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Kevin Mills is head of Coursera Government Partnerships, where he helps enable the leading governments around the world to up-skill and re-skill their workforces. At Coursera, Kevin has led the teams responsible for building strategic partnerships with the world’s most innovative universities, companies, and governments to help further Coursera’s mission to provide quality education and training to everyone, everywhere. Previously, Kevin has held roles in government, university administration, and at international law firms focusing on education law and policy. He holds a BA from Pepperdine University, and JD/MBA from Stanford University.

Kevin Mills

While partnering with an online training provider can help your workforce adapt to the future of work, there are several platform options available.

Top 5 Considerations for Governments Selecting an Online Training Provider

Kevin Wilde is responsible for world‐wide people growth at General Mills, including talent management, executive development and the Leadership Institute. Since joining the company in 1998, the organization has been consistently recognized for its innovative development work, highlighted by Fortune’s #3 ranking as one of the best companies in the world at leadership development and Training magazine’s “Hall of Fame” designation as a top company for employee development. In 2007, Chief Learning Officer magazine selected Kevin as CLO of the year. Kevin is a columnist for Talent Management magazine and serves on the editorial board for a number of professional journals. His work has been published in over a dozen books, including Coaching For Leadership and the Pfieffer Annual on Leadership Development. He has been quoted on leadership and development by Business Week, the Financial Times, Fortune and Time magazine. Before joining General Mills, he spent 17 years at General Electric in a variety of human resources positions in the healthcare and capital divisions, as well as corporate assignments at GE’s renown Crotonville management development center. While at GE, he also held positions in manufacturing, marketing and six sigma quality. He received a bachelor’s degree in marketing and education from the University of Wisconsin at Stout in 1980 and a master’s degree in administrative leadership and adult education from theUniversity of Wisconsin at Milwaukee in 1981.

Kevin Wilde

Learning objectives are necessary, but not sufficient. Roy Pollock and Andy Jefferson discuss how to connect business results and learning objectives.

Want to Improve Your Batting Average? Understand the Business Objectives

Kevin Murray is associate director of commercial leadership excellence forAstraZeneca.Kevin started his career as a high school biology teacher and transitioned into the world of pharmaceutical sales with a very successful career spanning 28 years. He has spent the last 20 years in various leadership roles with responsibilities for teams and deliverables in the clinical, business acumen, sales, coaching and leadership development spaces.Kevin holds a dual Bachelor's degree in biology and secondary education from SUNY Geneseo, and is a graduate of Coach U’s Core Essentials Fast Track Program. He is a decorated sales leader and a certified facilitator in NeuroLeadership Institute’s Brain-Based Coaching program, Everything DiSC, and Miller-Heiman Strategic Selling. A lifelong learner, Kevin continues his journey by attending and speaking at various conferences and participating in interviews with external organizations.He is currently studying the strategic use of artificial intelligence in organizations as part of a Massachusetts Institute of Technology program to help support and inform his primary interest in the use of AI to enhance coaching quality.

Kevin C. Murray

Propel Productivity in 2015

In addition to research reports, whitepapers, infographics, and other materials, ATD’s research also is presented in webcasts and during in-person presentations at conferences and events. This blog post provides some highlights from an Institute for Corporate Productivity (i4cp) and ATD Research report on MOOCs, and the associated presentation at the ATD TechKnowledge 2015 conference and research webcast.ATD/i4cp’s Research on MOOCsMOOCs are massive, online, open courses. They are typically free (although sometimes learners must pay to earn credit), and rely on a collaborative approach.  MOOCs got their start in academia, and millions have participated in academic MOOCs, many of which are offered by leading universities. However, critics are fast to point out that most MOOC enrollees never finish.Realizing the promise MOOCs hold for organizations and their workforces, ATD Research and i4cp surveyed 525 learning and business professionals, and published the findings in December 2014 in the report, MOOCs: Expanding the Scope of Organizational Learning. The study found that less than a quarter of organizations currently use MOOCs in learning. These MOOC users overwhelmingly felt that they broadened the scope of learning opportunities, although the research did find that users of MOOCs in organizations, like academic MOOC users, frequently dropped out.MOOCs Research at TechKnowledge 2015In January, Kevin Oakes, CEO of i4cp, presented on MOOCs at ATD’s TechKnowledge Conference in Las Vegas, which provided attendees with information on the latest learning technologies and how to leverage them. During that session, the audience of learning professionals was asked whether their organizations used MOOCs in learning.No attendees raised their hands, though, confirming the low usage of MOOCs. However, the session participants were enthusiastic about possibly incorporating MOOCs into their organizations’ learning offerings in the future. A few attendees had personally taken MOOCs in their own time, on varied topics.Highlights from the Research WebcastOn February 2,2015, ATD Research hosted a free webcast on the MOOCs research, featuring Kevin Oakes and Amy Rouse, director of operations training at AT&T, which leverages MOOCs in its training. The webcast attracted more than 500 registrants, and the recording is available here.That webcast not only provided an overview of the research findings, but also featured Rouse’s experiences with MOOCs at AT&T. For example, AT&T developed its own well-received internal MOOC that adapted an existing instructor-led class in business writing for MOOC delivery.The presenters also fielded questions from webcast attendees. One participant asked about the differences between MOOCs and e-learning, and Rouse responded that e-learning typically is more “canned” and occurs at the learner’s own pace, while participants in MOOCs are more engaged with a cohort of other learners and an instructor over several weeks.Get the Full Report and MoreThe full report, MOOCs: Expanding the Scope of Organizational Learning is available online. Members have complimentary access to a whitepaper version of the report.

MOOCs Research Well-Received at ATD TechKnowledge 2015

This is the second post in a three-part series examining leadership.  (See post 1 and post 3.) In the present business climate, the leaders need to become champions of the “learning organization” as designers, teachers, and stewards (Senge 1990), rather than position themselves as the traditional charismatic hero (Steyrer 1998).  With that in mind, leading others requires constant learning and development (L&D) and designing of knowledge-creative workplaces that foster growth. Agile Skills Required Enter “design thinking.” Research reveals that design-driven companies, such as Apple, Coca-Cola, Ford, IBM, Intuit, Nike, P&G, Starbucks, Starwood, Target, Walt Disney, or Whirlpool, have outperformed America’s S&P 500 large companies by an extraordinary 228 percent over 10 years (DMI 2014). Likewise, being smart about agile working, agile workforce, and agile environments and cultures should be on every leader’s list of priorities. In fact, a 2014 CIPD survey of HR leaders and employees found that improving “leadership and management capability” (64 percent of respondents) and “learning and development” (54 percent of respondents) are top tactics to deliver organizational agility. Meanwhile, respondents in the CIPD research ranked “reward management” (15 percent of respondents) and “increasing workforce diversity” (17 percent of respondents) much lower. In the 2014 report, Change Agents: The Role of Organizational Learning in Change Management, ATD Research concurred that organizations and their leaders should be more adaptive to change. Indeed, the research study found that 61 percent of organizations experience three or more changes per year, but they are not prepared to manage that change. Only 17 percent of respondents rate their enterprises as highly effective at managing change, and a mere 30 percent of organizations have change management teams. The good news is that there is clear evidence that an adaptive, generative, and knowledge-productive learning and development (L&D) approach to leadership development can provide the infrastructure for numerous progressive methods designed to produce adaptive leaders. Coaching and self-managed learning are clear examples of this approach. Why Coaching Works Through my own research into leadership development, I have found that coaching is about building and sustaining high-quality links with others. Extremely good coaches energize, ask, listen, invite, and equip others to develop themselves and achieve their personal and professional best. How does this work? The coach energizes the relationship, while the coachee empowers it. As a result, the link re-energizes the coachee, so that he or she is better able to discern, ideate, transform, and deliver (Tkaczyk 2014). More importantly, numerous coaching skills can be applied routinely with clients, peers, or direct reports. They include setting the stage, bringing forth positive leadership presence, tracking information, identifying issues and key factors, playing back exchanges and checking-in, giving and receiving constructive feedback. In addition, one of the most important tools when working with others is the skill of positive inquiry (Tkaczyk 2014). Meanwhile, Stanford’s 2013 Executive Coaching Survey revealed that nearly 100 percent of CEOs enjoy the process of coaching and receiving leadership advice from professional coaches and outside advisors. Although CEOs are receptive to making changes based on these interventions, the Stanford study found that a majority (66 percent) do not receive leadership advice or coaching. To be sure, the benefits of coaching for developing leadership skills are tangible. ATD Research’s report, The Coaching Approach: A Key Tool for Successful Managers, concluded that, in reality, coaching improves communication (69 percent), raises engagement (65 percent), improves skills-to-performance transfer (63 percent), and stimulates productivity (61 percent). Becoming Self-Managed Learning Leaders As leaders grow, they need to become “L&D crafters” (Tkaczyk 2014). To maximize their leadership presence and learning agility, rooted in design thinking (Austin and Devin 2003, Martin 2009) and positive organizational scholarship (Cameron at el_._ 2003, Cameron and Spreitzer 2012), such L&D crafters may routinely use a “continuing developmental portfolio” comprised of two components: Continuing Executive Development Check-In: A disciplined L&D system, self-managed by an individual who constantly “checks in” with themselves by asking reflective questions regarding any critical and opportunistic incidents that happened in the workplace or outside, daily or in the past week.Design: A natural and drilled L&D mechanism that is self-guided by the leader, in which they constantly “design” their own L&D by asking developmental inquiries regarding what it is that they still want to learn and develop, and how exactly they will execute their development plan. International research conducted by the Learning Entrepreneurs project from September 2011 through September 2013 found that such self-managed learning produces personal gains: upgrades your skills and helps monitor your learning in an evidence-based way (91 percent) and boosts your credibility as a reflective and creative leader (90 percent). It also offers organizational benefits: unlocks HR potential (80 percent) and builds “knowledge-creative” workplaces (73 percent). Interestingly, participants in this global research project represented diverse geographies, including Africa, Europe, Latin America, Middle East, and North America. Still, more scientific research is needed, especially as Asia/Pacific leaders were not represented in the study (Tkaczyk 2014). For more on “self-coaching” as a self-managed leadership development method, see my August 2014 TD article, “Daily Check-Ins Stimulate Self-Improvement.” Finally, other approaches for developing leaders for future success can include:cognitive or relational job re-designjob enlargementsposition transfersjob rotationssabbaticalsexternships—professional development through a full-time temporary position at another organizationself-assessment inventories360-degree feedbackpsychological profiling and strengths-findingleaderless group discussions in which a team of multiple leaders is assigned a complex challenge and must work together to work it out within a certain time periodacting and storytellingconcept mappingrepertory gridscritical incident technique, as utilized in job analysis,mentoring·one-on-one Personal Management Interview (PMI) programs, namely purpose-finding and role-negotiation sessions—approximately 60-120 minute each, and preferably twice per month, depending on life cycle rhythm of work. The final installment in this leadership series will address future vistas in leadership.References ATD Research, 2014. Change Agents: The Role of Organizational Learning in Change Management, Association for Talent Development (ATD), Alexandria, VA.  ATD Research, 2014. The Coaching Approach: The Key Tool for Successful Managers, Association for Talent Development (ATD), Alexandria, VA.  Austin, R. and Devin, L., 2003. Artful Making: What Managers Need to Know About How Artists Work, Prentice Hall, Upper Saddle River, NJ.  Cameron, K., Dutton, J., and Quinn, R. (eds.), 2003. Positive Organizational Scholarship: Foundations of a New Discipline, Berrett-Koehler, San Francisco, CA.  Cameron, K. and Spreitzer, G. (eds.), 2012. Oxford Handbook of Positive Organizational Scholarship, Oxford University Press, New York, NY.  CIPD, 2014. HR: Getting Smart About Agile Working, Chartered Institute of Personnel and Development, London.  DMI, 2014. “Design-Driven Companies Outperform S&P by 228% Over Ten Years—The DMI Design Value Index,” Dialog, Design Management Institute (DMI), Boston, MA.  Martin, R., 2009. The Design of Business: Why Design Thinking Is the Next Competitive Advantage, Harvard Business School Press, Boston, MA.  Senge, P., 1990. The Fifth Discipline: The Art and Practice of the Learning Organization, Century Business, Random House, London.  Stanford, 2013. 2013 Executive Coaching Survey, Stanford University/The Miles Group.  Steyrer, J., 1998. “Charisma and the Archetypes of Leadership,” Organization Studies, Vol. 19, No. 5, pp. 807-828.  Tkaczyk, B., 2014. “Critical Clarification on Coaching,” International Coach Federation (ICF).   Tkaczyk, B., 2014. “Positive Inquiry Skills: Crafting Vital Coaching Questions," Association for Talent Development (ATD).  Tkaczyk, B., 2014. “Crafting Continuing Learning and Development: A Positive Design Tool for Leadership Development,” Development and Learning in Organizations, Vol. 28, No. 4, pp. 5-8.  Tkaczyk, B., 2014. “Daily Check-Ins Stimulate Self-Improvement,” TD, Vol. 68 No. 8, pp. 72-73.

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