Day 1

8:30-9:00

9:00-10:30

Welcome/Telling Ain’t Training
Harold Stolovitch, Conference Facilitator

We derive our most valuable lessons from what we experience, not from what we're told. Take a light-hearted, experiential approach to transforming telling (a waste of time) into activities that result in long-term retention and behavior change. Through a series of hands-on exercises, participants will not only have fun learning, but also will acquire some research-based principles for building retention and improving performance

Session Objectives:

• State and apply six principles for transforming the dreaded info-dump into worthwhile learning.
• Apply four cognitive strategies to improve information retrieval.
• Name six universals from learning research, which strongly increase the probability of learning.

10:30-11:00

Break

11:00-12:30

A Universal Model for Training

Harold Stolovitch

Imagine a simple, five-step model that you can apply quickly and easily to convert virtually any subject-matter content directed at almost any population of learners of almost any size into high-probability-of-success learning. And this model works with any medium or delivery system. Best of all it is derived from learning research and has been applied in all sorts of circumstances with remarkable results. Not only does this model apply to new training, but you can also use it to retrofit existing content-focused courses, transforming them into effective and engaging learning events. In this session, you will experience the model in action through a fun whole-group role play and then actually apply it to test out how well it works. You will leave with worksheets you can immediately apply to your own projects.

Session Objectives:

• Discover a research-based, five-step model that allows you to transform content-focused telling into effective training.
• Using a set of worksheets, apply the five-step model to arbitrary content and test its effectiveness with sample learners.
• Apply the five-step model to not only create instant training, but also build an instructor or facilitator guide that others can use to maintain learning consistency across instructors/facilitators and multiple learner audiences.

12:30-1:30

Lunch

1:30-3:15

Making E-Learning Work for You and Your Learners

Marc Rosenberg

E-learning offers amazing opportunities for you to deliver training in ways that can be quite efficient and effective, and also exciting!The key is not so much the technology but how you use it and how you prepare your learners for it.This session will introduce you to a variety of e-learning options and will focus on the many ways you can make technology-enabled learning, or "e-learning" engaging for your learners.We'll also focus on ways to blend technology into a classroom-based curriculum and offer some do's and don'ts for making e-learning succeed. Finally, we'll take a look at how subject matter experts, instructional designers and I.T. departments will have to collaborate more to make e-learning succeed. Finally, we'll focus on how to build support and sponsorship for e-learning in the organization.

Session Objectives:

• Describe the four elements of successful e-learning implementation:  great content, good instructional design, supporting technology and proactive sponsorship.
• Describe how e-learning is changing and moving into the workplace.
• Identify ways to engage learners via technology.
• Identify opportunities to blend e-learning into classroom programs.
• Describe new roles and relationships for e-learning success.

3:15-3:45

Break

3:45-5:00

Games and Gamelike Activities for Learning and Performance: Spice It
Harold Stolovitch

There is an amazing power to generate learning and performance through games and gamelike activities. The way they are structured, their barrier-breaking nature and their requirement to actively participate combine to create dynamic, effective experimental sessions. The key to designing successful game or gamelike activity is through adaptation of existing structures that have already been proven to work.

Session Objectives:

• Define "game" and "gamlike" activities
• State a rationale for using games and gamelike activities for learning and performance
• Given an array of models, create a viable, work-related game or gamelike activity to meet a clearly defined learning or performance objective.

Day 2

8:30-9:00

Coffee and Pastries

9:00-10:30

Learning Research and Theory to Practice

Harold Stolovitch

Training practitioners can get caught up in the pressures that emanate from urgent business needs, organizational pressures, and the omnipresent concern to meet impossible deadlines. Transform research findings into practical, application rules that are easy to apply and challenge many myths that are perpetuated in the training and development world. You’ll develop a stronger understanding of what works from a research-based perspective. Identify what is unfounded lore that may even be harmful to your participants’ learning health and counterproductive to your organization.

Session Objectives:

• Discover twelve powerful lessons from research and theory that will increase the impact and effectiveness of your training
• Derive at least three practical principles you can immediately apply that add organizational value to your training and development efforts
• Eliminate from your repertoire useless or even harmful training practices.

10:30-11:00

Break

11:00-11:45

Cognitive Strategies:How to Build Learning Faster, Better, Cheaper
Harold Stolovitch

Cognitive strategies are mental methodologies we use every time we study and learn. They form a database of thinking and learning packages that we can draw upon and apply to specific learning situations. They help us organize learning so that we can internalize it more readily and recall it more rapidly. This session offers you an experiential initiation into the six major types of cognitive strategies. You practice what it teaches.

Session Objectives:

• Name and explain six types of cognitive strategies
• Apply all six cognitive strategies to learn new content
• Identify specific instances to which you can apply various cognitive strategies to build learning faster, better and cheaper.

11:45-12:45

E-learning 2.0

Marc Rosenberg

E-learning is changing.  With the advent of “web 2.0” tools and technologies that make the Internet a more interactive and personalized experience, training professionals now have the opportunity to reach “beyond the course” to create repositories of information that are accurate and easy to access, as well as design collaborative opportunities for colleagues to interact and learn from each other.  Although traditional training – and traditional e-learning – remain as important as ever, learning is rapidly moving directly into the workplace, where people need immediate access to organizational knowledge and expertise in ways that courses alone can’t provide.  This presentation introduces the new face of e-learning: “e-learning 2.0,” the many new and exciting tools that are fast becoming part of training’s expanding toolkit and how these tools can enhance existing training programs.

Session Objectives:

• Describe the changing nature of e-learning that incorporates “web 2.0.”
• Identify and describe some of the new web 2.0 tools that are being integrated into “e-learning 2.0.”
• Generate ideas for how new web 2.0 tools can enhance learning.

12:45-1:45

Lunch

1:45-2:45

I Need a Training Program On...

Harold Stolovitch

Do you have clients in your organization who come to you not only with a "problem", but also with requests for a training solution? In this session, working in teams, you will be faced with such a situation. You will work on an interactive case individually and with colleagues to determine how you will help your client achieve desired results.

Session Objectives:

• Alanyze a real world case individually and in a team to identify how you can best help a client achieve desired performance improvement ends.
• Discriminate between serving a client transactionally and consultatively.
• Identify the types of questions you should pose that lead to seving your clients' true needs.

Where I Am and Where Do I Want To Be: Taking It Home

Harold Stolovitch and Marc Rosenberg

Where am I and my organization compared to where we ought to be on the Telling Ain't Training continuum? In this final session, you examine your desired and current states along seven essential dimensions and make decisions about changes you can implement on your return to the job.

Session Objectives:

• Concretely note the desired and current states of your workplace learning and performance team or organization along seven specific dimensions.
• Make concrete decisions about actions you will take to close the gap between current and disired states.
  

Instructors

Harold Stolovitch, conference facilitator, has been a teacher, researcher, and consultant in the areas of learning and performance for 40 years. He's an emeritus professor of Instructional and Performance Technology at the University de Montreal and a clinical professor of Human Performance at Work at the University of Southern California. He is a principal of HSA Learning & Performance Solutions LLC, an international consulting firm. He has published hundreds of articles, chapters, and books on learning and performance. He is a past president of ISPI, a Thomas F. Gilbert Award recipient, and a Member for Life. He is a frequently invited presenter internationally.Most important, he is the co-author of the ASTD best-selling books Telling Ain’t Training and Training Ain’t Performance.

Marc J. Rosenberg, conference presenter, is an independent consultant, speaker, and educator and leading figure in the world of training, organizational learning, e-learning, knowledge management, and performance improvement. His career includes 18 years in learning management positions at AT&T, and four years as the e-learning and knowledge management field leader for Diamond Cluster International. He was a pioneer in the development of electronic performance support systems (EPSS) and is the author of the best-selling book, E-Learning: Strategies for Delivering Knowledge in the Digital Age (McGraw-Hill). He has authored more than 30 articles and is a frequently quoted expert in major business and trade publications, including ASTD’s T&D Magazine.He is a past president of the International Society for Performance Improvement (ISPI), a founding editorial board member of Performance Improvement Quarterly, co-editor of ISPI’s Performance Technology: Success Stories, and a contributing author to the Handbook of Human Performance Technology. He is a member of the ASTD E-Learning Brain Trust Advisory Board and also serves on the Advisory Board for The E-Learning Guild.