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Leading Virtual Teams By Skip Ward

Skip Ward

Leadership Development for the New Millennium

Lessons Learned from the Field: How To Manage Change

Labor hours are the most valuable resource in frontline training.Operations only schedule the hours needed to get the job done. Labor budgets are often tied to metrics like sales, foot traffic, and production volume. If business slows, hours get cut. When demand spikes, managers scramble to cover shifts. Every hour must be justified. Only activities that help the team hit its numbers make the cut.This is why L&D is often told, “We don’t have time for learning.” Training is one of the first things to get cut.Managers understand the importance of a capable, confident workforce. They just don’t have time to spare for your learning solution. There’s also a good chance they’ve spent hours on past training that didn’t produce results.L&D can’t afford to waste time. Every minute spent in training is a minute not spent serving customers and completing tasks. If it doesn’t drive results, it doesn’t belong. Time is currency on the frontline and L&D must spend it responsibly.Here’s how you can train faster, reduce labor costs, and ensure every frontline worker is properly supported.Make info easy to findThe first thing every frontline employee should learn is how to use the knowledge base. This way, they can solve problems on their own. Curate helpful job info in a place that’s easy to access on the devices people use on the job. Then focus training on the hard stuff—safely operating equipment, resolving customer issues, and making good decisions on the floor.Don’t waste time on information people won’t remember. Leverage technology to provide them with quick, reliable answers in the flow of work.Skip what they already knowFrontline workers waste a lot of time on training they don’t need. Many come to the job with experience but are still required to complete every module. By using pre-assessments, you can skip what people already know and fast-track them through lengthy onboarding, training, and compliance programs.Adapt training to each employee so they only spend time on what they need to learn. Reinforce critical knowledge to ensure the right information sticks long term.Cut the fluffFrontline training is often packed with unnecessary details—lengthy intros, wordy slides, and lots of “what ifs.” This isn’t just a waste of time. It’s overwhelming for employees who already work in hectic, distraction-filled environments.Apply a microlearning approach. Focus only on what employees need to do the job. Get straight to the point in every video, module, session, and activity. Keep content short, clear, and useful so people stay engaged and get up to speed faster.Provide training guidesHands-on activities are essential in frontline training. Without structure, it’s easy to waste time on ineffective methods and unnecessary topics. This is especially important when you rely on managers and peers to lead training across locations. Clear structure keeps the process on track and drives consistent outcomes.Provide both trainers and trainees with guides outlining the process. Prioritize skills that matter most to day-to-day performance. Include a comprehensive assessment to verify readiness before someone goes solo. Hold trainers accountable for performance results as well as time spent in training.Earn time by proving valueThe frontline runs on a tight schedule. L&D must apply the right mix of tactics to keep up. Our goal isn’t just to cut labor costs. We must find ways to get people contributing faster to meet the needs of the operation.When we adapt to labor constraints, we earn the trust, buy-in, and time needed to make a real impact. This provides us with the opportunity to accelerate readiness, reduce disruption, and provide employees with right-fit support.Every minute saved through smarter training gets someone closer to delivering value for customers. That’s time well spent.

Every Minute Counts: How to Train Frontline Workers Faster

What are Section 508 and WCAG? How do they differ? Why should you care? What tools can you use to make your e-learning courses follow accessibility best practices and adhere to the law? Have you ever thought about how someone with a disability experiences the online courses you create? What if your target audience includes people who are deaf or hard of hearing, color blind, visually impaired (partially or totally), or have limited mobility? Shouldn’t they be afforded the same learning opportunities and access to your courses?Section 508 and the Web Content Accessibility Guidelines (WCAG) help with just that—by establishing a set of rules that, when followed, will ensure your e-learning content is accessible to those with disabilities.What Are Section 508 and WCAG?Section 508 refers to an amendment of the Rehabilitation Act of 1973 that requires U.S. Federal agencies to make their electronic and information technology accessible to people with disabilities. The law includes a set of technical standards that establish requirements for software applications, operating systems, web-based information and applications, telecommunications hardware and software, and video and multimedia products.Web Content Accessibility Guidelines (WCAG) are a technical standard outlining a set of guidelines and success criteria for making web content more accessible to people with disabilities. It was developed by the World Wide Web Consortium (W3C), an international community where members, staff, and the public work together to develop web standards. It is the same organization whose members are responsible for the original HTML, CSS, XML, and other specifications.There are three WCAG levels: A, AA, and AAA. Level A represents the minimum suggested accessibility standards for web-based content and most closely resembles the rules outlined in Section 508, while levels AA and AAA include more rigorous guidelines that further improve accessibility. Meeting level AA guidelines means meeting everything that’s A or AA, while meeting level AAA guidelines means meeting all guidelines—whether A, AA, or AAA.How Do Section 508 and WCAG Differ?Section 508 is part of a U.S. law (the Rehabilitation Act of 1973) and therefore only applies to the United States. Further, the law itself only requires that U.S. Federal agencies comply. Alternatively, WCAG is not a law and is instead only a set of guidelines. These guidelines, however, have been agreed upon internationally as the appropriate standard for ensuring web-based content is accessible to people with disabilities.To put it simply, WCAG is a set of best practices that applies to web-based content in general, and Section 508 is a law requiring mainly U.S. government entities to comply with a set of rules covering a broader span of electronic and information technology. See the breakdown below:Section 508 United States only Law Required for federal agencies One set of standards for different types of electronic communication (software, operating systems, web-based content, etc.)W3C – WCAG 2.0 International Suggested guidelines Optional best practices for any organization Three levels of guidelines of increasing rigor specifically for web-based contentWhy Should You Care?E-learning is a type of web-based content, and therefore, the technical standards outlined in the WCAG and Section 508 §1194.22 apply, if you want or need to make your e-learning courses accessible to those with disabilities. If you’re creating e-learning content for a U.S. government entity, your e-learning content likely needs to be 508-compliant. Several state government entities also require 508-compliance. Also, if you’re not creating e-learning courses directly for a government agency, but you provide services to or are funded by the government, it’s likely that some form of 508-compliance also applies to you.Similar laws exist in other countries for their government entities, but most other countries have chosen to adopt WCAG as a legal requirement, rather than drafting their own rules. So if you’re creating e-learning content for government entities in other countries, there’s a chance that some level of the WCAG applies to you.Even if you aren’t required by law to meet the guidelines, isn’t making your e-learning courses more accessible to people with disabilities the right thing to do? You may immediately think “Yes,” however, that the extra cost, effort, and sometimes compromised experience keep many non-government organizations from making accessibility a priority. Instead, they will often choose to use “reasonable accommodation” and provide training in another way, such as having someone sit down with the person and go through the training together.Before you make a decision for your own organization or try to convince a client one way or another, consider the following statistics based on U.S. Census data:Approximately 56.7 million (about 19 percent) people living in the U.S. had some kind of disability in 2010. This number increased by 2.2 million between 2005 and 2010. \[Source\] Of the 241.7 million adults aged 15 and older, about 14.9 million or 6.2 percent of adults aged 15 and older experienced some level of difficulty with seeing, hearing, or having their speech understood. \[Source\] Individuals with disabilities account for approximately 9.4 million (about 6%) of the 155.9 million civilian labor force (for the time period 2008-2010). \[Source\]**Which E-Learning Authoring Tools Are Best?**Three of the most popular Windows-based, non-PowerPoint-plugin rapid e-learning authoring tools are Adobe Captivate, Articulate Storyline, and Trivantis Lectora. Each has its strengths and weaknesses in general, which Diane Elkins covers at length in her regular tools comparison blogs, but when it comes to complying with accessibility standards, there’s still plenty that divides them.Each tool states that courses published with it can adhere to Section 508. However, both Storyline and Lectora include documentation stating their respective tool satisfies the WCAG level AA. We were unable to find specific documentation relative to Captivate's capabilities for creating courses that can adhere to the different levels of the WCAG.Ultimately, all three tools let you create accessible content. While one tool may rate better than the others in its ease-of-use or ability to meet the requirements, all three end up with fairly consistent total scores. Here’s a closer look at how Captivate 8, Storyline 2 (Update 5), and Lectora 12 fulfill several accessibility requirements, as well as their rankings for creating accessible courses. (Please note that 1 equals the highest rating.)Accessibility Requirement: Text AlternativesProviding a text alternative that describes media such as images or audio narration is important for people with compromised vision. The primary way to make our media accessible is by creating ALT tags for images and text transcripts for audio.Ranking:  Storyline  Captivate  LectoraStoryline gets the highest ranking because it allows you to manage all of your ALT tags for a given slide in one place. Lectora and Captivate require that ALT text be managed on an object-by object basis, but Captivate gets a higher score than Lectora because, like Storyline, it allows for more characters within ALT text. Further, while adding text transcripts is possible in all three tools, the Storyline player’s built-in transcript panel makes it the easiest tool for creating a static text transcript of audio.Accessibility Requirement: Focus/Tab OrderFocus and Tab Order apply to those with compromised vision and/or mobility. This is the order in which the page will be read or processed by a screen reader. It is also the order in which objects will receive focus when pressing Tab on your keyboard. Purely decorative items, such as shapes and lines, should never receive focus, nor be announced by screen readers, since they are not important to understanding the content.Ranking:  Storyline  Captivate  LectoraStoryline is strongest here because, like with ALT text, you can manage Tab and Focus Order for all objects on a slide in a single dialog box. This includes removing items from the Tab Order so they never receive focus.You can manage Tab Order in both Captivate and Lectora, but the ordering also affects layering (or z-order), which can sometimes cause conflict when you want the layering order to be different than the Tab order. Both tools provide a means of flagging items that should not receive Focus, but this has to be done on each individual object. Captivate gets the higher mark between the two since it provides a dialog box that allows you change the Focus and Tab Order of interactive objects.Accessibility Requirement: Synchronized CaptioningSection 508 and the WCAG require synchronized captioning for multimedia such as animated objects synchronized with audio and video, and video that includes audio. It is important for those with compromised vision and/or hearing.Ranking:  Lectora  Captivate  StorylineLectora and Captivate are close in this category, as both provide a means of adding closed captioning to your courses. Both allow you to set the timing of when captions appear and disappear, and provide player controls for turning the captions on and off. We give the higher rating to Lectora because it allows you to import industry-standard caption files (such as those provided by 3PlayMedia.) With Captivate, you have to type each caption and synchronize it manually, but there is an easy-to-use utility to help you do it.Storyline is the weakest in this area. It requires manually adding text blocks as captions, timing them appropriately with the content, and setting up a way to turn those captions on and off. In other words, you can create a similar end product, but there isn’t a feature dedicated for this.Accessibility Requirement: Skip Navigation CapabilitiesImagine if you have a menu button, glossary button, exit button, and more that appear on each page of your course. For learners relying on screen readers, this means those items will be announced on every slide or page they visit. This can get annoying fast! Section 508 and the WCAG require that those relying on screen readers have the ability to skip all redundant navigation items so they can get right to the main content of each page.Ranking: Lectora Storyline, CaptivateLectora is the strongest here, because there are no limitations to how you set this up. You can set the course to skip as many elements on the page as necessary. Storyline and Captivate are tied because they provide close to the same solution. They both provide the ability to skip navigation components that are part of the player, but there are no out-of-the-box capabilities for skipping redundant controls that are part of your slide content.Accessibility Requirement: Data TablesTables that contain data, where understanding the arrangement of the data is necessary to understand the data itself, are not (by default) able to be interpreted by those with compromised vision. Section 508 and WCAG require that when data tables are present, they are labeled in a way that screen readers can interpret the data.Ranking: Lectora Storyline, CaptivateLectora gets the highest rating in this category because first, it supports adding tables to your content, and second, it provides a means of appropriately labeling the table in order for it to be read by screen readers. Captivate has an interaction widget that lets you create tables, but it does not have the behind-the-scenes programming needed to be compliant. Storyline does have the ability to insert a table. With both those tools, any information presented in a table has to be treated as a graphic with an appropriate text alternative for interpreting the table.Moving ForwardIf you’ve come this far, you should now have a good understanding of Section 508 and the WCAG, how they differ, and why they matter to those of us developing e-learning courses. Your next step will be to understand and learn how to implement the requirements in your own courses. Keep in mind, it’s far easier to begin your development process with accessibility in mind than to have to retrofit current courses to meet the requirements. Luckily, there are several resources available online to help. Use these online resources to stay informed and learn more about Section 508 and the WCAG.Section 508 Standards for Electronic and Information Technology Section 508 Technical Standards for Web-based Intranet and Internet Information and Applications Access Board whitepaper on e-learning and accessibility Web Content Accessibility Guidelines (WCAG) 2.0 How to Meet WCAG 2.0 Storyline and Section 508 Accessibility Developing Accessible Content in Lectora Creating Accessible Projects (in Adobe Captivate) One-hour webinar overview of Section 508 and WCAG (E-Learning Uncovered)

Accessibility for E-Learning: Section 508 and WCAG

Dr. John W. Carter retired from the Navy after twenty-two years as a surface warfare officer, serving on several different ship classes as well as a tour with the U.S. Marines, and on the staff of Joint Forces Command. His last tour of duty was teaching political science at the U.S. Naval Academy, which included the introductory American government course, civil-military relations, political philosophy, and a senior seminar on the political thought of the American founding.After retiring from active duty, Dr. Carter continued his work at the Naval Academy as a class of 1968 Senior Military Instructor where he taught applied leadership to the midshipman. In 2009, he earned his PhD in Politics from the Catholic University of America.From 2011 to 2015, Dr. Carter was a lecturer in leadership at Christopher Newport University, Newport News, VA. He taught introduction to leadership, leadership through the ages, leadership theory, and values leadership. He has delivered a workshop on emotional intelligence for the Hampton Roads Criminal Justice Training Academy and presentations on democratic leadership through the Tea Party Movement, the formation of new leaders, and the heart of the leader (its impact on leadership style and values).Dr. Carter recently finished a project to complete the design of an online master's degree at Divine Mercy University in Arlington, VA. He led the completion of the last five courses in the program, including two leadership courses where he was the subject matter expert.He is principal and CEO of LearningDesignCo, LLC, a learning architecture consuting firm based in Cincinnatti, OH.Clients include the Xavier Leadership Center, Matrix Animation, and White Oak Consulting.Samples of his work are found at www.learningdesignco.com

John Carter

Picture this: A leader spends half a day in assessment. They walk away with a thirty-page report packed with insights on their behavior, skills, and personality. They’re ready to apply it. Then...nothing. No follow-up. No plan.Meanwhile, the report gathers dust while the leadership gaps it uncovered persist. Here’s the uncomfortable truth: Organizations are drowning in unused data.But the need for this data is clear. In a recent DDI webinar, 75 percent of L&D professionals said leaders lacked the ability to evaluate skills, and 52 percent said the absence of assessments led to poor talent decisions. These numbers highlight the urgency of moving beyond reports that sit on a shelf.Let’s look at three reasons why assessments fail—and what separates ineffective assessments from real transformation. Problem 1: The Assessment-to-Action Chasm “All Data, No Decisions”A high-potential leader completes a rigorous assessment that pinpoints exactly where they need to grow. But the results never make it past the debrief. No one builds a development plan, and the data sits in a folder—valuable, but unused.Here’s the core failure: treating assessment as the end goal instead of the starting point. It’s like asking employees for candid feedback and then ignoring it. The message is clear: You weren’t really listening. Without action, you’re worse off than before.Why does this happen? Assessment is often buried in talent acquisition or succession planning, making it harder to connect with L&D. The cost is high: disillusionment, disengagement, and leaders who learn to game the system.The fix is to bridge the chasm. Build action planning into your assessment process from day one. If you’re not ready to act, don’t assess.Problem 2: Inconsistent Implementation “The Rollout Roulette” In many organizations, assessment feels like a game of chance. Some leaders are evaluated during hiring, others for succession, and many complete their tenure without being assessed.Key capabilities like “strategic thinking” or “effective coaching” can mean different things without a consistent framework. One leader’s “coaching” might be weekly mentoring sessions, while another’s is quick feedback when something goes awry. With no shared definition, comparing results or target development is nearly impossible.Timing is another issue. Assessments might happen years apart or at random intervals, leaving leaders without timely feedback when it matters most.Inconsistency means no guardrails. Data might be repurposed in ways never intended. Results meant to guide growth are sometimes repurposed for high-stakes decisions like promotions—or even layoffs. When organizations weaponize assessment tools, leaders lose trust and disengage.The antidote is an assessment journey tied to leadership milestones. You create consistency and trust by aligning assessments to key transitions or performance management and defining exactly how the data will (and will not) be used.Problem 3: Leadership Buy-In Crisis “Doubt at the Top”Executives may champion assessments in theory, but if they skip their own, the damage is immediate. Skepticism cascades. If leaders don’t trust the process, neither will anyone else. Common symptoms of a lack of buy-in? Budget battles and a focus on participation over impact. Without executive support, assessment becomes a “nice to have” rather than business-critical. And when success is measured by how many assessments are completed—not how leaders are growing or driving results—the process loses value.Executive sponsorship isn’t optional. It’s the difference between transformation and expensive theater. When executives share their own assessment experiences or visibly support the process, it builds trust and boosts engagement.The Path Forward Each of these problems can be fixed with proven leadership assessment best practices.First, stop treating assessment as a one-time event—embed it into the leadership journey to support ongoing growth. Next, connect assessment directly to development resources and opportunities. Quick, relevant action builds momentum and engagement.Then, establish clear governance for consistency, trust, and protection against misuse. Define what will be measured, how often, and exactly how data will be used.Finally, before launching assessments, ask yourself: "What will we do with this data?" If you can answer, you’re prepared to act with alignment between your assessment goals, business strategy, and leader growth.Conclusion When assessment drives action, the payoff is worth it—leadership gaps close, performance improves, and your leadership bench grows stronger. When leaders see assessments lead to meaningful development, they trust and engage with the process. Now’s the time to examine your assessment strategy. Are you turning data into action? For practical ways to bridge the gap, watch the webinar.

Your Assessment Strategy Has a Fatal Flaw. Here’s How to Fix It. 

You can’t build tomorrow’s learning program on yesterday’s infrastructure. Whether you’re training internal teams or educating external audiences like customers or members, the goal isn’t just to “keep up;” it’s to stay ahead. That means building a program that scales without breaking, adapts without rework, and delivers measurable value at every growth stage.If your current training program feels stuck in the past (or in spreadsheets), you’re not alone. But scaling isn’t just about making things bigger. It’s about making them better. Here’s what separates scalable learning programs from the ones that stall out.Designed for Flexibility, Not Just FunctionalityA rigid learning program might check boxes today, but will it hold up next quarter? Next year? Or when you onboard twice as many learners?Scalable programs are built with flexibility at the core. That means modular, reusable content that can easily be tailored by audience, role, or skill level. Instead of locking knowledge into a 60-minute webinar, you can break it into microlearning modules that slot into different learning paths.And don’t underestimate the value of interoperability. A program that “plays well with others” (whether that’s HR platforms, CRMs, or credentialing systems) is more likely to scale without rework or technical debt. Flexibility isn’t just about convenience; it’s your insurance policy against constant reinvention.Learner Experience Comes First (Always)You could have the most sophisticated learning platform on the planet, but learners won’t stick around if it’s hard to navigate.A scalable program puts the learner experience at the center. That includes intuitive navigation, mobile accessibility, clear content progression, and interactive elements that drive engagement. (No offense to static PDFs, but they’re not exactly binge-worthy.)And let’s talk about personalization. Scalable learning programs offer pathways that adjust to each learner’s goals and knowledge level. If someone’s already nailed the basics, let them skip ahead. If they need extra help, give them targeted content. The goal is to help learners succeed faster, not slog through irrelevant material just to hit a “completion” bar.Data Isn’t Just Nice to Have—It’s NonnegotiableIf you’re still gauging program success by the number of people “logged in,” it’s time for an upgrade.Scalable learning programs use data to measure not just activity but impact. They track knowledge retention, course effectiveness, skill progression, and business outcomes, like reduced onboarding time or improved customer satisfaction.This data empowers your teams to iterate in real time. Noticing a drop-off in a certain module? Optimize the content. Seeing a spike in demand for a specific skill? Build a new learning path. When your program is data-informed, it’s no longer reactive—it’s strategic.Technology That’s Built to Scale With YouSpoiler: not all learning platforms are created equal. Choosing the wrong tech stack can feel like upgrading a flip phone with an app store.A scalable program is built on technology that grows with your organization. That means open APIs, customizable workflows, native integrations, and a vibrant partner ecosystem. Whether layering on credentialing, integrating video learning, or expanding into new audiences, your tech shouldn’t hold you back.Equally important? Administrative ease. Your learning ops team should be able to manage content, users, reporting, and integrations without needing a developer on speed dial.Supports Internal AND External Training at ScaleYour organization likely has more than one audience to train. Employees, contractors, customers, channel partners, members, you name it. Too often, companies build a separate system for each, leading to silos, redundant content, and (let’s be honest) a support nightmare.A truly scalable program supports multiple audiences within one platform, with role-based access, custom branding, and personalized learning paths: one system, multiple audiences, zero chaos.This is especially valuable for organizations that generate revenue from education. If your learning program drives business growth, it needs to scale like any other revenue engine with visibility, control, and flexibility baked in.Final Thought: Scaling Is a Mindset, Not a MilestoneThe reality is that no learning program is ever “done.” Business needs evolve, technology shifts, and learner expectations keep rising. A scalable, future-ready learning program is one that adapts to all of it without starting from scratch every time.The organizations that succeed long term don’t just react to change—they design for it. They treat learning as a strategic function, prioritize the learner experience, and ask bold questions: Are we building for today, or preparing for what’s next?Interested in learning how to create e-learning content? ATD’s Articulate Storyline Certificate will show you how to use this powerful tool to create innovative, interactive e-learning content.

Future-Proofing Your Learning Program: 5 Traits of Scalable Success

We’re living in a world where remote work and remote meetings are here to stay. In fact, remotely may be the only way meetings take place these days. Meeting virtually may be a part of the “new normal,” but how can we make sure it’s time well spent? According to meeting expert Steven Rogelberg, our time in meetings has grown 500 percent in about a 40-year period. Some of the casual conversations we used to have next to the coffee machine have morphed into official meetings. It’s safe to say we are spending more time in meetings than ever before, and now that most meetings are remote because many teams no longer work in offices, new challenges make it even harder for meetings to be effective. The leaders managing remote employees are also facing new hardships when it comes to leading virtual communication.What Are the Challenges of Leading a Remote Team?As a leadership consultant, I spend a lot of time talking to leaders about the challenges they are facing with remote leadership. What I hear most is, “How can I keep my remote team engaged?” and “How can I maintain visibility and maintain a connection with my remote workforce?” If you look at those questions, it all comes back to communication. And how communication happens now is through virtual channels like Zoom, Teams, Google Meet, and more. Most communication is virtual, and a lot of it happens in meetings.What Goes Wrong With Virtual Meetings Today?The biggest problem with remote meetings—the amount! It’s quick and easy to set up a virtual meeting because there’s no need to book a conference room, arrange for travel, or so on. The downside to this is that we become overloaded with these meetings. With more than we’ve ever had in the past, we need to start asking, “Is that meeting really needed?” So, before you set up a meeting, ask, “Do I need input from others? Do things really need to be discussed?” If your answer is, “Yes,” set up that meeting. But if you find yourself thinking that the meeting is more about sharing information or giving an update after a decision has already been made, then maybe you should skip the meeting and send out an email instead.What else goes wrong with virtual meetings today? It’s easy to forget the human aspect. Communicating screen-to-screen makes it easier to forget that there is a physical person on the other end. As you would in a face-to-face context, think of what personal and practical needs the person may have. Spend some time thinking about leadership essentials such as empathy, support, and involvement, and listen and respond authentically. People still need to feel that their perspectives are heard and valued. They need to know they have been understood and respected. This is a universal truth, no matter the channel of communication. Learn more about other best practices for leading remote meetings here.How Many People Need to Be Involved in Virtual Meetings?Everyone knows we should keep meeting attendees to a minimum. But what does this mean for virtual meetings?Our tools make it so easy to add additional people to a meeting. This can happen with a simple click. However, as for a face-to-face meeting, you shouldn’t ask a person to join your meeting if you are not looking for their input.The idea is that for every selected attendee, you should ask: Does this person need to be in the meeting? If a person is “just” listening in without providing input or asking clarifying questions, consider recording the meeting or sending follow up notes to those people. Every meeting attendee should know why they are there and what they are expected to contribute. Concepts such as “social loafing” still apply in the virtual world. And the rule of keeping attendees to a minimum to ensure maximum engagement still applies to virtual meetings. For more about how to effectively hold remote meetings, check out DDI’s blog.

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