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Haim Omer

Overcoming Resistance to Training a Nonconfrontive Approach

Masayuki Kabe is a seasoned consultant and coach, specializing in human resource management (HRM), human resource development (HRD), talent management, leadership development, and sales performance improvement. His work revolves around helping organizations enhance both their business results and human capital, particularly focusing on cultivating leadership capabilities and optimizing talent to drive performance.Masayuki began his academic journey by studying psychology at Tsukuba University, where he developed a keen interest in understanding human behavior and organizational dynamics. After graduating, he transitioned into the corporate world, working for more than 13 years as an HR manager at a leading IT company. During this time, he honed his expertise in managing complex HR operations, handling everything from employee relations to talent management, and navigating the challenges of organizational growth.In 2003, Masayuki made a pivotal shift in his career when he joined the Fuji Xerox Learning Institute (now known as PERSOL Research & Consulting) as an HRM/HRD consultant. There, he expanded his expertise, becoming a trusted advisor to numerous industries, helping design and implement grading, evaluation, and payroll systems, as well as competency models tailored to specific organizational functions. His in-depth understanding of HR processes, coupled with his ability to align them with broader business goals, quickly established him as a sought-after expert.With more than 20 years of experience, Masayuki has excelled as an instructor and facilitator in management and leadership training programs. He has worked with both emerging leaders and seasoned executives, guiding them through the intricacies of leadership development and organizational effectiveness. In 2018, Masayuki took on a leadership role as the head of a sales and consulting department, further demonstrating his ability to lead teams and drive business success from a consulting perspective. His holistic approach, blending HRM/HRD insights with business strategies, has earned him a strong reputation as a key facilitator in enhancing competitiveness through human capital development.Today, Masayuki serves as a performance consultant to various sales organizations, where his work involves a deep dive into sales effectiveness, team dynamics, and talent optimization. He partners with clients to identify areas of improvement, creating strategies that directly enhance sales performance and contribute to organizational growth. His focus is on creating sustainable changes that align talent management practices with the company’s long-term objectives.Contributing to the growth of organizations by improving both business performance and talent development has been Masayuki’s driving passion. He approaches every project with a commitment to making a meaningful impact on both the people and the business.Since 2014, he has also been an active member of the HPI (Human Performance Improvement) study group under the ATD (Association for Talent Development) Member Network Japan, where he continues to refine his knowledge and contribute to thought leadership in the HR field.Qualifications:Project Management Professional (PMP): Certified in project management, enabling him to oversee complex projects with precision and effectiveness.Hogan Assessment Certified Master Trainer: He is a certified expert in using the Hogan Assessment for personality evaluation and leadership development, which he integrates into his talent management strategies to enhance leadership potential within organizations.Masayuki’s broad expertise, combined with his passion for both HR and business growth, positions him as a valuable partner to organizations aiming to leverage human capital for competitive advantage.

Masayuki Kabe

Half of all employees will need reskilling by 2025—yet only 17 percent of organizations feel prepared to anticipate which skills they’ll need next. Every day your learning strategy stands still, the skills gap widens, and your workforce risks falling behind. While traditional training methods—classroom sessions, static e-learning, and one-size-fits-all programs—once served their purpose, they now struggle to keep pace. They can drain budgets, disengage learners, and leave skills gaps that put your organization at risk. Why Change Is Urgent High costs and travel expenses Outdated, passive content with low engagement Lack of personalization for diverse teams Exposure to compliance risks and lost productivity Sticking with the status quo means falling behind competitors and risking talent loss. Consider the case of a manufacturing company that was heavily reliant on traditional classroom training. When new machinery was urgently introduced to enhance its agility against impending market changes, their usual training approach proved inefficient. The need for hands-on learning led to complex scheduling, significant production downtimes, and the creation of backup paper manuals to mitigate costly errors. Employees struggled to retain vital information, resulting in substantial production delays that directly affected the company’s profitability. Similarly, a financial services firm found that their compliance training, delivered through static e-learning modules, failed to engage employees. Ineffective compliance training—especially when it fails to engage employees—can result in substantial financial losses, regulatory penalties, operational inefficiencies, and reputational harm. Investing in more engaging, effective learning solutions is not just a regulatory requirement; it is a strategic imperative for financial performance and long-term business success. The Future of Learning: Blended and Immersive Blended learning combines digital, in-person, and on-the-job experiences, powered by extended reality (XR), AI, and data analytics: VR/AR simulations for safe, on-demand practice Real-time guidance to speed onboarding and reduce errors Collaborative virtual environments for soft skills AI-driven roleplay for authentic, personalized coaching Scalable virtual instructor-led training (VILT) Organizations adopting these approaches report: Up to 50 percent reduction in training time Improved retention and fewer errors Lower downtime and cost For example, a major airline used AI-powered roleplay to train customer service agents in handling irate passengers. The dynamic, unscripted scenarios helped employees build confidence and empathy, leading to a measurable drop in customer complaints. In manufacturing, XR simulations have enabled technicians to practice complex assembly tasks repeatedly without risk, reducing errors on the production line and accelerating time to competence. Anytime they need a refresh, an action-oriented mobile XR experience is just a pocket away. Data-Driven Personalization AI and analytics deliver targeted training to close skills gaps efficiently, ensuring every learner gets exactly what they need. The Human Element While technology enables scalable, efficient training, human judgment remains vital for complex, ethical, and cultural learning. The most effective L&D strategies blend automation for repeatable skills with coaching and mentorship for nuanced, judgment-based scenarios. Act Now or Risk Falling Behind Early adopters see faster onboarding, higher engagement, and scalable programs. Hesitation means losing ground in a competitive market. The cost of inaction is high: slower time to competence, increased errors, compliance risks, and ultimately, lost revenue and market share. The future belongs to those who act decisively. Don’t let your organization be left behind as others leap forward with immersive, personalized, and scalable learning solutions. 

Don’t Get Left Behind: The New Standard in L&D

Devlin Peck is an instructional design coach and eLearning consultant. After enrolling in Florida State University’s master’s program in 2017, Devlin started working with clients to design and develop e-learning. By the time he graduated, his portfolio kept him booked with clients full-time.Over the course of his client work, Devlin discovered that he loved producing content to help other instructional designers thrive. He now spends most of his time writing articles, recording videos, hosting live events, and providing one-on-one coaching for current and aspiring instructional design professionals. You can explore his content at www.devlinpeck.com.

Devlin Peck

Richard Richards is senior consultant at The Ariel Group. He has traveled wide and far in a number of leadership and training roles in both corporate and non-profit arenas. Originally from the United Kingdom, he has lived and worked around the world over the past 40 years, giving him a deep appreciation for the world and its many peoples. Clients rave about his passion to work with people at both ends of the world’s pyramid: those at the top and those at the foundation, and to build a bridge over the rapidly widening chasm between these two groups. Richard speaks both English and Spanish fluently. As a professional actor, Richard has studied improvisation at Second City in Chicago and has worked on stage, in voice-over and in film.

Richard Richards

Robert A. Green, Jr., is a certified Six Sigma Black Belt, an experienced systems tester, and an operations research analyst for the Navy’s Operational Test and Evaluation Force. Contact him at robert.green@cotf.navy.mil.

Robert A. Green, Jr.

Tony Smith is a regional vice president of sales at The Brooks Group. He draws upon a diverse background of training, speaking, sales, and marketing to help clients uncover their greatest business challenges and overcome them with practical, sustainable solutions. Tony has personally delivered training to more than 10,000 sales leaders and sales professionals over the past decade. Nothing excites him more than teaching a salesperson how to confidently “win-the-day” on the sales battlefield.

Tony Smith

One of the issues to consider when designing instruction is how much instruction to provide. This question isn’t always considered, though, and we either provide too much instruction (or not enough).This brief story will emphasize one aspect of this problem.Joanna, a new hire in food service at the local hospital, is using an online course in hand washing. The course contains key facts about germs and how hand washing destroys them, but also statistics about hand washing, facts about different types of hand sanitizers, and the history of hospital-acquired infections and how they spread. The primary message is that feces contains life-threatening germs and that tiny amounts often get onto hands after using the bathroom or handling objects that others have touched. People in the hospital often have compromised immune systems and if they come into contact with these germs, they can get very sick or die. Hand washing can prevent spread of these germs.The problem: There is so much other information in the course that Joanna doesn’t get the seriousness of the message. She mostly comes away understanding that it’s a “very old issue.” Joanna passes the quiz but misses the critical message.Consider people handling the following work tasks:Situation A: an accounting clerk in an accounts payable department has a vendor on the phone with a question she doesn’t know the answer toSituation B: an armed guard at secure military facility gate is talking to a driver who is acting aggressively and trying to hand him a wrapped package to deliverSituation C: an air traffic controller sees two planes on the screen who will shortly be in each other’s air space.We often build training as if everyone needs to know everything about everything. And it’s easy to overload working memory and make it so people learn less than we want them to.We say it’s the SMEs fault. They gave us too much content. But that’s like saying a poor building design is the architect’s fault. Oops it is! And in this case we are the architect. We need to make sure people learn what we need them to learn.Cognitive OverloadOne reason why we need to provide only what people need is explained by “Cognitive Load Theory.” Cognitive load theory states that we have mental “bandwidth” restrictions. In other words, our brain can only process a certain amount of information at a time. And one of the things that can cause overload is too much information. Figure 1 is a diagram that shows the three types of cognitive load.Figure 1. Three Types of Cognitive Load (Source: Patti Shank and Cecelia Munzenmaier, Writing Better Learning Content)When Learners Don’t Need to Know EverythingDo we need to train the accounting clerk in situation A on every answer to every possible vendor question? Probably not. For that matter, why shouldn’t we train everyone on everything?People don’t have unlimited time.The important information will be drowned out by the “just-in-case” information. See the example of Joanne’s hand-washing training. And no, it’s not because they remember 10 percent of what they read, 20 percent of what they hear…If there’s too much information, it’s easy to get overwhelmed (see Cognitive Overload section).I hear you asking, “Where will they get other information if they need it?”  This may be non-obvious, but they’re probably not going to go open their previous training materials to find the answers they need. So build performance support materials (or have them do it). Let people get help from their social network.But Some Workers Do Need to Know EverythingOn the other hand, the workers facing the issues in B and C don’t have time to look up or ask someone the proper response. They need to know what to do in these situations, and how to do it effortlessly--even if these situations don’t happen very often. We call this “automaticity.” Automaticity is the ability to do a task effortlessly without any conscious effort or attention. Making something automatic includes accuracy and speed. Automaticity frees the mind to do other things, such as assess the situation, determine what is important, and find alternatives. Benefits of automaticity seem to be consistent across cognitive, perceptual, and motor tasks. But methods for training to automaticity for these different types of tasks are different (see resources). And training to automaticity requires a lot of work for the  training designer and the learner.We make fun of rote learning, but in some cases, it’s required—especially when dealing with the need for automaticity. The alphabet is an example of where rote learning is required in order to move on to more rote learning for reading proficiency and fluency. Not many tasks require the kind of automaticity described in examples B and C, but many do require the capability to recall information quickly, such as answering guest questions at a hotel desk while others are waiting or medical staff helping patients and families during pivotal moments.Imogen Casebourne wrote a good Science of Learning blog post about supporting the learning and remembering of this type of information.Key Point: If the task doesn’t require quick recall or the worker has time to look it up, it may be a waste of training time to add the additional recall practice.ReferencesThalheimer, W. (March 12, 2015) Debunk This: People Remember 10 Percent of What They Read, ATD Science of Learning Blog.Holt, B., & Rainey, S., (April 2002). An Overview of Automaticity and Implications for Training the Thinking Process, Western Kentucky University.Casebourne, I. (January 27, 2015). Spaced Learning: An Approach to Minimize the Forgetting Curve, ATD Science of Learning Blog

Science of Learning 101: The Case for Less…Generally

Artificial intelligence (AI) is evolving rapidly. The danger? Most of our systems are still running on their default settings with flawed data, pre-programmed values, outdated assumptions, and invisible biases woven into the code.As technology continues to accelerate, learning and development (L&D) leaders need to embrace a different kind of leadership that meets the demands of the future of work. We need leaders who are both tech-savvy and people-first. We need inclusive leaders. Inclusive leadership values diversity, encourages collaboration, and fosters an environment where everyone feels empowered to contribute in unique ways. While AI systems learn from the past and are optimized for speed, inclusive leaders learn from feedback and will gradually shape the future. Inclusive leadership requires three essential components:Time to pause, challenge assumptions, and avoid rolling out biases at scaleUnderstanding of how exclusion shows up in data, tools, and organizational cultureAccountability for when automation misses the mark, create systems of oversight, and fix issues transparently before trust erodesThese aren’t just soft skills; they’re survival skills in the age of intelligent systems. Inclusive leadership isn’t just for those with C-suite titles. It’s for everyone bold enough to question whether the current ways of operating the business are harnessing the full potential of a diverse workforce. This might look like asking:Is this resume screening tool filtering out candidates from nontraditional backgrounds?Did we include perspectives from ERG members in the rollout’s design?What assumptions were made in assessing “high potential” at scale?Leading with purpose doesn’t require authority. Culture starts to shift when people at every level challenge automation, audit biases, and demand better conditions with intention.Inclusive Leadership Means Resetting the DefaultsThe thing about default settings is they’re fast, familiar, and almost always designed by someone else. The tools we rely on were trained on historical data. That means the “default” settings often serve the past, not the future. If the past was exclusionary, how can we ensure that we’re not making the future exclusionary, just at a faster rate? Inclusive leaders notice when defaults are outdated, inequitable, or just plain wrong and have the courage to change them.If your organization’s leadership programs aren’t preparing people to lead through ethical uncertainty, tech disruption, and cultural complexity, they’re not future-ready. Here are five ways to lead the change and develop inclusive leaders in the age of AI at your organization:1. Make inclusive leadership the default, not an add-on. Make it the foundation of your leadership development curriculum, not in a bonus module. Do this by incorporating: Case studies on exclusion in AIExercises that uncover unconscious bias in tools and decisionsScenarios that challenge “default” thinking2. Train leaders to spot what’s missing. Help leaders recognize where exclusion shows up in systems, data, and decisions. Arm them with the right questions, including:Who is benefiting from implementing this and who might it harm?Who is being left out and how can we include them?Do we have the tools and systems in place for oversight?3. Build in accountability. Redefine and model what “good” leadership looks like with the following actions:Own unintended impacts from exclusive practices.Create feedback loops with ERGs and cross-functional teams.Lead transparently when automation stumbles.Adjust or remove tools that do more harm than good.4. Make psychological safety a leadership imperative. Train leaders on how to foster environments where teams feel safe questioning automated decisions and voicing concerns. Creating a “speak-up culture” is the foundation for ethical and effective tech use.5. Partner with DEI, tech teams, and legal not in silos. The future of leadership doesn’t live in a single function. When inclusive leadership and ethical AI implementation are developed together, they stop being a few people’s jobs and start becoming everyone’s responsibility.Lead With IntentionAI is changing how we work, but how we lead will determine for whom we innovate, and with what consequences. The future doesn’t need faster leaders; it needs wiser, courageous, self-aware, and empathetic ones. Let’s develop leaders who pause for people, listen for bias, and build for belonging. That’s how we lead beyond the algorithm: with time, understanding, and healthy doses of accountability. And maybe a little less trust in the “default settings.”

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