Delivering Affectively in Virtual Environments: ROI and Improved Productivity

1. Delivering Affectively in Virtual Environments: ROI and Improved Productivity Presenters: Sharon L. Burton and Dustin Bessette Society for Applied Learning Technologies Conference Orlando, Florida March 6, 2013 This document is confidential and is intended solely for the use and information of the client to whom it is addressed.

2. Welcome to our presentation. Thank you for joining us! Dustin Bessette Doctoral Student National Graduate School of Quality Management Sharon L. Burton Doctoral Student National Graduate School of Quality Management

3. ABSTRACT Geographically dispersed workers place high demands on virtual leaders who must accomplish product development, virtual learning, and quality results while showing ROI. Since visual cues, components of quality communication, are unavailable via phone and email, leaders must use engaging techniques to maintain the attention of participants. The presentation demonstrates how to connect and produce affectively across geographies and wires, uniquely integrate innovation, and foster teamwork. Participants will enhance knowledge on improved productivity through case studies. This presentation will provide a model to leverage ROI and improved productivity in virtual environments. • Keywords: Product Development, Virtual Learning, Distance Learning, Co-Learning

4. Agenda • Describe a virtual environment, a geographical workforce, and ROI • Fostering Teamwork across geographies and wires • Review and describe three (3) technologies used to support virtual learning • Review a case study on virtual learning and ROI. • Recap and questions

5. Purpose and Audience Purpose: The presentation provides audiences an avenue to enhance their understanding of producing effectively across geographies and wires, uniquely integrating innovation, and fostering teamwork. Audience: Individuals and organizations interested in learning more about communicating to enhance effectively in distance education, technology integration, and teamwork.

6. Objectives Objectives: Provide audiences with guidance to enhance: • Connect and produce affectively across geographies and wires • Uniquely integrate innovation • Foster Teamwork Methodology: Andragogy (adult learning) is the prescribed methodology with a focus on communication.

7. Definitions Virtual Environment: Refers to the space ability to deliver learning which can be technology based conferencing and information sharing, text based chat rooms, blogs, and 3D technologies. Geographical Workforce: People connected via a wide range of space and technology. Team members coordinate work in different time zones, locations, and with numerous technologies to carry out tasks and accomplish goals. ROI: Financial (e.g., cost reductions, and revenue increases) and non-financial impacts (e.g., improved customer satisfaction, shorter time-cycles, enhanced information) on institutions and organizations (Titman, Keown, Martin, 2011).

8. Teamwork Team work in distance education includes instructors, administrators, and students. Individuals capability to collaborate, innovate, and apply technology to create new processes and creations is many times a major force driving developments that sustain people, organizations, and trade from suffering (Tapscott and Williams, 2008) Key components: People, Process, and Technology (Burrell, Todd, & Quisenberry, N. d.) • Administrators: Provide faculty development programs to include technology. These faculty development programs vary among colleges and universities. • Instructors: Distance education instructors must develop and maintain a collection of knowledge, skills, abilities and competencies with the intention of ensuring success of the learner (Bigatel, Ragan, Kennan, Shannon, May, & Redmond, 2012). • Technology: Infusion of technology into the fabric of society is pushing institutions to focus on the most effective way to develop faculty and administrators.

9. Communication Adapted from Albert Mehrabian, 1967

10. Learning Technologies Teaching the use of technology tools is important when researching and establishing an online faculty development program. • Learning Management Systems (LMS): Provide faculty development programs to include technology. These faculty development programs vary among colleges and universities. • Video-teleconferencing (VTC): Communication technology that allows users at multiple locations to interrelate by setting up a face-to-face environment. • Desktop Collaboration: Technologies which allow remote access and collaboration on desktops with scenarios (e.g., remote log-in, and real-time collaboration).

11. Blended Learning Encompasses Numerous Types of Learning Interconnected Interconnected Paradigm Shift Paradigm Shift Paradigm Shift Interconnected Interconnected Burton, & Bessette, 2013, p.7

12. Technology: Ensure it is a fit Reduce Angst for the Team Understanding the needed technology to build a facilitator education and development program Ensure andragogical teaching and learning methodology Burton & Bessette, 2013, p. 16

13. Project Requirements Key Points We must identify and address challenges - as a team! Adapted from Burton & Bessette, 2013

14. Research on Company X Case Study • Stakeholders -Educational Client • 700 distance learning professionals from 1 institutions, 3virtual locations • Six different systems • Timeframe -2 Years months • Resources - Funding available but limited for travel for training • Charter -Communication Tool • Improves communication • Provides a performance agreement • Conflict resolution

15. Charter Burton, Sawyer-Roberts, 2010

16. Return on Investment Return on Investment = -------------------------------------------------------------- Gain from Investment – Cost of Investment Cost of Investment (Titman, Keown, & Martin, 2011).

17. Recap: Transforming Your Organization to Blended Learning a Paradigm Keep in mind Virtual Environment Geographical Workforce Adult Learning (Andragogy) Return on Investment Virtual Technology Fostering Teamwork Case Study

18. References • American Psychological Association. (2009). Publication Manual of the American Psychological Association (6th ed.). Washington, DC: Author. • Barrows, H. S. (1986). A taxonomy of problem-based learning methods. Medical Education, 20, 481–486. • Bedi, A. (2004). An andragogical approach to teaching styles. Education for Primary Care, 15, 93-108.

19. References • Bigatel, P.M., Ragan, L.C., Kennan, S., May, J., & Redmond, B. F. (2012). The identification of competencies for online teaching success. Journal of Asynchronous Learning Networks, (16)1, 59-77. Burrell, D. N., Todd, A., & Quisenberry, W. (n.d.). Using online graduate and doctoral programs to create global villages of interdisciplinary problem-solvers in public health, environmental science, and public policy. Retrieved from http://scholar.google.com/scholar?hl=en&lr=&q=related:k3iifYwfgIcJ:scholar.google.com/&um=1&ie=UTF-8sa=X&ei=dA0iUfbTPMbh0gGfoYGYBg&sqi=2&ved=0CDgQzwIwAQ

20. References • Burton, S. L. & Bessette, D. (2013, March). Transforming your organization to blended learning a paradigm shift. Paper presented at the Seventh International Association of Technology Education & Development, Valencia, Spain. • Burton, S. L. & Bessette, D. (2010, August). Remote control: Enhanced communication through virtual technology. Paper presented at the Society of Applied Learning Technology, Reston, VA. • Economist Intelligence Unit. (2008). The future of higher education: How technology will shape learning. New York: NY: The New Media Consortium.

21. References • Gillespie, K. (1998). Using technology in faculty development: Practical examples. New Directions For Teaching And Learning, (76), 79-92. • Kim, K. & Bonk, C. (2006). The future of online teaching and learning in higher education: The survey says. Educause Quarterly, (4), 22-30. • Tapscott, D. & Williams, A. d. (2008). How Mass Collaboration Changes Everything: New York, NY: Penguim Group (USA) • Titman, S, Keown, A. J. & Martin, J. D. (2011). Financial management; Principles and applications (2nded). Boston, MA: Pearson Learning Solutions.

22. Sharon L. Burton’s Background • Burton is the Global Products & Services Systems Integration Group Training Manager in Baltimore, MD. Previously she led human capital, training, leadership, customer service, and diversity initiatives in consulting, and published two books, “Quality Customer Service: Rekindling the Art of Service to Customers,” and “Diversity: Just What Is It And Why Does It Keep Changing?” Sharon’s professional background includes standing up the Operations Training, and the Quality Assurance and Compliance departments for a major financial institution. • Burton holds two Masters of Business Administration degrees (Human Resources Management, and Management) from the American InterContinental University. She received a B.S. degree from Florida State University in Criminology where she concentrated and interned in forensics. • Academically, Burton is presently a doctoral student with the National Graduate School of Quality Management. Sharon holds two certifications, Human Capital Strategy and Kirkpatrick Four Levels Evaluation, as well as a certificate in training. Sharon will present at Society for Applied Learning Technologies Conference 2013, the topic, Delivering Affectively in Virtual Environments: ROI and Improved Productivity. She presented at several conferences, the Society for Applied Learning Technologies Conference 2011, Toastmasters International District 36 Spring Conference 2011, the National Association for Black Accountants Conference 2008, and the Delaware Youth Summit 2008. • Burton lives in Wilmington, Delaware. She has one daughter, Yoshino N. Woodard, who is a supply chain management specialist holding a M.Sc. in Industrial Engineering.  

23. Dustin Bessette’s Background • Dustin currently serves as the Regional Water Safety Coordinator for the New York State Office of Parks Historic Preservation in the Taconic Region. Here, he led training for New York State’s lifeguarding staff through various process of employment, tested lifeguard's through controlled physical tests, conducted field visits, recorded aquatic reports, and assisted in hiring & coordinating employees in four different parks for five different swimming facilities. • Academically, Dustin is currently a doctoral student with the National Graduate School of Quality Systems Management earning a doctorate degree in business administration. He has earned two undergraduate degrees, one Associate of Sciences in Biology and Chemistry and a Bachelor of Science in Real Estate Studies. Further he has earned 30 credit hours towards a Sustainable MBA degree and is enrolled and in process of another graduate MBA degree. • He has presented at several conferences including, Intellectbase International Consortium (Nashville 2011, Atlanta 2011, and Las Vegas 2012), Eco Summit 2012 (Cleveland, OH), Association for Advancement Computing Information (AACE) (Montreal, QC), virtually presented at the 5th Annual International Conference on Education, Research, and Innovation (ICERI) (Madrid, Spain), and will soon present his accepted papers at the Society for Applied Learning Technologies (SALT) Conference (Orlando, FL) in March 2013, Florida Academy of Sciences (Miami, FL) in March 2013, and virtually at the 7th International Technology, Education, and Development (INTED) (Valencia, Spain) in March 2013. • Bessette has also published in peer reviewed journals for the Intellectbase International Consortium as well as reviewed graduate work for the Academy of Management. • Dustin lives in upstate New York in the Hudson valley Region just west of the Massachusetts Berkshires.

24. Contacts for Questions About the Presentation Sharon L. Burton Doctoral Student National Graduate School of Quality Management 312sbdba@ngs.edu sharonlburton2@comcast.net 302-661-1852 (Home Office) 410-383-5947 (Work) Dustin Bessette Doctoral Student National Graduate School of Quality Management 312sbdba@ngs.edu Bessette64@yahoo.com 518-965-0775 (Home Office)