Clever Geek Handbook
11 December 2025

Leaders as Teachers

Recommendation

The best football teams do not park their star players on the bench. Your top executives are your star players. Now, make them play ball: Deploy their expertise by involving them in teaching and training. Learning expert Edward Betof describes how companies can create “leaders-as-teachers” programs, sharing the knowledge of their senior executives, top managers and in-house experts, and, thus, fully benefiting from their top people’s expertise and savvy. Having served for 10 years as chief learning officer for Becton, Dickinson and Company, a leading medical technology company, Betof speaks with an insider’s informed perspective. He made this program work in the trenches. BooksInShort believes his book is well suited for learning and development officers, and for others who want to put teaching and learning at the core of their companies’ success.

Take-Aways

  • Leverage the knowledge and expertise of your company’s leaders to educate, train and develop your employees with a “leaders-as-teachers” program.
  • Benefits include well-prepared workers, reduced costs, improved profits and stronger leadership skills.
  • Leaders who volunteer to teach derive as much benefit as their students.
  • A leaders-as-teachers program strengthens your corporate culture, helps mold a learning environment and promotes positive organizational change.
  • Your program must have the support of your company’s top executives.
  • Make executives’ participation a requirement for advancement.
  • Employees may resist a leaders-as-teachers program because it involves change.
  • Put the right leaders in place. Match their courses to their expertise, prepare them to teach, boost their confidence and design an engaging program.
  • Appropriate teaching tools include “case studies,” “story telling” and “mini-lectures.”
  • Design your program to focus on content, useful information and professional growth.• Design your program to focus on content, useful information and professional growth.

Summary

BD University: Where Leaders Teach

In 1999, senior executives at Becton, Dickinson and Company (BD), a medical technology firm, faced a major challenge. To meet their future objectives for the company, these leaders realized they had to “spend more time developing people” with enhanced training. That meant increasing their executives’ capabilities and mustering them as volunteer teachers.

“I learn from teaching, and I think it has made me a better communicator of our strategies.” (Edward J. Ludwig, CEO, Becton, Dickinson and Company)

The firm committed to transforming itself into “a teaching organization and a learning organization.” In 2000, Edward J. Ludwig, an enthusiastic proponent of this new venture, became the company’s CEO. He and his executive team planned and developed a new “face-to-face learning” program. Its crown jewel, BD University (BDU), teaches sales, leadership, “business skills” and “operational effectiveness,” among other subjects. More than 500 of the firm’s executives have earned certification as “leader-teachers,” and more than 50,000 students have received training. Teaching methods vary from classroom sessions to various “technology-enabled resources.” This “leaders-as-teachers” approach makes sense for any firm for six reasons:

  1. “Helping to drive business results” – Leader-as-teacher learning programs align their content with a company’s business goals and outcomes.
  2. “Stimulating the learning and development of leaders and associates” – Having senior leaders serve as role models builds everyone’s capabilities. Employees can create networks and try new “skills and behaviors” without worrying about failure.
  3. “Improving the...skills of those who teach” – Executives who teach others sharpen their teaching and leadership skills, and build expertise about their specialty areas.
  4. “Strengthening organizational culture and communications” – Leaders who teach exemplify the corporate culture and demonstrate what the firm expects from its personnel.
  5. “Promoting positive business and organizational change” – This helps staffers prepare for change by teaching organizational design and change management.
  6. “Reducing cost by leveraging top talent” – This program is cost-effective.
“Being taught by respected leaders is often a compelling experience that frequently influences others to join the process.”

Becton, Dickinson’s university has taught 2,000 students the “eight-step model of change” written by John Kotter of Harvard Business School. His step-by-step change management strategy can help your leaders-as-teachers program overcome the usual organizational resistance to new ideas. The status quo exerts tremendous pull. Push back with these eight measures:

  1. “Establish a sense of urgency” – BD’s executives understood that their competitors were developing superior training. They had to catch up fast. Like BD, your company can use this program to address “crises, potential crises or major opportunities.”
  2. “Create the guiding coalition” – Recruit a leadership group with sufficient clout to institute notable change, and help them coalesce as a model team.
  3. “Develop a vision and strategy” – Know what you want to achieve and how you’re going to do it. Prepare alternatives to use if your initial implementation plan fails.
  4. “Communicate the change vision” – Deploy every possible communication channel. BD’s executives met with large and small groups to explain the new program.
  5. “Empower broad-based action” – Urge employees to take risks and to generate new, unconventional “ideas, activities and actions.” Eliminate any obstacles in their path.
  6. “Generate short-term wins” – “Plan for visible improvements in performance” and celebrate new achievements.
  7. “Consolidate the gains” – Use the momentum to create additional change.
  8. “Anchor new approaches in the culture” – The success of your program depends more on who teaches in it than on what material they cover. Make the program integral to the company’s personality and general approach to learning.

Getting Leaders Involved

Leaders can volunteer to participate in several ways. Working individually or in teams, they can target the firm’s specific educational needs and design program components to fulfill them. They can leverage their expertise to plan and develop appropriate programs, serve as sounding boards on content concepts, and review courses and instructional formats and methods. They also can recruit, mentor or coach new leader-teachers. And, of course, they can instruct. To help your executive teachers convey their ideas about leadership, strategy and priorities, provide them with high-tech equipment and access to a variety of communication outlets. Then train them well.

“Leaders with a proven track record of success take direct responsibility for the development of other leaders.” (Noel Tichy, author of The Leadership Engine)

Set your leaders up to succeed as instructors by giving them a good background in “teaching, coaching and mentoring skills.” Great leaders are made, not born. To make your program viable, you must put the right leaders in place. Your success depends on the quality of the leader-teachers you recruit and how you utilize them. Follow these four principles:

  1. “Match teaching assignments with the leader’s background, expertise, responsibilities and interests” – Once you have the right people, boost their confidence and enthusiasm by matching them with subjects they want to teach. Recognize their work, offer professional support and be sure the courses fit their schedules. Plan ahead.
  2. “Make sure leaders are well prepared to teach” – Institute a teacher training process so your instructors know what they are doing. “Train-the-trainer” sessions work best with groups of five to twelve people.
  3. “Leaders should teach at the level of their confidence and effectiveness” – To increase instructors’ confidence, have them progress from simple assignments to more challenging ones. For example, a new teacher can begin by introducing a speaker.
  4. “Use active teaching and training methods in program design” – Thoroughly involve participants in the training. Encourage them to “do most of the work.”
“Senior leaders and other high influencers frequently are factors in achieving the necessary leverage that can convert your efforts from quick wins into sustained adoption.”

Students also benefit when leaders co-teach courses. Teachers who work in pairs can give each other feedback and back each other up in case of an emergency. Executive vice president John Hanson works with individual students before his formal leadership development classes. He is always searching for potential future leaders. Many BDU leader-teachers also coach students after program sessions to help them retain information they shared in class. Make the most of “peer teaching and peer coaching,” which allow you to leverage staffers’ knowledge and your leaders’ expertise. Urge students to participate in study groups of two to six people.

“Teaching organizations are more agile, come up with better strategies and are able to implement them more effectively.” (Tichy)

Effective teachers often use these tools and methods:

  • “Storytelling” – To win people’s minds, first win their hearts with stories.
  • “Problem solving” – Engage participants in tackling real business problems.
  • “Case studies, exercises and simulations” – The Harvard Business School uses case studies as the foundation of its business classes.
  • “Town meetings” – To make mass sessions valuable, focus on interactivity.
  • “Mini-lectures” – Never talk more than 15 to 20 minutes in an “uninterrupted” flow.
  • “Learning journals” – Encourage participants to use journals to detail their insights and reflections on the course material.
  • “Media and technology” – Use webcasts and podcasts as high-tech teaching tools.
  • “Debriefs” – Review the “learning gems” you want participants to take with them.
“Winning organizations use learning, teaching, coaching and mentoring in ways that their competition does not.”

Avoid “death by PowerPoint,” and focus on engaging students with “active teaching” that captures their attention. Becton, Dickinson relies on the work of organizational behavior expert Noel Tichy, who developed the leaders-as-teachers concept. Tichy, author of The Leadership Engine and The Cycle of Leadership, emphasizes sharing “Teachable Points of View” based on a leader’s business experience. Tichy urges leader-teachers to explain the context of the information they present and to keep their lessons and business practices consistent. He says leader-teachers should cultivate informed viewpoints on various matters, such as “ethics,” “execution,” “individual and team effectiveness” and ways to succeed in business. He says that the best executive teachers are engaging, active listeners and knowledgeable, interactive presenters.

Getting Leaders to Participate

BD’s leaders-as-teachers program is based on its goal of offering “continuous learning,” an ambition that the CEO supports. As you work to get everyone’s support and participation, enlisting the CEO is crucial. When you get the senior management team to support your leaders-as-teachers program, everyone else will also. To encourage up-and-coming managers to teach, make participation a requirement for promotion. Involving leaders and learners from throughout the organization also helps break down silos by spurring the free flow of information.

“Leadership and learning are indispensable to each other.” (John F. Kennedy)

To strengthen your new program, align its content and strategies with your company’s business goals. Give your managers and executives a variety of ways to participate. Try to make your program “highly satisfying,” so that your leaders find teaching energizing. Keep your logistics simple and accessible, and “emphasize the value of teaching” when you evaluate a manager’s leadership potential.

“Teaching is the highest form of understanding.” (Aristotle)

To ensure that your program runs smoothly, think of program design as a structured process. The “Three-Level Program Design Model” suggests that you focus on three factors:

  1. The content of your curriculum.
  2. The importance and utility of the information to the student.
  3. How participants can apply the information to grow professionally.
“Success is never final.” (Winston Churchill)

The central issues that will emerge as you tackle the administrative work of setting up and designing your leaders-as-teachers program include:

  • “How does governance affect the leaders-as-teachers process?” – Very much. Be sure that you align your program and its strategy with your business goals. Everyone should agree on a management plan and on the needed investment of time, money and expertise.
  • “What role do learning professionals play?” – Your program needs the input of professionals with experience in “adult learning theory, leadership development, change leadership, instructional design” and “instructional technology.”
  • “What are the logistics of the implementation process?” – Training coordinators work with the participants to make your program a success. They perform numerous functions, including developing “learning management systems.”
  • “Why is advanced and reliable scheduling important?” – You must plan each increment of your program in advance, since your volunteer leader-teachers first must handle their executive responsibilities.
  • “Why is it important to contract with leader-teachers?” – Having a formal contract commits executives to the program and the parts they will play.
  • “How do program champions assist?” – These facilitators ensure that the leaders-as-teachers program supports the company’s goals and strategy. They help train administrators and instructors to maintain the program’s high quality.
  • “How do you manage vendor selection and relationships?” – Avoid vendors who do not fully support your leaders-as-teachers program, such as those who erect software-licensing barriers. Seek suppliers who are ready to “help certify and train leader-teachers.”
“The best time to plant a tree was 20 years ago. The second best time is now.” (Chinese proverb)

To keep your organization fresh and invigorated, dedicate it to teaching and training.

About the Author

Edward Betof is the director of the University of Pennsylvania’s doctoral program for chief learning officers. He was vice president and chief learning officer at Becton, Dickinson and Company, and a member of the American Society for Training and Development board.

Read summary...
Leaders as Teachers

Book Leaders as Teachers

Unlock the Teaching Potential of Your Company's Best and Brightest

ASTD Publications,
 


11 December 2025

Win

Recommendation

To learn how winners win, ask them. Political consultant and Fox News analyst Frank I. Luntz interviewed extraordinary winners, including many leaders from Forbes 400 and Fortune 500 companies. Luntz distills his discoveries down to nine basic principles that he calls “nine Ps of winning.” The politicians who hire Luntz’s consulting company, The Word Doctors, consider him a master propagandist. In his own words, “It’s not what you say, it’s what people hear.” Luntz is a proven communicator, and BooksInShort finds that his nine rules for winners can help businesspeople plan their communications to emerge victorious in today’s marketplace.

Take-Aways

  • Winners apply the “nine Ps of winning” to always come out ahead.
  • Be people-centered: Care about people and what is important to them.
  • Break paradigms: Think in revolutionary ways to achieve real breakthroughs.
  • Prioritize: Focus and work on what is most vital.
  • Seek perfection: Strive to do everything the right way every time.
  • Create partnerships: Align with worthy allies.
  • Be passionate: Embrace intensity in all you do.
  • Persuade: Go beyond mere communication to change people’s minds and emotions.
  • Persist: Never quit until you have achieved your goals.
  • Be principled: Take responsibility for your actions.

Summary

Ready to Grab the Brass Ring?

Winning demands special abilities. You must understand the human side of each situation and have the right chemistry to connect to people spontaneously. You need to know which questions matter and when to bring them up. You must create something new and have the vision to see solutions to life’s challenges. You should prioritize, accomplish more in a better way, persuade with power and move ahead when everyone else retreats. Be curious and passionate and love life. Trust in good fortune. And be willing to fail, pick yourself up and try again.

“It’s not what you say, it’s what people hear.”

Winners are not like other people. As Tom Harrison, chairman and CEO of Diversified Agency Services, puts it, winners concentrate on their long-range goals, not on the roadblocks in front of them. Good is never enough; only extraordinary will do. Winners don’t make excuses. They are communicators who understand that the first words people speak are the most vital. A poor opening for your presentation – no matter what the format – means no one will be paying attention by the time you’re done.

“How badly do you want to win?”

To win, follow these guidelines, the “nine Ps of winning”:

1. “People-Centeredness”

Few leaders understand people and their feelings better than former US President Bill Clinton. In 1992, during Clinton’s first presidential campaign, AIDS activist Bob Rafsky complained to him that the US government had been neglecting the AIDS issue. Clinton responded: “I feel your pain.” By communicating in this manner during his campaign, Clinton signaled to Rafsky and all other Americans that he was empathetic about their concerns. You cannot be a winner if you are not “people-centered.”

“Winners have in common that they all hate to lose.”

If you are people-centered, your answers to at least four of these questions should be in the affirmative:

  • “Do you look others right in the eyes?” – This shows respect. Attentiveness to others helps uncover the emotions that motivate them.
  • “Do you repeatedly ask ‘why’?” – Conversation provides opportunities to discover what makes others tick.
  • “Do you analyze what you can gain from each interaction?” – Align what you have to offer with people’s needs.
  • “Do you actively look to improve products, results or situations?” – People-centered individuals love to solve problems and develop solutions.
  • "Do you apply your experiences?” – Your track record provides “your working capital for winning.” Leverage your experiential capital productively.

2. “Paradigm Breaking”

In the 16th century, Nicolaus Copernicus claimed in his book On the Revolutions of the Celestial Spheres that the Earth and the other planets revolve around the sun. Prior to Copernicus, people believed that the Earth was the center of the universe, and that the sun traveled around it. Copernicus demonstrated otherwise, and everyone began to think differently about the world and the universe. This represented a paradigm shift, a paradigm being a collection of “assumptions, concepts, values and practices” that form reality for those who share them.

“The same people who fail to effectively motivate their employees are...the same people who fail to communicate effectively to their customers.”

In 1954, milkshake-mixer salesman Ray Kroc convinced the McDonald brothers, owners of a highly successful Southern California hamburger shop, to hire him as their agent for the expansion of their restaurant operation. The result: McDonald’s hamburger outlets and the global fast-food industry, another notable paradigm shift. Winners like Kroc don’t just outperform other people, they radically change how things get done. To enact major change in the way people relate to the world, winners throw out their established notions and think in new ways. Avon CEO Andrea Jung believes you should imagine that you have been fired, and then return to work the next day as if it were your first day at a new firm. What problems would you see? What radical solutions would you suggest?

3. “Prioritization”

During 2008 and 2009, a major health care debate took place across the US. Although public support for a new health care program was not overwhelming (37%-42% approval), President Barack Obama’s administration made that reform a priority. The White House argued that such reform was the morally responsible thing to do and was needed for deficit reduction. The Democrats pushed health care reform through the Congress. It became law, though polls indicated that people were more worried about jobs. The Democrats’ priorities did not align with those of most Americans.

“Winners recognize that even when they aren’t physically selling a product, they are always selling themselves.”

Don’t make this mistake with your business. Make sure you know what your customers care about, and craft your communications accordingly. Hone a unique concept that differentiates your company. Once you have established this core concept, deliver “an individualized, personalized, humanized message.” Focus initially on what really counts, and then move on to other priorities.

4. “Perfection”

Cars today are better than vehicles from years past. For example, over the two decades leading up through 2009, miles-per-gallon (MPG) averages for US passenger vehicles went from 22.6 to 32.6 MPG. Japan’s Toyota Prius, which uses both gasoline and electricity, averages 50 MPG. Many new cars have built-in docks for MP3 players. Navigation systems are now standard on a lot of new models. GM, for example, offers OnStar, a turn-by-turn navigation system.

“What you choose to leave out of your communication is just as important as what you chose to include.”

New cars offer more attractive features because of competition. In the car industry, you stay ahead of your competitors by building the perfect vehicle. Certainly, Lexus, with its “relentless pursuit of perfection” slogan, strives to achieve this goal. Through April 2010, Lexus was the United States’ best-selling luxury vehicle every year for 10 years. Winners refuse to settle for good or even great. Perfection is the only standard that counts.

5. “Partnership”

Michael Jordan was the National Basketball Association’s most dominant player of his era. Yet Jordan could not win games by himself. He needed his teammates, his coaches and his support staff. Winners know they must partner with others. In 1984, Nike teamed up with Jordan, making him their primary celebrity athlete endorser. This partnership paid off for Nike, which went on to sell tens of millions of shoes.

“Paradigm-breaking winners [have the] ability to affect people on an individual, one-to-one basis – regardless of whether they’ve met you or know you exist.”

By 1986, Jordan wanted to cancel his contract. His signature shoe, the Air Jordan, was not selling. Not wanting to lose Jordan, Nike invited him to help redesign the shoe. Thanks to this renewed partnership, Air Jordans became immensely popular. Even today, long after Jordan’s retirement from the NBA, Air Jordans still sell, despite their lofty retail price of $170 or more. Winners need partners. Of course, the chemistry must be right for a partnership to succeed.

6. “Passion”

When it comes to retail, Walmart is a big, big winner. It sells everything cheaply. Its profits and prices are terrific, but the company lacks passion. Walmart stores are standardized, giant, soulless warehouses filled with retail products. Costco is different. Jim Sinegal, Costco’s co-founder and CEO, visits many of the retail giant’s 400 stores every year. So, at any Costco, you may see a 74-year-old man walking purposefully through the aisles, monitoring the inventory, conferring with employees, checking everything out himself. Costco’s CEO never forgets the details.

“You have to own the problem if you’re going to fix the problem.”

Sinegal is passionate about Costco and its low pricing. He is always looking to sell for less than his rivals, he explains, “so that the competitors eventually say...‘these guys are crazy. We’ll compete somewhere else’.” Sinegal explains that most retail firms want to increase prices. Costco wants to do the opposite. Sinegal wants to lower prices and will accept a lower per-item profit in order to gain customer loyalty and greater overall sales. Sinegal is passionate regarding pricing and its strategies. Three characteristics distinguish winners: emotion, vision and commitment. You can’t win without them.

7. “Persuasion”

Renowned Las Vegas hotelier Steve Wynn learned about persuasion from his father, a bingo hall owner. From the age of 16, he worked with his father, calling out the games. “My father...taught me how to speak to a thousand people and how to have rhythm in my voice.” People play bingo rhythmically, he added, and calling the numbers without tempo would disrupt their game and pleasure. His father also taught him the most effective way to emphasize a message: “Leave space” (silence) around the words you want to showcase.

“Persuasion requires disciplined persistence. It never, ever happens in a sentence, or a sound-bite, or a flip of the switch. It requires repetition.”

Wynn applied the same rules to hotel design. Space is necessary for “something to be pretty and appreciated.” Wynn follows three rules for spoken and visual persuasion:

  1. Silence communicates more than noise.
  2. Rhythmic is better than random.
  3. Open spaces let people see more than cluttered spaces do.
“Making passion contagious requires translating your emotion, your vision and your commitment into a language [others] understand and want to hear.”

Winners don’t focus on communication, per se. They persuade and motivate. They seek disciples, not supporters. To persuade others, you must understand their points of view, experiences, values, opinions, beliefs, cultures, traditions and hot buttons.

8. “Persistence”

Without persistence, you cannot win. Jimmy Connors, the number-one-ranked tennis player for five years in a row, provides a great role model for persistence. Connors won 109 tournaments, more than any other male tennis player. He played at a world-class level into his late thirties. “I played crazy, and that’s the only way I knew to play,” said Connors. “I wasn’t worried about making friends. Winning was the only thing that mattered.” Connors’s devotion to winning also included a commitment to practice and fitness. He was willing to do the hard, boring work that is the definition of persistence.

“Every individual will be held accountable for the personal standards they have set for themselves.”

NBA superstar Larry Bird was every bit as persistent as Connors. He was famous for his work ethic and for constantly practicing to be the best player in the game. At the end of practice, Bird always remained in the gym as his teammates headed for the locker room. There, Bird would work on his free throws. “You’re at 78% or 79%,” he said. “Why not shoot 80%?”

“The creative component is just as important as the technical particulars.”

Bird focused on improving throughout his career. He refused to stand still or go backward. It is not difficult to learn how to do something. You can easily find out what techniques or methods are most effective. But this knowledge isn’t sufficient. Knowing is not doing. Hard work and persistence make the difference.

9. “Principled Action”

If you follow the above axioms in an unprincipled way, you will be a loser, not a winner. Winning is not putting more points on the board. It is accepting responsibility for every action you take and doing what’s right.

“How you get there is just as important as where you end up.”

When it comes to living your principles on a daily basis, these words count more than any others:

  • “Accountability” – People want business leaders and companies to hold themselves responsible for their actions. Accountability is the quality lacking in business today.
  • “Strict standards” – Without standards, companies are lost.
  • “Corporate culture” – This distinguishes your business and operating principles.
  • “Moral compass” – Know right from wrong, and live what you know.
  • “Social responsibility” – Treat employees with respect, be accountable to your customers and do good works for your community.
  • “Objective and unbiased” – Learn, understand and overcome your own prejudices.
  • “Uncompromising integrity” – Situational integrity is a contradiction in terms.
  • “The simple truth” – Don’t spin the truth. Serve it up unvarnished.
  • “Chief ethics/ethical officer” – Create this position in your firm and give it power.
  • “Say what you mean and mean what you say” – Warren Buffett, the plainspoken investment genius, is an excellent model.

About the Author

Dr. Frank I. Luntz is a Fox News commentator and the author of Words That Work.

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Win

Book Win

The Key Principles to Take Your Business from Ordinary to Extraordinary

Hyperion,
 


11 December 2025

The Learning Explosion

Recommendation

Matthew Murdoch and Treion Muller are senior online learning executives at FranklinCovey, a premier corporate training firm whose clients include many Fortune 500 companies. Their outstanding, authoritative book makes it clear that they have the chops to teach you how to organize online learning initiatives and how to plan, set up and run virtual classrooms. True to the authors’ “keep it short” philosophy, their book is concise. Mirroring their protocol for virtual learning, each chapter ends with interactive exercises. BooksInShort recommends their concrete, easy-to-understand, highly enthusiastic explanation of virtual learning programs to chief learning officers, as well as to corporate education and training professionals.

Take-Aways

  • The Internet’s dramatic rise has created a “learning explosion” that follows nine rules:
  • “The Rule of Continual Change” says new technologies quickly become outdated and are replaced. College students already regard email as too slow and prefer texting.
  • “The Rule of Knowledge Transfer” states that virtual teaching requires interaction.
  • “The Rule of Learning Circuitry” says the right leadership team is crucial to education.
  • According to “the Rule of Overcoming Bias,” you can surmount your executives’ dislike of virtual education by addressing their specific concerns.
  • “The Rule of Virtual Accountability” asserts that students must be verbally, visually and kinesthetically responsible.
  • “The Rule of Personal Practice” says teachers must be knowledgeable and proficient.
  • “The Rule of Thumbs Up” posits using feedback from online learners to change.
  • According to “the Rule of Global Positioning,” you should address the cultural and linguistic challenges of providing virtual learning in an international organization.
  • “The Rule of Sustained Orbit” calls for positioning your online education program in a self-perpetuating loop.

Summary

The New (Virtual) Reality

The virtual classroom is “the new learning reality,” the boundary-free corporate training method of the future. Consider the possibilities: At the exact same moment, a Japanese teenager is using his mobile device to teach himself a new subject, an Australian entrepreneur is getting helpful advice from an online social network of peers, and a blogger in Denmark is sharing data with subscribers. This dramatic quest for knowledge – via the Internet, computers and mobile devices – represents a virtual “learning explosion,” whereby information comes in short bursts, practice and feedback mechanisms are instant, and the future is unlimited.

“The way people learn will always change. If you wish to embrace the learning explosion, you must change as well.”

Thanks to rapid advances in technology, the traditional learning model has “exploded” into billions of discrete “learning fragments,” from blogs, social media and wikis to podcasts, apps and online communities. The learning explosion began, perhaps, when Johannes Gutenberg developed the Western world’s first printing press in 1439. Various catalysts accelerated the process along the way, from Guglielmo Marconi’s first radio transmission in 1907 to the invention of the computer at Bell Labs in 1937 and Tim Berners-Lee’s creation of the Internet’s “framework” in 1989. From 2006 to 2010, “worldwide Wi-Fi coverage” increased 155%. In 2007, one million US students from kindergarten to high school registered for online courses. Research shows they will perform better than students who learn in traditional classrooms. On the corporate side, virtual education jumped from 45% in 2008 to 59% in 2009.

“To launch your virtual classroom, you need to have enough thrust to lift your project past the gravitational pull of the naysayers, your own insecurities and the craziness of your day job.”

Nine rules govern the learning explosion:

1. “The Rule of Continual Change”

When Professor Curtis Morley referred to email in a “respected” university’s class for master’s degree candidates, one student exclaimed, “Email is for old people!” The brash student explained that most students use email only because that is how their instructors relay their grades to them. Intrigued, Morley polled the class to learn how many students regularly used email. Fewer than 25% raised their hands. “How do you reach one another?” the professor asked. “We text, Twitter or Facebook,” the students responded. They explained that email was too slow. Morley asked how the students communicated adequately on Twitter in 140 characters. “You only need 140 characters to say what you need to say,” one student replied. “Facebook is for bigger stuff and pictures,” another added. “And if you need to write something big, you just post it to your blog. I have an RSS feed of all my friends’ blogs.”

“The learning explosion is moving faster and faster and shows no sign of slowing.”

Even though email is a relatively new technology, young people already dismiss it as out-of-date and slow, especially when compared to texting within their social networks on their mobile devices. These students soon will come to work in your organization. Can you meet their training and educational needs – and their expectations? The virtual classroom is your best bet for staying current and reaching the next generation of employees.

2. “The Rule of Knowledge Transfer”

The virtual classroom demands new pedagogical approaches. To keep your classes short, you can’t provide as much content as a traditional class might, so you must summarize your “instructor-led training” (ILT) material. Or, to include everything you’d offer in a physical classroom, break the substantive material into a series of virtual classes – a process called “chunking.” While some teachers stop at 20 minutes, the ideal period is between 90 minutes and two hours.

“There is a point of diminishing returns with how much your learner can absorb in a single online session.”

Online students are easily distracted, so build in a lot of interaction. Plan and implement your online approach by utilizing the 10-step “Simple Online-Learning Instructional Design” (the “SOLID process”). First, determine what you want your virtual classroom students to learn. Second, list the ILT course materials – videos, slides, and so on – you are adapting. Third, decide whether to summarize or chunk. Fourth, list your online tools: “chat, polls, whiteboard, breakout functionality, assessments, emoticons, screen sharing,” and so on. Fifth, outline your curriculum based on your platform and materials. Sixth, fit it to your online class. Seventh, ask a “subject-matter expert” to screen your plan. Eighth, try your work with students. Ninth, adjust it according to their feedback. And tenth, “repeat testing and feedback steps until…it is ready for launch.”

“Keeping things short is one of the most important learning principles in today’s media-rich world.”

In a virtual classroom, delivery is everything. Before you start teaching, make sure your equipment and network connection work correctly. Have a backup computer and a backup network connection on standby. Practice speaking aloud a few minutes prior to each class. Never run virtual classes in hotel rooms because they often have lousy network connections. Before class, put a “do not disturb” sign on your door so your colleagues will not interrupt. Turn off your phone, and close any unneeded computer programs, like email. You can’t see your students, so you must engage them verbally. Foster interactivity. The more visuals you use, the better.

3. “The Rule of Learning Circuitry”

Solid-state technology depends on superior electronic circuitry. Your learning circuitry is formed by the links among your business units as they come together under the right leadership team to support your virtual learning program. You need a small “core team” whose members have the skills to give your initiative the proper debut. Participants might include a “business leader,” an “instructional designer,” a teacher, and an operational manager (if the program is for an internal audience) or a marketer (if the program is for an external audience). Try to make your educational package as perfect as possible. Think ambitiously, but start small. Recruit an influential executive as your “champion.” Once the program is running, measure your results and spread the word.

4. “The Rule of Overcoming Bias”

Many senior executives and supervisors have a tendency to dislike online learning. Their prejudice against it can become a roadblock. Take these steps to address the concerns of each kind of opponent:

  • “Turf protectors” – They want to shelter their operation from anything that could displace their authority or influence, and they claim that nothing beats traditional classroom training. Explain persuasively why virtual classrooms are effective.
  • “Creatures of habit” – These folks are suspicious of anything new and stick with the old ways. Show them that if students have a choice between a virtual or physical classroom, most choose online learning and enjoy it.
  • “Nail-biters” – The virtual classroom can make certain individuals anxious if they don’t know how it works or if they are wary of new tactics. Help them to evaluate virtual learning accurately.
  • “Unenlightened” – This group just can’t see the value of virtual classrooms. If your supervisor can’t grasp the benefits of online learning, approach managers and executives higher up the ladder.
  • “Biased learners” – Provide a range of virtual learning opportunities. To alleviate students’ sense of nervousness, avoid complex technical terms. Publicize endorsements from executives.

5. “The Rule of Virtual Accountability”

In a traditional classroom, the student who violates accepted norms pays a price. If you sleep in class or disrupt other learners, you will suffer the consequences. Establish virtual accountability in your web classroom in three different forms:

  • “Verbal” – Encourage student participation. Directly ask for open-ended responses, and address learners by their names. Make live verbal interaction customary “every two to three minutes.”
  • “Visual” – Ask your students to comment on your visuals, such as PowerPoint slides. Develop a “graphical model” that tells a narrative or that provides a road map to your essential points.
  • “Kinesthetic” – You are in a football stadium and see friends in another section. To signal to them that you are present, you wave. Such kinesthetic action is vital for many forms of communication and learning. Provide teaching aids that your students must download personally. To keep them involved and engaged, instruct them to conduct a kinesthetic field exercise outside the virtual classroom.

6. “The Rule of Personal Practice”

Virtual classroom instructors must be experts in their subject material and knowledgeable about new online teaching techniques. Practice your pedagogic craft, know your subject area deeply and learn all you can about your technical platforms. These platforms, such as Citrix GoToTraining, Microsoft LiveMeeting, Cisco WebEx and Adobe Connect, include helpful tutorials, video demonstrations, blogs, user guides, white papers, and so on. Online user communities can also help you come up to speed.

“Interaction beats distraction.” (Dave Green, virtual-classroom instructor)

To assess how your students perceive your class, set up a second computer so you can watch what you’re doing and see exactly what your learners experience during your training sessions. Observe other online educators. Incorporate their best practices into your presentations. The axiom “repetition is the father of all learning” applies to every student, including instructors who are learning how to teach in virtual classrooms.

7. “The Rule of Thumbs Up”

Ask your online students for constructive feedback. Make responding simple by using such online tools as SurveyMonkey or Zoomerang. Avoid complicated response mechanisms. Ask students two to five short questions – no more – about their virtual learning experience. The purpose of requesting feedback is to learn from it and to adapt your work accordingly. Pay particular attention to repeated comments. Follow the example of InterContinental Hotels Group, which conducts quarterly feedback audits of its workshops.

8. “The Rule of Global Positioning”

Thanks to the Internet’s ubiquity and today’s robust network connections, conducting an international virtual classroom is usually technologically feasible. However, some countries do present technical barriers, such as electricity or bandwidth issues. Even securing a conference-call number can be a headache in some nations, such as the Philippines, where the government controls the telephone system. Cultural and language differences also pose challenges. To be sure your content will travel well, ask employees on the ground to translate and localize your educational materials for their colleagues. Running a global virtual classroom often means working harder, including putting in time at odd hours to accommodate students in distant time zones. If you go global with your virtual learning initiative, always expect the unexpected.

9. “The Rule of Sustained Orbit”

Initiating your virtual classroom calls for a highly focused effort. You may wish to promulgate brochures, FAQs, “technical-support materials,” classroom demonstrations, online demonstrations, and more. Whether your learning initiative is local, regional, national or global, launch it with panache. Feeble launches account for the failure of more online learning initiatives than any other factor. Once your virtual learning initiative is going strong, your next goal is to position it in a self-sustaining pattern or orbit, such as steadily training a certain number of students in a specific period or earning a targeted amount in fees. Set goals for your program. Perhaps it can earn revenue to cover its costs, save your company money, provoke a higher internal demand for virtual classes and garner praise from your top executives.

You’ve Adapted to the New Learning Paradigm – Now Do It Again

Some organizations refuse to adjust to the new online learning revolution. As a result, they remain stuck in a traditional learning environment that is becoming increasingly obsolete. If you end up mired along with your company, you may have to rethink what you want for yourself and your professional development. Can you move along to another firm that is not afraid of the future, or can your organization conquer the rules of the learning explosion? Even once you have mastered the virtual classroom, prepare for everything you’ve learned to change. Such upheaval is inevitable – and sooner rather than later. With technology, advancement is the only constant. The Internet tools you use to teach will develop, as will your platform, online applications, mobile devices, social networks, and more. You must be flexible and perpetually ready to embrace the newest innovations and latest methods.

About the Authors

Matthew Murdoch is the global director of online learning at FranklinCovey, an international training firm, where Treion Muller is chief e-learning architect.

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9 Rules to Ignite Your Virtual Classrooms

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