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Features 
High-Tech Learning for Low-Tech Employees
- 5/30/07
There are two new realities learning leaders must understand: High-tech learning is practical now, and traditional low-tech employees are truly high-tech learners.
Reasons for Failed Mentor Programs Might be Rooted in Psychology
- 5/23/07
To mentor is to serve as a trusted counselor or teacher. In an occupational setting, the key word in that definition is “trusted.” Unfortunately, mentoring programs often fail because this very basic ingredient is missing.
Lies About the CLO
- 5/16/07
According to Larry Israelite, author of “Lies About Learning: Leading Executives Separate Truth from Fiction in a $100 Billion Industry,” there might be some, shall we say, untruths floating about in the learning and development realm.
Who Is Generation X?
- 5/9/07
In the great conversation about the coming talent shortage in the United States, much of the discussion has revolved around the 80 million or so baby boomers and their impending retirement. But as a few pundits have pointed out, the far lower numbers of G
Survey: Despite High Level of Learning Offered, Participation Rate is Low
- 5/2/07
Employees do not always partake in the learning opportunities offered at work, even though a great deal are offered, according to a survey by NFI Research.
Managing Succession Plans and Career Paths
- 5/1/07
Effective managers always anticipate the need for successors, and they are prepared. Because organizations cannot assume the mere existence of a talent pool guarantees the succession neatly will fit into place, effective succession management requires car
Technologies to Support Leadership Development
- 5/1/07
The tendency to "tech up" presentations and training, often without considering if we should, has proliferated learning and development. We need to evaluate how to match technologies to the content rather than designing a program
Inside the Latest Measurement Techniques
- 5/1/07
When applying metrics to learning, Motorola University has used a simple but purposeful approach called "goal, question, metric" (GQM). Through this approach, learning and development professionals ask three questions: What are y
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