Learning! 100:
An Impressive List of Winning Organizations
The Elearning! Media Group’s (EMG) first
Learning! 100 Awards recognize excellence
in learning across enterprises that invest in
a truly immersive learning culture, including best-in-class learning and development programs. The four categories for
which organizations are honored are:
>> Learning Culture
>> Collaboration
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May / June 2011 Government Elearning!
>> Innovation
>> Performance
The Learning! 100 program provides
organizations a benchmark for future
development; is quantitative and qualitative; and is unbiased by size of the organization.
Nominees were evaluated on three sets
of criteria: The Aberdeen Group’s Best-in-
Class Learning & Development Survey,
EMG’s Learning Culture Index, and organizational performance. Scores were
totaled and ranked.
In partnership with Aberdeen, EMG
honored the top 100 organizations, 40 of
which sent representatives to the
Enterprise Learning! Summit to accept
their awards in Alexandria, Va. this spring.
Left to Right, Front Row: Star Kraschinsky, Florida Virtual Schools; Cathy Kominos, Institute for Creative Technologies, USC; Kelly Hax,
Spectrum Pacific Learning; Brian Molyneaux, Lawrence Livermore National Lab; Leslie Positeri, Lawrence Livermore National Lab; Renate
Fruchter, Stanford University; Irene McCoy, Navy Federal Credit Union; Laura Register, Care Learning; Peggy Engelkemier, Care Learning; Beth
McMahon, Southern States; Carolyn Crawford, Orbitz Worldwide; Kristie Grover, Biocom Institute; Anya Andrews, University of Central Florida;
Connie Stephens, RBC Bank; Chris Hardy, DAU; Heather Cowan, AutoDesk, Inc.; Debra Farmer, NOAA. Back Row: Rusty Austin, CA Technologies;
William Peratino, OPM; Jan Fiske, Dunkin’ Brands Inc.; Reginald Brown, OPM; Dean Murdoch, The Economic Insurance Group; Bruce Bozino,
NTIS, Dept of Commerce; Mary Beth Alexander, The Economic Insurance Group; Carter Iseman, Southern States; Bob Betterison, NAWCTSD/Team
Orlando; Rose Marie Clark, BDO Canada; Meridith Barone, General Electric; Kim Boland, CSC; Kenneth Barber, Shell Oil; Brian Cooksey, Shaw
Industries; Laura Collings, UPS; Thomas Archibald, ADL Co-Lab; Tammy Cormier, Make-a-wish Foundation; Katrina McFarland, DAU
Elearning! May / June 2011
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learning!100
Department of Defense:
Backbone of Learning! 100
No less than 13 honorees on the
Learning! 100 are funded, supported or
influenced by the U.S. Department of
Defense (DoD). It is not only the largest
employer in the U.S. (around 3 million
military personnel and civilians), it also
spends more hours training staff than
any other organization.
Training and learning initiatives for the
DoD fall under the purview of Under
Secretary for Personnel and Readiness
Dr. Clifford Stanley. A Presidential
appointee confirmed by the Senate, he is
the responsible for overseeing the state of
military readiness. Stanley also is a senior
policy advisor on recruitment, career
development, pay and benefits for 1.4
million active duty military personnel,
1.3 million Guard and Reserve personnel,
and 680,000 DoD civilians.
The Under Secretary also oversees the
Defense Education Activity, which sup-
ports over 100,000 students, and the
Defense Equal Opportunity Management
Institute, the nation’s largest equal-opportunity training program.
The mission of this branch of the DoD
includes:
>> Develop policies and plans, conduct
analyses, provide advice, make recommendations and issue guidance on
DoD plans and programs.
>> Develop policies, plans and programs
to ensure the readiness of the total
force as well as the efficient and effec-
Those honored that are funded by DoD in some way
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May / June 2011 Government Elearning!
The U.S.
Department of
Defense spends
more hours
training staff
than any other
organization.
tive support of peacetime operations
and contingency planning and preparedness.
>> Develop and implement policies, procedures and standards for manpower
requirements determination and
training for the total force.
>> Review and evaluate plans and programs to ensure adherence to
approved policies and standards.
>> Participate in planning, programming
and budgeting activities related to
USD (P&R) functions.
>> Promote coordination, cooperation
and mutual understanding within the
department and between the department and other federal agencies, state
and local governments and the civilian
community.
>> Serve on boards, committees and
other groups pertaining to assigned
functional areas, and represent the
Secretary of Defense on manpower
and personnel matters outside the
department.
“My focus is total force readiness, caring
for our people and creating a culture of
relevance, effectiveness and efficiency,”
said Stanley.
Learning and Corporate
Culture Go Together at Intel
Intel is more than a successful enterprise
— it is an advocate for learning beyond its
organization, across the U.S. and globally.
The company invests about a quarter of a
billion dollars each year to help employees
learn (in the classroom and on the web),
connect (with peers, experts, and colleagues), and gain experience (in labs and
workshops as well as on the job).
“Intel has an incredibly strong corporate culture and our success as a manufacturing company has tended to color our
approach to employee development,” says
Tal Zorman, director of Intel Learning and
Development. “However, as we grow from
the world’s largest manufacturer of semiconductors to one with a vision to create
and extend computing technology to connect and enrich the lives of every person
on earth, our attitude toward the growth
and development of our employees has
expanded as well. One of the things we’ve
done recently is to shift our learning culture to encourage employees to proactively seek opportunities for individual or
team growth, even in the absence of a specific problem to be solved. Our focus has
been to engage learners at all levels, from
executives who actively teach courses and
provide informal opportunities down to
the most junior employees who have very
clear developmental paths.”
“We have a large engineer and technical
workforce — probably two-thirds to threefourths of our employees are technical in
some way,” Zorman observes. “So we’ve
been historically biased toward problemsolving, but we’ve shifted that to finding
out what’s good and making it better.
“The culture shift is relatively recent in
terms of the company’s overall arc. Culture
doesn’t change overnight but it seems to be
working very well. Shifting the conversation to focus on my leveraging my
strengths feels better than putting all the
development attention on my weaknesses.”
High on the list of Intel’s recent successes is its career development workshops.
“They establish a framework and common vocabulary, facilitated by experienced
Intel managers who can help to make that
bridge between exciting theories and practical application in what’s still a very technical- and engineering-based company,”
says Zorman. “Those have been very widely attended — 10,000 to 12,000 participants per year. Some employees at remote
sites work on their own, but because we’re
trying to create a cultural where employees feel than can build successful careers,
Lisa Malloy of Intel, Catherine Upton
of Elearning!
we found it better to have in-person
events. Participants work with peers and
colleagues and are led by an experienced
senior manager to increase the trust and
believability in what we’re doing.”
Are Intel’s other learning-based initiatives working as well? It appears so, based
on annual employee surveys.
“It’s too early to plot a statistically significant trend but the anecdotal evidence
is good,” Zorman asserts. “We’re hearing
about more individual motivation and
engagement. In partnership with their
managers, more employees are taking
responsibility for their own development
and actually seeking opportunities rather
than viewing our training as either a punishment or distraction from their jobs.”
GOING SOCIAL AND MOBILE
Intel’s sales and marketing workforce has
been leading the mobile learning trend.
Intel offers all kinds of training involving
smartphones, podcasts and on-demand
options that are deliverable through mobile
devices. “Those options aren’t available for
all employees, although I suspect that we’ll
see increased popularity of mobile options.
They won’t replace everything that’s currently in the classroom, but they will add
choices so we can get consistent content
across multiple venues. That way, particular
employee groups can have access to whatever development experience resonates best
with them. Rather than forcing any group
toward an experience that’s sub-optimal,
we are looking more toward consistent,
certifiable content that’s available via whatever preference any group has.”
Social learning has also taken a foothold
at Intel, especially through its on-line corporate wiki called, not surprisingly,
Intelpedia.
“We think that social learning is at the
beginning of its potential,” Zorman says.
“There’s no doubt it’s important and popular; the challenges are how we’re going to
address issues of credentialing or rating so
that inaccurate or incomplete information
gets weeded out or corrected quickly. We
don’t yet know if some sort of peer review
system will be the right approach, or if we
might even want to be more restrictive in
some areas. They’re challenges that can
and will be solved.”
A corporate-supported blogging system
called Planet Blue supports the learning
culture. An example, experienced managers host blogs and online discussions for
Intel’s new-manager program.
All in all, a learning culture that is
entirely worthy of winning the No. 1 spot
on Elearning! magazine’s Learning! 100.
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learning!100
OPM’s Knowledge Portal Enhances
Collaboration via Cloud-Based Services
Thanks in part to its Cross-Domain
Communications initiative, the U.S. Office of
Personnel Management (OPM) Emerging
Solutions and HR Innovations Branch has
been awarded a prominent place on the
Learning! 100 list of the most progressive and
efficient learning programs in the country.
With federal employees in every state,
averaging 750 per state, OPM considers it
essential to collaborate and share content
across geographic and inter-agency borders.
This initiative has been so successful that
Elearning! magazine has honored it in the
category of “Excellence in Collaboration.”
The effort is in concert with President
Barack Obama’s “open government” initiative, which promulgates inter-agency
cooperation, transparency, and universal
access to content.
“Open government has heightened collaboration at multiple levels and focused
efforts to eliminate many of the barriers
and impediments we had before, so there’s
now incredible opportunities for employees to gain seamless access to all types of
training opportunities,” says Reginald
Brown, OPM’s Deputy Associate Director
for Emerging Solutions and HR
Innovations. “We’re proud of the open,
collaborative and trusting partnerships
we’ve been able to establish with agencies.
The Cross-Domain Communications
Initiative is the brainchild of Will Peratino,
director of innovation for Emerging
Solutions at OPM. “What we’ve done is
design a technical architecture to open up the
landscape across the government enterprise,
so that we can universally share content,” he
says. The Emerging Solutions Branch has
architected within the Knowledge Portal
Cloud, a capability that functions as a repository for content of all types.
“Instead of creating a single course and
distributing a copy to each agency to load
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May / June 2011 Government Elearning!
into their agency LMS, we have one copy
hosted in the Knowledge Portal Content
Repository which is universally accessible by
all federal agencies precluding them from
having to either develop or manage their own
version of the course. This approach represents a huge cost avoidance for the agencies
that used to have to develop and maintain
unique agency versions of each course.”
The Emerging Solutions Division, established in January, 2010, launched the Cross
Domain Communications Initiative as one
of its first efforts and as a result has established a new best practice for sharing of
training content across federal government.
“Focusing on new and emerging technologies can enhance our ability to deliver optimal learning experiences to the community.
Reginald Brown of the O.P.M.,
Catherine Upton of Elearning!
We’re exploring devices and system architectures to allow us to capture knowledge into
content repositories and reuse it in a more
relevant and efficient manner. “Multiple
agencies often work individually on the same
requirements creating products that can be
redundant, and from an enterprise perspective not efficient,” observes Brown.
One of the advantages of the OPM’s
Knowledge Repository is that knowledge
objects or courses are independent from
the delivery modality and can be delivered
universally to a variety of electronic
devices i.e. iPad’s, BlackBerrys, tablets, etc.
“We have designed and implemented a
totally different technical approach to content metadata tagging which optimizes discoverability,” says Peratino. “The beauty is
that content can be part of a Website or
part of an online course and it can be delivered to any mobile or fixed device. We’ve
created a universal environment where content is agnostic — whether it’s audio, video,
graphics, or documents can be accessed and
reused for multiple purposes without having to be reformatted. It will play anywhere
and can be used in a multitude of ways.
Each device frames, structures and formats
content that is dynamically populated from
the knowledge object repository into a ‘skin’
as it is delivered to the user. That’s what is
unique about our approach. Most everyone
else is using a file based relational database
architecture, which is good for some applications but not good for all. That’s why we
went with object orientation for the content
back-end because it give us the maximum
flexibility for content reuse.”
The Knowledge Portal Cloud functionality also provides a shared LMS environment
capability. “We still support and host some
of the legacy GoLearn customers. These
smaller non-cabinet level agencies, due to
their small populations, they can’t afford to
buy their own LMS and LCMSs, but they
still have the same training and reporting
requirements, via the Knowledge Portal we
help them satisfy those requirements in a
cost effective and efficient manner.”
>> OPM uses it own Knowledge Portal
technology to support OPM’s Virtual
University, called the Learning
Connection for OPM employees. It is a
capability that enables employees to have
electronic access to a variety of courses
and content to help further their professional development. Employees like the
speed with which they can get the training, and managers like that they don’t
have to go through all the paperwork
and bureaucracy normally associated
with the provision of employee training.
U.P.S. Throws Out the
Old, Rings In the New
In 2010, U.P.S. grew revenues 9 percent
and net income 90 percent. This $49 billion company invests in its people — from
recruiting interns and career mapping to
attracting critical talent.
One such program is U.P.S. Global
Leadership Development for new managers. By taking it on-line and global in
2009, the company, in effect, reinvented
the training.
“At U.P.S., we have a very deep and
prideful culture around developing our
people,” notes Anne Schwartz, vice president of Global Leadership and
Development. “In 2007 and 2008, we reexamined our critical skills and leadership competencies and created new job
models for the enterprise as well as new
leadership competencies.”
At that time, the existing four corporate
schools were not connected to the newly
established leadership competencies.
“When we took it down, Schwartz
relates, “we wanted to ensure it was
aligned to new leadership competencies
and send more people through. We
worked on new architecture. We started
down this path in 2007 with the foundational job models and competencies under
one effort for the enterprise really kicked
off all the other work.
“We’ve had a little bit of difficulty trying to describe how technology will help
this new piece along, but management is
very, very supportive. We actually have a
management development committee that
works with us to provide strategic alignment with senior leadership. We talk to
them frequently about where we’re headed. They give us a lot of feedback.”
A couple of short-term schools were
offered during 2009 that would bridge the
old with the new. They included an element called “Our Company, Our History,
Our Vision” that utilizes collaborative
learning. In the past, lectures had been in
the talking-head modality with some
PowerPoints, breakout sessions, and
debrief and report-backs. The redesign
included case studies around a fictitious
company. Teams actually had to work
through how that product gets from
China to a shelf in U.S. for sale. In that
collaborative work, they had to figure out
what products and services and which
business units were involved. “They
absolutely loved it,” Schwartz notes, “and
the crowd who went through the old type
of learning wants to come back and go
through again.”
Laura Collings of U.P.S.
The year 2011 sees the testing of U.P.S.’s
Strategic Leadership Conference for 600
vice presidents worldwide that launched
last month. Two director-level launches
and a supervisor/manager-level program
will also launch before the end of the year.
OTHER PROGRAMS
The U.P.S. Learning Center also underwent a major restructuring.
“We’re trying to put up a learning
ecosystem so that we have a blended
learning environment,” Schwartz relates.
“We actually launched virtual classrooms
for first time ever in 2008; and in
January 2010 we launched on-time, justin-time learning with our U.P.S.
Learning Center.”
As part of the corporate school redesign
for front-line supervisors, the learning
team took content that would be appropriate for introductory or foundational
training, mapped that content to the new
leadership competencies, and packaged it
in an interim solution from which supervisors can grab content at their leisure.
There’s also a system for tracking employees and monitoring their progress.
Supervisors aren’t the only ones benefiting from the company’s focus on training and education. The U.P.S. Integrad
program for drivers received a grant from
the U.S. Department of Labor to do a
generational analysis of learning styles.
After more than a year of research and
analysis, U.P.S. created a training product
for package drivers — those employees
who are on the road virtually every working day of the year.
“In Landover, Maryland, we built a
learning lab that’s 85 percent hands-on,
utilizing learning stations, simulators and
four package cars right in the building
where students are exposed to computerbased training,” Schwartz says. “They
apply that training immediately on the
package cars collaboratively in teams of
two. Based on the success of that training
product, we just opened a second learning
lab outside of Chicago.”
In the short-term, the plan is to get all
the new training products up and running and get management teams worldwide to understand them — as opposed
to the old corporate schools. At the same
time, Schwartz and her team realize that
corporate culture must embrace the justin-time mode. “It’s a cultural shift for us
into new-world leveraging technology,
and we’re right in the middle,” she notes.
“You can’t let technology drive what you
want to create, you have to determine
what technology moves your strategy.”
Elearning! May / June 2011
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learning!100
D.A.U. at the Forefront of
New Learning Strategies
Challenged with changing guidelines on
contracting and performance in 2009, the
Defense Acquisition University (D.A.U.)
re-engineered its curriculum in 2010,
adding financial management and contract administration curricula and using
blended-learning modules.
Last year, D.A.U. reached students from
more than 97 countries, achieved a significant growth in learning hours and graduated its 1 millionth student. Its other fiscal-year 2010 numbers are staggering:
>> 7,947,290 hours of training (23 percent increase over FY09)
>> 238,832 graduates (23 percent increase
over FY09)
>> 192,968 online graduates (25 percent
increase over FY09)
>> 45,864 classroom graduates (15 percent increase over FY09)
“Our organizational learning culture is
‘job-centric,’” says Dr. Christopher Hardy,
director of D.A.U.’s Global Learning and
Technology Center. “In its evolution, D.A.U.
has broadly embraced adult learning designs
in its formal courses and accepted the fact
that adults learn best by ‘doing’ in the formal
learning environment and back at work.”
D.A.U.’s approach to learning provides its
147,000 employees with the right learning
solution at the right time and at the right
place throughout their careers. This unique
learning approach set in motion a huge cultural shift from a traditional classroom environment to a total learning environment.
Focusing on enhancing workforce capabilities, D.A.U. pinpoints how and where its
employees learn and how it can help them
real-time. With this approach, it provides an
environment where they cannot not learn.
In all areas of student and customer
support, D.A.U. relies on robust core
infrastructure to reach each individual at
the point of need.
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May / June 2011 Government Elearning!
“Technology and learning become synonymous,” says Hardy. “Mission is met
through systems and tools supporting
online learning, classroom events, and informal knowledge sharing and job support.”
Additionally, D.A.U.’s informal learning
network, the Defense Acquisition Portal (18
million hits per month), is an open resource
for employees needing policy updates, justin-time leadership news, and one-stop
shopping for job-critical information.
COLLABORATION STRATEGIES
The Acquisition Community Connection
(A.C.C.) supports daily exchanges between
members of communities of practice and
Katrina McFarland, D.A.U., Catherine
Upton, Elearning!
special interest groups representing all
career fields. The A.C.C. has more than
110,000 registered users and contributors.
Through these networks, customers and
stakeholders translate formal learning
achievements into continuous skills development and career growth by resolving the
challenges of day-to-day problem-solving
in a dynamic work environment and by
providing the virtual forums where longerterm strategic and tactical improvements
are pursued by workforce leaders.
D.A.U.’s other technologies include
mobile and virtual capabilities.
“We are developing a virtual world that
will be compliant with security requirements,
highly scalable, and Web-based,” notes Hardy.
“Early prototype testing indicates that students will be engaged in the virtual classroom
with a range of discussion and media-sharing
tools, collaborating in small-group spaces,
and aggregating files from any Internet location to support their performance.”
Another example of collaboration within the agency is its mobile strategy: to provide the workforce with the ability to
access D.A.U. resources and tools from a
wide array of mobile devices by using
existing assets and systems wherever possible; to develop new assets and tools as
demanded by users; and to leverage existing mobile tools and applications.
“These parallel approaches will allow us
to accomplish our goals, achieve initial
results quickly, and position ourselves for
future growth.” says Hardy. “This will simultaneously minimize duplication of effort,
development costs and asset management
resources required to support mobile. This
strategy will be executed through a central
D.A.U. mobile portal built in a format consumable by all three major mobile platforms
(iPhone/iPad, Droid and Blackberry).”
A final example is D.A.U.’s teaching and
learning lab.
“Leading learning innovation is the
means to developing our future workforce
and these superior capabilities,” Hardy
says. “The key to innovation is creation of
an environment where new ideas and risk
taking are encouraged and supported. We
have established two facilities, our
Teaching and Learning Lab at Fort Belvoir,
Va., and a Learning Technology
Innovation Center in Orlando, Fla.” These
cutting-edge facilities will showcase the
latest education and training simulations
and technologies, such as: virtual environment, the latest simulations, and mobile
learning devices. Their purpose is to keep
D.A.U. in the forefront of emerging learning technologies and best practices for
rapid adoption into our learning assets.
American Express Makes
‘Surround-Sound’ Learning
American Express has 60,000 employees
operating in 30 proprietary countries, 130
total countries worldwide. It serves 89
million credit card customers annually,
ranks No. 1 in customer service according
to JD Powers & Associates — and invests
in employee and customer community
building. While the financial industry has
been hard hit, American Express grew its
net income 90 percent in 2010.
The company’s learning model is twopronged, one effort for its everyday
employee and one for its 10,000 people
leaders around the globe.
Social learning is fairly new at AmEx.
But it seems to be working.
“The goal of our social learning initiatives is trying to extend learning beyond
just a classroom event or a Web-based
program — to really make it a learning
experience,” says CLO Craig DeWald. “It’s
trying to create a surround-sound of
learning for our Gen-Xers and Gen-Yers.”
The whole concept of social learning at
AmEx is driven by tools.
“We’re starting to build tools that enable
employees to pull and filter what they need
or not need, based on their role, locale and
career objectives,” DeWald explains. “We’re
creating channels of information in our
learning portal from which employees can
choose their fields of interest. As new content comes into the channel, there’s a trigger that allows them to filter the information overload, and it allows them to narrow it down so they get what they need.
That social element to our learning program is also trying to replicate what people
do outside of work, like picking certain
RSS feeds on their home computers.”
Filtering information is a top priority at
American Express, which has a fairly
decentralized set of learning organizations. They all commonly send out their
own various pieces of information, making it confusing to recipients.
Several pilot projects that could solve
that problem are in the works, including
portal revisions.
“Behind the scenes, we can operate as
we’ve always done,” DeWald notes, “ but
the employee experience should make
things easy to find so they’re not digging
around our intranet. The pilot portal is
tied into e-mail, so if there’s something
new coming into a particular channel, it’s
signaled though an e-mail message.
Mobile learning
is a new
experience for
executives, who
don’t tend to sit
in front of
computers all
day.
“What we’re attempting is to move knowledge dissemination into a more natural flow
of how people work every day, anyway. It is
what people have asked for, and they love it.”
EXECUTIVE LEARNING
Because AmEx’s front-line team leaders sit
in so many countries, social learning programs can potentially connect them,
thereby driving best-practice sharing and
information exchange.
“There’s a lot of intelligence around our
organization, and there are pockets of things
going on that people don’t know about, and
there are experts that others aren’t aware of,”
says DeWald. “So we want to move out of a
content creation mode into a connecting
mode. We’re trying to enable the whole
organization to be learners and teachers
together, at the same time capturing that
ongoing continuous kind of learning, moving from a learning event toward that ‘surround-sound’ learning experience.”
Mobile learning is a new experience for
American Express executives.
“We’re just starting to drive learning to
Blackberry phones for our audience of
executives who don’t tend to sit in front of
their computers all day,” DeWald notes.
“We’ve just begun sending targeted articles about topics that are relevant and
important to the strategy of the company.
It’ll provide the kind of education that
will help people shape how they think
about these strategies and bring an external perspective to the strategy.”
At this point, the mobile learning experience is an experiment. The first obstacle
has been trying to understand the learning
habits of corporate executives and — perhaps in the future — the company’s large
cadre of sales people.
“We’ve got a six-month pilot going on right
now,” DeWald notes. “We can track clicks, so
we can see if that’s a platform that will work
for our executives. We have hopes that, in the
future, we’ll be able to expand upon it.”
Early feedback seems to indicate that the
execs like the new approach much better
than the traditional classroom/Webinar
format. It has been especially helpful during the economic recession.
“In 2009, we did a lot of helping leaders
through the change,” says DeWald.
“Instead of rolling out programs that we
couldn’t and didn’t want to afford at the
time, we started using leaders in 15- to 18minute videos, and people loved it.
“In the future, we really need to drive
and accelerate this approach, because it’s
meeting the flexibility needs of employees
and the business. It’s not about scheduling
people off for a one- or two-day session,
which is rough. It’s more load-leveling.
Having bite-size smaller chunks seems to
be working for everyone, and we’re getting
great comments from employees and leaders, because it’s making their lives easier.”
Elearning! May / June 2011
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learning!100
American Heart Association:
Collaboration at Its Finest
It’s not easy to be a knowledge portal for
everybody in the world, but the American
Heart Association is doing a wonderful
job through its two main Websites, one for
the public at large and one for cardiovascular professionals.
Not surprisingly, the A.H.A. has been
awarded a prominent place on the
Learning! 100 list of the country’s most
progressive and efficient learning programs in the category of “Excellence in
Collaboration.”
Founded in 1924, the American Heart
Association is the nation’s oldest and largest
voluntary organization dedicated to fighting
heart disease and stroke. Cardiovascular
diseases claim more than 800,000 lives a
year. The association teams with millions of
volunteers to fund innovative research, fight
for stronger public health policies, and provide life-saving tools and information to
prevent and treat these diseases. In fiscal
year 2009-10, the association invested more
than $450 million in research, professional
and public education, advocacy and community service programs.
The A.H.A. has two affiliated Websites:
HeartHub.org (for patients, families, caregivers, etc.) and My.AmericanHeart.org
(for health-care and scientific research
professionals).
“HeartHub is our featured patient portal,
which has a whole series of tools and
resources for caregivers and family. The site
has won numerous awards, and the tools
have been showcased in a variety of ways,”
says Patrick Wayte, the A.H.A.’s vice president of marketing and health education.
With easy-to-identify icons, the helpful
tools section of the site gives users quick
access to risk assessments, health trackers,
treatment options, animations, illustrations
and more. These interactive tools help
patients evaluate their risk levels and track
their blood pressure, weight or other personal
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May / June 2011 Government Elearning!
health information to help them live healthier.
“Then, we have a site aimed at our professionals, who cut across a variety of disciplines, some 25,000 strong,” Wayte observes.
“They are involved in clinical cardiology,
research, emergency cardiovascular care,
nursing — it’s a broad spectrum of constituents, each of whom is associated with
one or more of our 16 councils of interest.
About 20 percent of them are international.”
Its internal LMS
is oriented
toward continuing education
for its members,
all of which is
accessible
via the main
Website.
The site for professionals features an
extensive learning library, statements and
guidelines, a professional education center,
a professional online network dedicated to
sharing and collaboration, scientific councils, news on clinical trials, and in-depth
info on strokes and cardiovascular issues.
From the main site, visitors have the ability to go back and forth between the two sites.
“But we want to be real clear to medical
providers what we have for patients, so
they can use these resources in their practice,” Wayte says. “We want them to let
patients know that they can download or
buy tools and videos.”
Providing information is not new to the
A.H.A. “When you think back to the beginnings of who and what the A.H.A. is, it was
multiple cardiologists getting together,”
notes Wayte. “So fundamentally what we’re
doing is about learning; it’s about people
self-actualizing, people having deep understanding of personal health. Everything we
do in that regard is designed to get people
as tailored to health information as we can,
at the times when it’s most useful to them
— and that includes caregivers.”
However, some of the modalities to provide that information and knowledge are
evolving. “The world is changing,” Wayte
admits. “Doctors are more inclined to
access information digitally and use different types of tools in their practice, so we’ve
changed with those times as well. We’re
starting to offer select tools and resources
in conjunction with several different partners. Everything we do is integrated into
the social media world, so it can be quickly
accessed and shared with friends.
“Our view is that while it’s perfectly acceptable to try and pull people to our information sources, the reality is that we’re increasingly trying to be where people are,” he continues. “We are expanding our social communications and other ways to reach people
through new types of partnerships. We’re trying to move content out into the marketplace
in different ways with different relationships.”
The public and A.H.A.’s professional
community have been quick to embrace
the use of the organization’s digital-based
information.
“Over the last few years, we’ve seen good
results in usage,” says Wayte. “Clearly, our
learning portals are integrated into our
larger Website, heart.org, but they’re also
distinct. So we track aggregate traffic, but
we also track the two sites independently.
There are a number of ways to access us,
so we get a lot of feedback.”
Internally, the A.H.A. has its own learning management system that is oriented
toward continuing education for its members. That includes accreditation for medical training and emergency cardiovascular care training — and it’s all accessible
through the My.AmericanHeart.org site.
“There are many diverse aspects to what
we do,” Wayte concludes. “But sharing and
driving knowledge to professionals, patients,
consumers and caregivers is a core function.”
Jiffy Lube Employees Find
Web-based Training a Hit
Jiffy Lube University (J.L.U.) does more
than train technicians. It has a vibrant
training brand promoted across 2,000
locations, delivering 1 million training
hours annually. Learning is collaborative
among executive management, learning
teams and franchisees.
Jiffy Lube has more than 2,000 franchise
stores in the U.S. and Canada, and each
store has an average of 10 employees.
That’s 20,000 learners who service 24 million customers annually.
“Formal J.L.U. training is a policy and
procedure requirement for all franchisees
and employees,” says Ken Barber, Jiffy
Lube’s manager of Learning and
Development.
When J.L.U. was established, it included
a color-coded (green, yellow, red) “dashboard” that allows franchise owners to see
their entire group of stores at one time in
a consolidated report or broken down by
store. Each of 10 different certification
categories is scored, and the dashboard
report is the composite of them all.
“One of the neatest things is seeing how
the awareness of that simple dashboard
report has impacted the overall training
status of our system,” Barber observes.
“Everybody wants to look good; nobody
wants to look bad. We’ve seen tremendous
improvement in that scorecard since we
first rolled it out.”
Jiffy Lube (a Shell Oil Company) has
not always had a Web-based learning system in place.
“Because of technology limitations at
the store, we were unable to launch a
Web-based program back in 2004 when
we first started using computer-based
training,” notes Barber. “We had to load
the sytem on a store computer with a CD,
track the results there, then load them
each night into the LMS. It was an expen-
sive, time-consuming, complicated
process, and you were never sure how
many stores had updated and how many
were using the old CD.”
Last December, the company moved to
the Web-based deployment to the majority of its stores that were on a DSL network. The remaining 25 percent of its
stores should all be converted to Web
learning by the end of the year.
The majority of Jiffy Lube’s training is
in conjunction with the J.L.U. certification
program. Employees must first complete
the courses and pass a final exam. They
Kenneth Barber of Jiffy Lube and
Catherine Upton of Elearning!
then access D.E.T.O.G. (Daily Training
Observation Guide), a form that has the
step-by-step procedure for performing a
job. Every job and every service has this
daily guide, which is used for on-the-job
training. After completing computer
training, store employees go on the floor
under the watchful eye of a supervisor and
practice what they saw on the e-learning.
Then, that same D.E.T.O.G. form is used
as a proficiency exam.
“If they do not score 100 percent, they
are required to continue to practice,” says
Barber. “Once they’ve completed the test,
the manager will go into J.L.U. and sign
off. At that point, the individual earns his
or her certification.”
Certification qualifications have been
established for all five common positions
plus for service specialist, senior service
specialist, management training (which
consists of nine computer-based training
courses) and advanced management training certification (which includes a threeday instructor-led training course).
“Today, we have 66 computer-based
training courses and 11 ILT courses in the
curriculum,” says Barber. “Before we roll
out a new service, we roll out training to
support that service. We can always be confident that no one is performing a service
who has not been properly trained. So we’re
continually adding new courses to cover
new services and new corporate initiatives.”
Jiffy Lube has had a long history of a
high commitment to training dating back
to when it was owned by Pennzoil prior to
2002. Shell purchased Jiffy Lube in 2002.
“Training and learning have been a part
of the Jiffy Lube culture for a long time,”
Barber notes. “Prior to 2004, it was all
manuals and videotapes. But we’ve always
had a wonderful alignment between the
business — Jiffy Lube International —
and our franchisees.
“One of the neatest parts of this journey
is the Jiffy Lube Association of Franchisees
(J.L.A.F.) training committee, made up of
eight franchisees and four from the learning
team. Together we have collaborated
throughout the process deciding on priorities, evaluating material, and refining and
supporting the courseware. It has been just a
beautiful story of cooperation and support.
Last year in the annual franchise survey,
the learning team received the highest
marks of any department within Jiffy
Lube, which speaks highly to the value
that it has provided.
“We’ve been very pleased at how smoothly we’ve worked through everything,”
Barber concludes. “People are enjoying
what they see and finding it nice to have
access through the Internet.”
Elearning! May / June 2011
25
learning!100
Biocom Institute Educates
California’s Science Workforce
Biocom Institute, the workforce and education arm of Biocom, an industry life science association, has built several training
curricula to assure the sector will have the
talent to fuel California’s most robust
emerging industry. Biotech is critical to
sustaining the environment, energy
renewal, medical advances and more. It is
a perfect model of how industry, government and association can come together
and build solutions to address science and
technology talent shortages.
The institute, a 501(c)(3) non-profit
organization, serves as a bridge between
learning institutions and life science companies to build comprehensive education
initiatives that advance scientific literacy.
This is accomplished through:
>> Biotechnology Readiness, Immersion,
Certification and Degrees for Gainful
Employment (B.R.I.D.G.E.) and
Educating and Developing Workers
for the Green Economy (E.D.G.E.)
grants will help train those seeking
employment and those moving up
the career ladder to sharpen existing
skills and develop new competencies
to compete for positions in the global
economy. The Biocom Institute and
partners were able to raise $9 million
to support the California life science
industry.
>> The Life Science & Industrial
Biotechnology Immersion Programs,
intensive online certificate programs
that use industry-driven curriculum to
give individuals the business acumen
to successfully transition into and
move up the career ladder in industrial
careers. Beginning in June, it will use
real-business case studies and solutions
through vignettes from CEOs. “People
taking the course get that tribal knowledge that you wouldn’t be able to get
26
May / June 2011 Government Elearning!
normally from a basic online e-learning course,” notes Biocom Institute
executive director Kristie Grover.
>> A scholarship and education fund that
supports students demonstrating academic excellence and a desire to pursue research in the life sciences.
>> The Science A.C.E.S. (Advancing
Classroom Education in Science), one
of the first industry-wide volunteer
movements of its kind. The campaign
leverages lessons tied to state education standards from its Science
Education Speaker’s Bureau. The lessons are taught by industry professionals, with research showing an 82
percent increase in content knowledge
from having industry professionals
deliver learning.
Kristie Grover of the Biocom
Institute
>> The Biocom Career Center
(www.Biocom.Biospace.org), with
more than 1,000 jobs listed in life sciences across California.
>> An industrial biotech workforce survey, which notes that California’s
industrial biotechnology sector experienced record-setting growth over 2009.
“Our whole mission is to enhance science literacy,” Grover notes. “We started
with developmental courses, teaching
non-science professionals about basic life
sciences and helping scientists with leadership and communication skills.
“Then, in 2005, the San Diego
Workforce Partnership and Biocom were
awarded a President’s High Growth Grant
to create a program for students and
teachers in the life sciences industry.”
“We’re doing a new take on learning —
exactly what industry wants.”
The grant allowed partners to establish
the Life Sciences Summer Institute, a program that exposes teachers and students
to the life-science industry through professional development opportunities and
internships.
The President’s Grant also provided
Biocom with funding to create an online
workforce center. “In looking at the landscape, we wanted to reach the most people
that we could across diverse audiences, so
that’s where we came up with creating the
Website www.BiocomInstitute.org,”
Grover says.
“We realized that we needed to make it
easy and accessible, so we created a framework we could update ourselves. The
grant funding went away in 2007, but
because we were creative, we’ve been able
to add to it and keep it alive and useful all
these years.”
What makes the Biocom Institute
unique is that it works closely with the life
sciences (medical devices, diagnostics,
biotech, biofuels, pharmaceutical companies) and the green communities. All of
the training it offers is based on industrial
needs, because its committees and boards
work directly with industry to determine
needs and create an adequate workforce.
The institute partners with all the universities in San Diego and environs.
According to Grover, job-seekers who
complete a Biocom Institute program will
see their résumés move to the top of the
stack. “Our programs give job-seekers that
industrial edge, an endoresement of
industry authenticity,” she says.
Scripps Health Reduces
Labor Costs Via Learning
Labor accounts for 43 percent of Californiabased Scripps Health’s operating expenses.
To reduce labor costs, its Labor
Management Learning Initiative (LMLI)
was launched. This program of assessment,
classroom training and software reporting
tools reduced premium labor by 46 percent
in test sites (saving $2.34 million in premium labor) and achieved 2,730 percent ROI.
The company also spends about $30
million per year on learning, since its corporate CEO wants a more focused effort
and better efficiency that helps Scripps
stay ahead of competitors.
The LMLI, originating four years ago
and accelerating every year, helps the
organization manage labor costs. Since the
corporate CEO has a no-layoff philosophy,
managers work diligently at replacing
employees who get displaced due to
restructuring and downsizing.
“We have a 90 percent success rate getting people re-placed in our organization,”
says Vic Buzachero, senior vice president
for Innovation, Human Resources and
Performance Management. “There are
times when parts of the organization are
flexing people off, when in other areas we
are hiring temps and scheduling overtime.
The key is how those managers work
together to flex staff so everyone continues to work full time and we don’t
increase costs. That learning process has
been very, very successful.”
Scripps Health first pulled its key
employees together to learn staffing bestpractices. That effort was coupled with a
series on teaching them how to schedule
and use premium labor differently. The
second part of the initiative is on how to
develop standards and how to implement
them and use new tools throughout the
organization. Last year, Scripps reduced
premium pay $17 million, a real savings of
about 1 percent of payroll.
“Our wage-and-benefit costs are about
$1 billion,” notes Buzachero, “so a 1 percent pickup in productivity translates into
a $10 million savings. That’s not insignificant. The key is educating and training
employees, because you have to raise competency levels in different situations. We
have been helping labor become inter-
Veronica Zaman of Scripps Health,
Catherine Upton of Elearning!
changeable with competency development
courses with staff, so they are flexible
enough to move from unit to unit. Once
system-wide orientations are established,
we will convert them into e-learning
opportunities over the next 12 months.”
LEADERSHIP ACADEMY
In its 10th year, another element of
Scripps’ learning program is its Leadership
Academy. Every year, top management
selects about 25 key leaders from across
the organization at all levels — a mixture
of vice presidents, department directors,
senior directors, managers and occasionally a supervisor. Only managers who are
expected to have a future leadership role
in the company are selected.
The event itself is year-long. It includes 12
monthly, day-long meetings, during which
the corporate CEO facilitates and teaches. He
helps leaders understand how he wants the
organization to be led and managed.
For the first four hours, he talks about
how and why he makes certain types of
decisions, the strategy involved, the impact
on the organization, and why certain issues
are key issues for the organization.
According to Buzachero, the CEO is extraordinarily transparent during these meetings,
entertaining questions on any subject except
confidential personnel matters and legal
agreements involving confidentiality.
In the afternoon, members of the senior
executive team all serve as faculty, which
also includes the chairman of the board.
They rotate throughout the 12-month period to talk about their leadership journey,
then answer questions and discuss with the
25 participants their responsibility and how
they affect the future of the organization.
Halfway through the year, the group
divides into small teams, each taking on a
project. At the end of the term, they must
publish and present to senior management
a bound journal with all the papers written.
“There’s a formal graduation, a fun
thing, and they have an alumni group that
meets monthly,” says Buzachero. “It’s a
powerful way for an organization to develop, learn with contemporary issues, and
see how upper management applies things.
The faculty learns, too, because the classes
bring unique perspectives that we perhaps
normally wouldn’t hear about. It’s an
opportunity for dialog and learn how our
high-potential employees see the organization. They are a valuable group of people.”
“Last year, we began to restructure our
organization and appointed six new vice
presidents, and every one of them had been
through the Leadership Academy,” Buzachero
notes. “There’s no guarantee, but typically
people moving up and taking on key strategic
roles are coming out of that population. Our
CEO invests a lot of time in the academy,
which is rare. It’s a heavy teaching commitment on his part, but he also gets to assess
talent very well through that process.”
Elearning! May / June 2011
27
learning!100
PRIVATE SECTOR ENTERPRISE TOP 60
RANK
1
2
CORPORATION
NAME
Intel Corp.
United Parcel Service
3
American Express
4
Jiffy Lube, A Shell Oil Co.
5
Scripps Health
6
Best Buy
7
Deloitte Consulting
8
Google
ANNUAL
EMPLOYEES/
PROGRAM
REVENUES
LEARNERS
TYPE
$44 billion
79,800
Learning leadership
$49.5 billion
408,000
Global leader devel.: U.P.S.
Learn Center
$30 billion
58,000
Customer service and social
instruction
private
3,000
Design
AREA OF
EXCELLENCE
culture
performance
health care
$2.16 billion
11,000
Jiffy Lube University
performance
retail
$49.7 billion
180,000
collaboration
accounting
$26.1 billion
168,651
Health Labor Management
Learning Initiative
Geek Squad training
media
$23.65 billion
19,835
Corp University telepresence
culture
collaboration
manufacturing
logistics
financial services
retail
collaboration
innovation
culture
9
Orbitz Worldwide
travel services
$840 million
1,600
Google Labs
10
Qualcomm
software
$10.99 billion
17,500
11
Navy Federal Credit Union
banking
$3 billion
7,900
Global customer and employee culture
learning portal
Qualcomm Learning Center
culture
12
Center for Advanced
Learning, I.B.M.
Cisco
business services
$95.7 billion
399,409
Learning culture and technology culture
manufacturing
$40 billion
70,700
collaboration
hospitality
private
3,936
I.B.M. Center for Advanced
Learning
Customer Training V.L.E.
software
manufacturing
food service
$4.35 billion
$5.05 billion
$21 billion
13,800
28,000
4,000
Health-care training
Mainframe Academy
Shaw Learning Academy
collaboration
culture
performance
software
telecommunication
$2 billion
$9 billion
6,100
36,400
collaboration
collaboration
banking
pharmaceuticals
restaurant
retail
software
reseller
insurance
$35 billion
$67.8 billion
$1.1 billion
$1.5 billion
$1.8 billion
$19 billion
$1.8 billion
4,527
116,500
16,000
180,000
6,800
14,200
2,560
27
28
Royal Bank of Canada
Pfizer
Papa John's International
Best Buy Canada
AutoDesk
Avnet
The Economic Insurance
Group
Southern States
Cox Communications
Loss Prevention University
Global learning/
learnership/HiPos
Social learning
E-learning training
agriculture
cable television
$1.83 billion
$9 billion
4,000
22,000
29
30
31
32
33
B.D.O. Canada
Cabela's
Computer Sciences Corp.
Pearson Digital Learning
Cemex
accounting
retail
software
education
construction
private
$2.63 billion
$16.12 billion
$8.96 billion
$4.7 billion
2,505
13,300
94,000
24
12,487
34
Cabdbury, Division of Kraft
manufacturing
$40 billion
97,000
35
36
37
C.D.W.
Dunkin' Brands
American Automobile
Association
Watson Pharmaceuticals
Automatic Data Processing
Kendle
retail
restaurant
insurance
$8 billion
$7.2 billion
non-profit
6,850
1,126
NR
Regulatory training
culture
E-learning skill development for performance
farming
Network reliability
culture
B.D.O. University
performance
Skill award program
culture
Leadership development academy culture
Team Training Division, Pearson culture
Education
I.T. training div./S.A.P. training
culture
deployment
On-boarding
culture
Wired skill development program culture
Franchise training
culture
pharmaecuticals
data processing
medical research
$2.7 billion
$8.93 billion
$552 million
5,830
47,000
3,700
E-learning curriculum
Learning hub
ProEd sales training
13
14
15
16
17
18
19
20
21
22
23
24
25
26
38
39
40
28
INDUSTRY
Vi (Classic Residence by
Hyatt)
C.A. Technologies
Shaw Industries
Morrison Management
Specialists
B.M.C. Software
Telus Wireless
May / June 2011 Government Elearning!
Franchise training
Retail training
H.R. management training
Competency-based training
collaboration
culture
culture
culture
collaboration
culture
culture
innovation
collaboration
culture
culture
learning!100
PRIVATE SECTOR ENTERPRISE TOP 60 cont’d.
RANK
30
41
42
CORPORATION
NAME
The Apothecary Shop
Aramark
43
44
45
46
47
48
49
50
51
52
53
54
Westinghouse Electric Co.
General Re Corp.
Hitachi Data Systems
General Electric
I.D.E.O.
Oldcastle
First Insight
Ferring Pharmaceutical
Getty Images
Spectrum Pacific Learning
Springs Window Fashions
Delta Hotels Ltd.
55
56
57
58
59
Oakley
Business Wire
Accor North America
Thomson Reuters
Dell
60
Adobe
May / June 2011 Government Elearning!
INDUSTRY
ANNUAL
EMPLOYEES/
PROGRAM
AREA OF
REVENUES
LEARNERS
TYPE
EXCELLENCE
retail
$115 million
250
Skills development
culture
food service
$12.6 billion
245,000
Apothecary Shop University
collaboration
knowledge portal
utilities
$4.15 billion
9,000
Customer learning
culture
insurance
$5.83 billion
1,000
Onboarding and customer training culture
software
$96.75 billion
3,200
Culture
collaboration
manufacturing
$157 billion
304,000
Customer learning
culture
business services $2.29 billion
350
H.R.M. Training Toolkit
collaboration
construction
$13.2 billion
40,000
Collaborative learning
culture
software
private
40
Talent management/leadership collaboration
pharmaceuticals
private
80
Customer training
performance
media
private
1,750
Sales training
performance
education
private
1,954
Global product launch
collaboration
manufacturing
private
4,610
Online university
performance
hospitality
private
7,000
E-learning training, sales and
collaboration
translation
retail
$985 million
3,400
Learning portal
performance
media
private
485
Channel sales training
collaboration
hospitality
$1.15 billion
50,000
Virtual training
culture
media
$13 billion
55,000
Global academies
collaboration
manufacturing
$52.9 billon
96,000
Knowledge network T.V. and
innovation
training
software
$2.9 billion
408,000
LearnDell.com customer training performance
channel training
learning!100
PUBLIC SECTOR ENTERPRISE TOP 40
RANK
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
32
ORGANIZATION/
DEPARTMENT/AGENCY
U.S. Department of Defense
U.S. Office of Personnel Mgmt
Defense Acquisition University
American Heart Association
Biocom Institute
U.S. Dept of Veteran Affairs
INDUSTRY EMPLOYEES/
PROGRAM
SEGMENT
LEARNERS
TYPE
fed. gov.
3.0 mil
Personnel and readiness initiatives
fed. gov.
5,000
GoLearn and enterprise collaboration
fed. gov.
238,000
Re-engineered acquisition curriculum
non-profit org.
3,500
MyHealthHub for Patients
non-profit org.
65
Biotech talent recruitment/training/hiring
fed. gov.
278,000
Interagency collaboration for e-learning/V.A.
Learning Center
Institute for Creative Technologies,
education
N/R
Leveraging games, sims and I.T. for learning
U.S.C.
National Oceanic & Atmospheric
fed. gov.
10,000
Workforce management initiatives
Administration
Lawrence Livermore National Labs
fed. gov.
6,400
U-Learn learning portal
Peace Corps
non-profit org.
8,700
Volunteer and community L&D
National Technical Information Ser.
fed. gov.
30
Deploying e-learning across federal agencies
Department of the Air Force
fed. gov.
149,000
Air University’s Air T.V. Network
Advanced Distributed Learning
fed. gov.
41
S.C.O.R.M and learning technology labs
Dept. of Labor, Employment &
fed. gov.
16,000
Workforce development/displaced workers
Training Administration
P.E.O. S.T.R.I., U.S. Army
fed. gov.
1,016
Center of Acquisition Excellence for Sims,
Training & Testing
Naval Air Warfare Center, Training
fed. gov.
1,176
Training system research, development,
Systems Division
testing and eval.
Florida Virtual Schools
education
100,000 (L) Virtual High School
U.S. Veterans Administration
fed. gov.
278,000
V.A. Acquisition University
Acquisition Academy.
iCollege, National Defense University
education
N/R
College advancing sims, I.T. and e-learning
Care Learning
association
N/R
A.H.A. training nad certification
Joint Training Integration &
fed. gov.
N/R
Team Orlando for military sims & training
Evaluation Center/Team Orlando
Make-a-Wish Foundation
non-profit org.
93
Chapter leadership training
U.S. Air Force, Agency for
fed. gov.
50
Models & sims
Modeling & Simulations
A.T.I.C., U.S. Army
fed. gov.
244,000
Perceptor program for National Guard sim
training
U.S. Army, D.L.S.
fed. gov.
244,000
Distance learning for soldiers
U.S. Wired for Education
fed. gov.
N/R
Displaced worker training modules
U.S. Office of Personnel
fed. gov.
5,000
Commerce Learning Center
Management
Media X, Stanford University
education
2,500
Think tank and collaboration for academic,
corporate America
Dept of Civil & Environmental
education
2,500
Online learning lab
Engineering, Stanford Univ.
WebCampus, Stevens Institute of
education
438
WebCampus, corporate and assoc. content
Technology
Institute for Simulation & Training,
education
6,500 (L)
$14 million contracts
Univ. of Central Florida
Florida Dept. of Safety & Motor
state
N/R
E-learning for employees
Vehicles
Florida Dept. of Law Enforcement
state
N/R
Florida Criminal Justice Executive Institute
Prince William County (Va.)
county gov.
4,000
Corporate University for Government
International Society of Automation association
30,000 (L)
Global learning portal
Healthcare Financial Management
association
35,000 (L) V.L.E. member training
Association
eLearning for Kids
non-profit org.
N/R
Advancing education in third-world countries
National Academy of Sports Medicine association
N/R
Medical certification and online degrees
The Protocol School of Washington
education
100
C.R.M. eClass Program
South Dakota State University
education
2,000 (L)
Advanced learning in the cloud
May / June 2011 Government Elearning!
AREA OF
EXCELLENCE
innovation
collaboration
innovation
collaboration
culture
collaboration
innovation
culture
culture
culture
culture
collaboration
culture
culture
innovation
culture
collaboration
innovation
innovation
collaboration
innovation
culture
innovation
innovation
culture
culture
innovation
innovation
innovation
collaboration
culture
innovation
collaboration
culture
culture
collaboration
collaboration
culture
collaboration
innovation