educating the masses, in the end, the most important thing you
can do as trainers is inspire individuals to improve.”
>>In November 2010, Stephen Evans was promoted from Training
supervisor to Training manager. This move made him responsible
for meeting the OSHA, EPA, DoD, and other regulatory and
technical training requirements for more than 1,300 employees and
subcontractors who are operating the Tooele Chemical Agent Disposal
Facility, which currently is destroying an aging arsenal of lethal chemical
agent weapons for the Department of the Army. The previous Training
manager had agreed to reduce the staff by 60 percent, meaning the
department would lose eight of 11 training instructors and both training
coordinators. When Evans took over as Training manager, he launched
a campaign to convince upper management to increase 2012 staffing
levels. In conjunction with this, he motivated and inspired the staff to
take on new project work (mostly course revisions or conversions from
instructor-led training to computer-based training) and to obtain results
he could use to show management the value the Training department
brings during off-platform time. After several months of denials, Evans
obtained approval to only lose two instructors in January, and then an
additional instructor and one coordinator in March. “This was a huge
accomplishment that was inspirational and a great morale boost to our
department,” says nominator Richard M. Valdéz, Training supervisor,
URS Federal Services, EG&G Defense Materials, Inc. “Steve is a
strategic thinker and keeps the bigger picture in mind when finding
solutions to problems or management challenges.”
Evans was also instrumental in the development of an in-house
training program that allowed the facility to save hundreds of
thousands of dollars. As a federal contractor at a new, high-hazard
facility, much of the training had to be completed off-site at a facility
capable of training in the handling and control of hazardous materials.
Evans spearheaded the return-on-investment analysis to show in-
house training could bring significant financial savings to the federal
government customer. Evans was an integral part of the team that took
this idea from theory to practice. Valdéz adds that Evans “improved our
department’s effectiveness and increased both the quality and quantity
of training while at the same time identifying and implementing cost-
saving strategies totaling $1.5 million during fiscal year 2011.”
MiNeTTe aLexaNDra sY CHaN, 34
Former Training and Partner
Enablement Manager (managed
up to 25)
eMeter, A Siemens Business
(currently Training Program
Manager, Ooyala)
B.S., University of the Philippines;
M.A., Stanford University
7 years in training
CHiLDHooD aMBiTioN: “I wanted
to be an engineer or a teacher. I ended up being both by completing
my Bachelor’s degree in Engineering and my Master’s in Education.
Now I am in the field of technical training.”
FaVoriTe pHrase or MoTTo: “Goals are dreams with deadlines.”
FaMiLY/peTs: Husband, Wyant; children, Anyka and Cedric; coming
soon, 2 bunnies from the shelter
ouTsiDe iNTeresTs: Reading, traveling, and trying out new things
aDViCe For THose eNTeriNg THe TraiNiNg FieLD: “An open mind
leads to discovery and growth. Discover what your learners need to
know versus everything out there that’s ‘nice to know.’ Most of all,
enjoy what you do and do your best, knowing that what you do can
have much positive impact on someone else’s career and life.”
>>Minette Alexandra Sy Chan stepped up from being a technical train-
er within a slightly larger team to being the sole training survivor after a
reduction in force three years ago. In doing so, she moved into a leader-
ship role in driving the strategy and direction for the Training department
at eMeter. “She motivated cross-functional teams from Engineering,
Product Management, Marketing, Support Services, and Sales to go
beyond their core job functions to either contribute to curriculum and
content development or help deliver training courses to customers,” ex-
plains nominator Lisa Caswell, VP, Global Alliances, eMeter Corporation.
As a result, Chan built the Training business in eMeter from a
$15,000-a-year division in 2009 to a $500,000-a-year division in
2011—3,300 percent growth over two years. One of Chan’s biggest
challenges was creating a revenue-generating Partner Boot Camp in less
than 90 days, filling the class with people who are normally billable
resources from eMeter partners to meet customer ramps 90 days after
that. This became a cross-company, cross-departmental resource,
juggling 20 software engineers, 12 delivery consultants, four Marketing
resources, and three IT professionals. Chan not only delivered one but
two of these month-long boot camps. This project alone generated
$150,000 of direct Training revenue (not counting indirect Professional
Services revenue after the trainees deploy to customer sites, which
can exceed $1 million in quarterly revenue). Chan was able to expand
eMeter’s exposure through these partners exponentially; figure that
every attendee (15 in each class) will touch three to five customers or
prospects in the next year. For a company like eMeter with a sales force
of seven direct sellers, this is a huge positive selling force, according to
Caswell. “This will extend the company’s reach to the EMEA and APAC
regions, where most of the Boot Camp attendees operate.”
In addition, Chan brainstormed the idea to move to a cloud-based
LMS in 2011 that could integrate with eMeter’s SalesForce system. She
led the charge on the system selection and getting it implemented and
deployed on an iterative basis to eMeter partners and customers.
toP 10 Young trainers 2012

D’aNNa FLoWers, 28
IT Training Manager (5 direct reports)
Accretive Health, Inc.
B.A. and Master’s, Eastern Illinois
University
6.5 years in training
CHiLDHooD aMBiTioN: Lawyer
FaVoriTe pHrase or MoTTo:
“To succeed, jump as quickly
at opportunities as you do at
conclusions.” —Benjamin Franklin
FaMiLY/peTs: Husband, Bill; daughter, Avery (1)
ouTsiDe iNTeresTs: Spending time with family
aDViCe For THose eNTeriNg THe TraiNiNg FieLD: “‘Dig a hole an
inch wide and a mile deep.’ This advice was given to me by one of my
graduate school professors, Dr. Lance Hogan. The ability to discover
your niche and become a subject matter expert will greatly influence
your training ability and career path.”
>>D’Anna Flowers manages Accretive Health’s IT Training Team,
which focuses on the Revenue Cycle line of business. The Revenue
Cycle includes more than 900 internal Accretive Health employees, as
well as the training of the client end-user population. In 2010, Flowers
had several goals: decrease average end-user training time from 4.6
training hours per employee; slash the cost of delivery from $111.37
per end-user; and figure out how to scale the 2010 training approach to
larger clients acquired in 2011.
By the end of 2011, Flowers led her team—which did not have
instructional design experience—to develop Web-based training videos
for each piece of the Accretive Health Technology suite and created
curriculum and learning plans through the newly implemented LMS.
The Accretive Health course catalog for Web-based videos now includes
more than 50 custom courses over five lines of business. Testing and
evaluation components have been built into every course to ensure the
effective transfer of knowledge.
Flowers’ team reduced training hours needed to onboard client end-
users to less than two hours and cut delivery costs to less than $20 per
user for some clients by creating online catalogs for materials, utilizing
e-learning when possible, and utilizing a train-the-trainer approach.
In addition, throughout 2011, Flowers designed, developed, and
implemented Accretive Health’s first certification program. Average
pre-test scores were 64 to 70 percent, while post-test averages were
97 percent, an improvement of 38 to 52 percent. The executive
team has recognized Flowers’ efforts and vision by promoting her
the last two years.
“D’Anna favors a democratic style of leadership and has been an
effective, transformational leader,” says nominator Dave Hansen, director
of New Implementation & Training, Accretive Health, Inc. “She has
motivated her team by identifying the type of enterprise training team we
will become and having the members of her current IT training team plan
the tasks and milestones needed to reach that goal. She celebrates our
successes along the way and learns from mistakes made in the process.”
Adds Elizabeth Hannon, IT Training lead: “Without D’Anna’s
leadership, it would be difficult to balance the different projects our team
is responsible for handling. D’Anna understands the job, and when she
sees room for improvement, she acts on it and makes our team better.”
JasoN ForresT, 33
Chief Sales Officer (led 375
people from 22 homebuilding
companies)
J Forrest Group
B.S., Texas Christian University;
M.B.A., American University
8 years in training
CHiLDHooD aMBiTioN: Fighter pilot
FaVoriTe pHrase or MoTTo: “If I
succeed or fail, it’s all on me.”
FaMiLY/peTs: “I live in Fort Worth, TX, with my wife, Shelly, and
our kids, Saunders and Mary Jane. We are also the proud owners
of a playful Goldendoodle named Happy.”
ouTsiDe iNTeresTs: Reading, exercising, spending time with
family
aDViCe For THose eNTeriNg THe TraiNiNg FieLD: “Find the most
successful trainer you know and copy them.”
>>Most homebuilders view the sales presentation as a secondary
part of their business. Jason Forrest, chief sales officer at the J Forrest
Group, doesn’t agree. One of his biggest challenges is demonstrating
to clients that the sales process should be a primary focus of
business and that when you understand that the sales professional,
sales process, and sales presentation are just as important as the
product produced, you will achieve the real business growth you
desire. Forrest’s Leadership Selling program starts by teaching 40
techniques from his book, “40-Day Sales Dare,” that are required
for success. That foundation hits all elements of the sales process,
giving relevant, tangible techniques. In addition to changing behaviors,
Forrest incorporates cultural accountability by training leadership, thus
ensuring culture change and long-term sustainability.
As a direct result of his efforts, J Forrest reached more than
$900,000 in revenue in 2011 and already has signed $1.2 million
of business for 2012. Over a 12-month period, Forrest provided
training to Woodside Homes’ 44 sales professionals and management
coaching to eight regional sales managers and eight division presidents
and other vice presidents in five states throughout the western U.S.
When he started working with Woodside on February 1, 2011, the
homebuilder was already 40 percent behind its sales goals/budget for
the year. After nearly a year of Forrest’s management coaching and
salesperson training (which included a series of seminars, a Website
e-learning component, and weekly salesforce goals and motivational
calls), the Woodside budget margin was 17.8 percent. Senior Sales
Coach Dana Spencer says Forrest’s training also helped regional
managers and division presidents transform the way they look at
their sales professionals and how they are hired. Compensation plans
were changed to better incentivize top performers. As a result of these
changes, every person hired in the new system and trained under the
new program Forrest led remained at the company throughout the
year (as compared with a 25 percent turnover the year before).
“What differentiates Jason is that he sees more in people than they
see in themselves and he has an exceptional ability to help them rise
to the occasion,” says nominator Laura Casciano, Client Relations,
J Forrest Group. “His trainees’ attitudes change 180 degrees from ‘I
have to do this’ to ‘I want to do this.’”

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