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Randy Laist is a professor of English and a teaching fellow in universal design for learning at Goodwin College in East Hartford, Connecticut. He is the author of Cinema of Simulation: Hyperreal Hollywood in the Long 1990s and The Twin Towers in Film: A Cinematic History of New York's World Trade Center.

Randy Laist

March 2020  - TD Magazine

Leaders can employ specific practices that can enhance employees' openness to change.

4 Practices to Avoid Barriers to Change

Lisa began her career in the financial services industry, where over the course of more than 20 years she led numerous learning and organization development functions, such as consumer sales, operations, mergers and acquisitions, and enterprise operations. Her last role with Wells Fargo Corporation, the fourth largest U.S. financial institution, was as head of executive and leadership development, where she was responsible for developing 22,000 leaders worldwide. After leaving financial services, Lisa joined Delhaize Corporation as the director of talent development, where she was responsible for creating and implementing the talent development strategies for a business with 1,200 stores and 76,000 employees across 11 states. In 2010, Lisa joined Ingersoll Rand as the director of global leadership development, where she designed and implemented a comprehensive global leadership development strategy, ensuring that Ingersoll Rand had effective and efficient development for frontline leaders and senior leaders, and a sustainable leadership pipeline for Ingersoll Rand’s growth. Lisa is now responsible for developing Ingersoll Rand’s strategic capabilities of operational excellence, strategy and market analytics, product management, innovation, and sales excellence. Lisa is also responsible for global learning, learning operations, and advanced learning technologies, as well as ensuring aligned learning strategies globally.

Lisa Knight Gary

Chief Learning Officer, Trane TechnologiesLisa Gary has more than 25 years of learning and development experience, working in financial, food and manufacturing industries during her career. She is passionate about learning where she always applies a business perspective to our field. For the last seven years, Lisa has served as Ingersoll Rand’s/Trane Technologies chief learning officer. She is responsible for developing enterprise strategic capabilities of leadership development, operational excellence, strategy and market analytics, product management, innovation, and sales excellence. She is also responsible for global learning by ensuring aligned learning strategies for Asia Pacific, EMEA, India, and Latin America businesses. In March 2020, Ingersoll Rand split into two publicly traded companies, Ingersoll Rand (IR) and Trane Technologies (TT) with Lisa joining the Trane Technologies company as their CLO. She and her team are focused on building the next set of strategic capabilities as well as a reskilling/upskilling strategy as the world becomes more digital and technically enabled. Lisa has served on the ATD Forum Advisory Group and wrote the first chapter in the newly published book Leading the Learning Function. Lisa has a BS in marketing from Virginia Tech and an MBA from the University of North Carolina at Charlotte. Lisa is a NeuroLeadership Institute Results Certified Executive Coach, Hogan Certified Assessor, and lifelong learner, tackling anything from blacksmithing to clogging to glass enameling. Lisa is the proud mom of a grown daughter and son, and lives in Cowan’s Ford, North Carolina, with her husband and rescue dog, Elvis.

Lisa Gary

Although corporate training may not involve hard candy, you can infuse that spirit into experiential learning—a transformative approach that immerses participants in real-life scenarios, encourages active involvement, surfaces friendly competit

5 Game-Changing Tactics to Drive Lasting Impact in Your Training Program

Brandy Agerbeck of Loosetooth.com writes, speaks, and teaches on the power of drawing as your best thinking tool. She celebrates 20 years as a graphic facilitator, mapping out her clients’ complex conversations in live, large-scale drawings. Her 2012 book, The Graphic Facilitator’s Guide: How to use your listening, thinking and drawing skills to make meaning, quickly became a bible of the field. Agerbeck follows this much-loved volume with her new book for every visual thinker, The Idea Shapers: The power of putting your thinking in your own hands. Cultural analyst Patricia Martin calls it, “A new alphabet for the visual age.”  Blending her experience in speaking, teaching, and facilitating, Agerbeck delivers interactive, customized keynotes and workshops. In her engaging and productive sessions, she demystifies drawing to develop everyone’s thinking skills so participants can learn more easily, reduce overwhelm, communicate clearly, and think critically. You can see her in action in her 2013 TEDxWindyCity talk, “Shape Your Thinking.”

Brandy Agerbeck

 A few weeks ago, I wrote a short post, “Do the Right Thing.” For those who did not read the article, by right things I was not merely referring to ethical issues. Of course, acting ethical and appropriate are a given. I was also referring to being encouraging and helpful to others, as well as a great teammate and communicator. In essence (and in spirit), I am talking about being a servant leader and a source of positive energy—and only positive energy.Here’s some of the feedback I received for the post: “The message is inspirational—developing a positive and encouraging environment is planting seeds of success in our workplace, and for our team members, and can produce limitless benefits for our firm’s overall success.” “Fortunately, I am in a smaller company that is very leadership focused. In the past, though, I worked with managers with the attitude: “Just do what we tell you, just comply, adhere to our procedures.” They did not encourage creativity, finding new and better ways, collaboration, and even asking questions. It was just do it.” “We need people who know why they do what they do, are guided by proper values and purpose, versus so many managers who do what they do for money, power, attention, control, title, or corner office.” “We need leaders who have faith, a moral compass, and love to coach, mentor, and help others learn, grow, and succeed. We need leaders whose own satisfaction comes from the satisfaction and success of their people.” “It is true that doing the right thing helps others and helps us to feel good about ourselves. I also have found that doing the right thing is key to overall business success. A focus on personal gain can lead to short term success, but doing the right thing usually ensures the ultimate long term emotional (and financial) returns.” “I love the thought of doing the right thing as it improves morale and the spirit of an organization. Results will improve. Failure to do the right things has the opposite effects; it reduces drive, people won’t go the extra mile, and ultimately turnover, which is a huge hidden cost that management usually rationalizes—rather than taking responsibility to learn from and improve.”There is a saying that “kindness of words motivates others.” Having a sense of kindness in our work, leadership, and relationships in business, including our internal relationships, is definitely doing the right thing! Mara Vandlik of McGinn & Co., asked if women are expected to be more graceful, helpful, and encouraging than men? Granted, we could start a dialogue on that question, but my answer to her is that this is an area where men could learn from women and their natural leadership skills and competencies.Kerry Douglass, a spiritual director and counselor, thoughtfully noted that effective leadership comes through community, not authority.John Kelly of Hanover Stone Partners sent the Do the Right Thing post to two former leaders with whom he worked and respects and states that now when faced with a difficult decision or issue, he asks himself “What would Dick or Ed do?” Then the answer is clear, do what’s right. This is consistent with a recent conversation with Joe Bottari, a sophomore student athlete at Georgetown, whom I have the privilege of knowing and mentoring. When faced with what he considers a life decision, he takes the time to seek the counsel of those for whom he has great respect. Joe also believes in having great relationships with his teammates and focusing on team goals, as then work and football practice are easier to handle well.Andy Funt, CEO of Bio Films Innovations, makes an insightful suggestion that we should bear in mind to always doing the right thing—and also do the next right thing. By that Andy means the first right thing might well be an assessment or decision and the next right thing is our action. An example might be reaching out to someone to help them with their inner-confidence as we pursue our desired outcome.Aaron Spokaeski, a general manager at Billy Casper Golf, a company that definitely treasures its people and consciously tries to listen for their ideas, advice, and feedback, points out that doing the right thing means being “we-oriented” not “me-oriented.” It also means realizing that, as a manager and leader, we are a part of a team and every person is an important member of the team as well, and helping them believe that.We should live to help make lives better every day. That is living in our faith, and isn’t it the way we can be in our business lives?!Yes, surely it is. With that personal mission, we can be exemplary and highly effective leaders and team members—by doing our best work, by being positive, and by encouraging and helping others do their best work. As I finished drafting this paper, I happened to read a wonderful article about empathy. It encouraged me to go back and add this paragraph. Bottom line: Empathy helps us improve the lives of others, as well as our own. Here are just a few things we can do each day: See something at work that needs fixing? Just quietly fix it.Say thank you with eye contact and a smile and not being too hurried so the person feels your appreciation.Grab a coffee or tea with someone who could use a conversation. Conversations are a gift, if we listen to connect. A great way to lead our lives from a spiritual sense is to help make lives of others better every day, and we can have that be our personal mission in our work and leadership. We need to encourage and help our team members and other colleagues have better business lives every day. That is doing the right things and that is servant leadership!

What Does “Doing the Right Thing” Look Like in Business?

More than 250 million people attend conferences annually in the US alone, according to the Global Conference Alliance. Industry events are powerful opportunities to build new relationships, learn from industry experts, and elevate your professional presence.Even if you’re a seasoned conference attendee, this three-step guide will help you show up with intention, connect with confidence, and follow up with purpose. Let’s get you ready for conference season!1. PrepareA strong start begins before you arrive. Approaching the days and weeks before the event with intention can turn a routine experience into a career-defining one. How can you prepare? Set goals. Ask yourself, "What do I want to walk away with?” Maybe it’s new industry contacts, potential sales leads, or innovative ideas. Write down a few goals to guide how you spend your time.Do your research. Research the speakers, sessions, and even the attendee list if available. Identify people or companies to connect with, and follow them on LinkedIn before the conference. A conversation starter like “I’ve been following your work and…” sets you apart. Polish your introduction. Your introduction doesn’t have to be scripted, but it should be concise and delivered with confidence. In 30 seconds, you should be able to share who you are and what you do. With any extra time, get creative with what else you decide to include. If you need some ideas, here are a few to consider:What excites you about your work?Your goal or focus for the eventA current priority in your roleEnsure that your LinkedIn profile and any other professional platforms you share are up to date and reflect your current role and interests.2. EngageWhen the conference starts, you’ll be surrounded by activity and information. The goal is to stay intentional, not just busy.Schedule intentionally. Don’t overload your schedule trying to be everywhere at once. Prioritize sessions that align with your goals, and leave room for spontaneous conversations—some of the most valuable moments happen in the hallways, at lunch, or between sessions. Start conversations with impact. Thoughtful questions spark better conversations than a resume rundown. While it’s easy to fall back on “What do you do?”, it’s not always the most engaging conversation starter. Instead, try asking:“What’s been the highlight of your work lately?”“Which session are you looking forward to the most?”“How did you get into this line of work?”Write it down. Many conferences offer handouts and speaker notes, but don’t underestimate the value of taking your own. You probably won’t revisit every deck, so get in the habit of jotting down highlights—key takeaways, ideas for your team, names of people you met, and standout conversations—to make the most of your learning.3. Follow UpThe conference may end, but your impact doesn’t. The post-conference period is when the seeds you planted start to grow.Reach out soon. You’ll meet a lot of people, and so will everyone else. Follow up within 48 to 72 hours while the conversations are still fresh. Send a short, personalized message that reminds them who you are, references your chat, and suggests how you’d like to stay connected.Add value. When you follow up, add a personal touch. Send an article, book, or event recommendation related to your conversation (this is where your notes will come in handy). Small gestures like this show that you were engaged and worth staying connected with.Reflect. Before diving back into work, ask yourself:What did I learn?Who or what stood out?What will I do differently next time?Capture your thoughts to retain the value of this conference and show up even better for the next one!Showing Up Is Just the Start Conferences are what you make them. With the right mindset and a little intention, you can walk away with more than a name tag and swag bag, like valuable takeaways and meaningful connections!For additional preparation before your next event, check out our curated learning path designed to get you conference-ready.

Your 3-Step Guide to Owning Conference Season: Prepare, Engage, and Follow Up

Prioritizing everyday acts of kindness in education is critical to support individual well-being, societal impact, and organizational success, and we are all a critical piece of the solution. George Mason University launched the Mason Chooses Kindness initiative in 2020 to inspire its community to engage in intentional kindness by doing caring and generous deeds every day. They are now working tirelessly to encourage others outside our community to do the same. Why? Kindness is always the right thing to do for society, especially in a world that has been termed “on fire,” and research links kindness-centered cultures to positive business outcomes for society, indicating that fostering inclusive, kindness-based cultures is an essential leadership skill. At the Costello College of Business at George Mason University (Costello), they passionately believe leaders educated in environments where kindness reigns are more likely to carry that value into the workplace and navigate a complex and diverse world in ways that benefit society at large. An extensive (and growing) body of research has revealed direct correlations between kindness-centered corporate cultures and positive business outcomes. For example, Mandy O’Neill, professor of management at Costello and senior scientist at George Mason’s Center for the Advancement of Well-Being, has conducted research on this topic. She and her colleagues have found that organizations with cultures of “companionate love” (affectionate bonding between co-workers) can weather higher levels of collective anxiety without incurring increased operational costs or experiencing greater employee burnout, which can have a societal ripple effect. Education can and should happen everywhere — thank you ATD for accentuating this point— therefore our ask for each of you is to intentionally embed kindness into your daily interactions personally and professionally. We challenge you to think when you see less-than-kind behavior, to stop and ask yourself “If not ME, then who?” and act to lead with kindness to affect those around you. The following is excerpted from George Mason University’s 30 Days of Kindness Calendar.An Individual Roadmap to Kindness:Give someone a genuine compliment.Take a break to prevent burnout.Ask someone what they enjoy doing (and consider doing it with them).Practice active listening.Give thanks before a meal.An Organizational Roadmap to Kindness:Identify kindness champions.Align with strategy.Secure commitment from leadership.Foster true engagement.Measure progress. For more details, refer to our article in AACSB Insights. The ripple effect of doing so is proven. And as Adam Grant so nicely stated in his book Think Again, “When we think about how to plan our lives, there are few things that take priority over happiness…it’s one of the three unalienable rights in our Declaration of Independence.” Yet how many of us intentionally create steps to make this happen in our personal and professional lives? If not you, then who? Be the change. 

An Approach to Intentional Kindness: “If Not Me, Then Who?”

ATD Blog

While facilitating leadership development workshops at Emerson (a Fortune 125 company with 90,000 employees in 140 countries), there is an interesting comment I frequently hear: “I did not realize how much time you would give me in this workshop to think!”Is that a compliment or a complaint? I believe most people mean it as a compliment because they are surprised. Most of them haven’t had enough time to think in prior trainings.I’ve heard this comment many times, and it never takes me by surprise. In fact, I would be disappointed if I did not hear it. Most learners aren’t given adequate time to think and reflect when they attend training sessions.Far too many training programs rely on content rather than application and do not offer learners time for intentional reflection. In my 28-year learning and development career, I’ve seen too many programs approach learning by telling learners as much as possible in the time provided. Many of us in L&D call that strategy “ten pounds of training in a five-pound sack.”Fred Harburg, former chief learning officer at Fidelity Investments, sums it up well: “If there is no time for reflection, there is almost no chance for improvement.”L&D professionals want to create value for learners. One of the most valuable activities we can build into the design and delivery of our courses is intentional reflection and implementation planning. To improve our training programs, we must stop talking and pushing content, and let learners think.This represents a paradigm shift for many L&D practitioners. Spend less time on content and more time on intentional thinking and reflection.L&D thought leaders Roy Pollock, Cal Wick, and Andy Jefferson (authors of The Six Disciplines of Breakthrough Learning) popularized the term “learning scrap.” Learning scrap refers to content covered in a workshop that is never applied. Most L&D programs have a typical learning scrap rate of 85 percent. At best, most learners apply 15 percent of what’s taught in a workshop on the job. If you want to decrease learning scrap and increase learning transfer, build more deliberate thinking and reflection activities into your courses.In his classic book, Learning and Memory, Donald A. Norman writes, “To remember is to have managed three things successfully: the acquisition, the retention, and the retrieval of information. Failure to remember means failure at managing one of these three things.” I argue failure usually occurs at the retention level. If there is no reflection, there is no retrieval. If there is no reflection and retention, do not expect retrieval to follow.This issue is well-documented by Ruth C. Clark, Frank Nguyen, and John Sweller in another classic book, Efficiency in Learning. They refer to this concept as “information fatigue.” We need to give learners more time to process during a training program. The authors’ research shows a lack of time for reflection leads to cognitive overload. Overload implies a malfunction; learning is short-circuited. If a person attends a program to learn, and we cram it full of content without giving them time to think, it’s no wonder learning scrap occurs.Several years ago, I codeveloped a workshop with Michael Watkins (a former faculty member at Harvard Business School and founder of Genesis Advisers) to create a workshop based on his bestselling book, The First 90 Days. Our workshop designed intentional thinking activities that asked participants a series of questions at the end of each module. The reflection activities took between 20 and 30 minutes to complete and consisted of five or six questions. These were not simply recall or comprehension questions, but rather synthesis and evaluation questions (the higher levels of cognitive thinking).Some of the top executives who attended this workshop told me that if I had not built in deliberate time to think, their goal would have been to rush through the course so they could move on to the next thing on their list.Here are some ways to build time for reflection into your programs:
Build thinking time into the design and delivery of every learning program you create, no matter the delivery method (in person or virtual).Resist the temptation to add more content to your courses. Do not fall prey to the “myth of more.” More content at the expense of intentional time for reflection will not improve learner performance. It will diminish it.Remember, the goal is not to give the content. The goal is for learners to get it, which will only happen through the discipline of quiet reflection.If trainers are given the option to talk or let their learners think, many would choose to fill the silence with their own voices, but the greatest value trainers bring to a workshop is knowing when to stop speaking and give learners time to reflect.

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