My session on performance-based corporate language training, and how it is enabled by technology. Sections on blended learning, enterprise needs assessment, and commercial benefits for language schools.
6. Agenda
Academic vs. performance-based models
Theoretical framework for tech-enabled PBL
Aligning PBL with customer business goals
through enterprise needs assessment
7. Agenda
Academic vs. performance-based models
Theoretical framework for tech-enabled PBL
Aligning PBL with customer business goals
through enterprise needs assessment
PBL boosts customer ROI, and thus fees,
margins, and retention
12. “Companies that fail to devise a language strategy are
essentially limiting their growth opportunities
...putting themselves at a disadvantage to competitors
that have adopted English....”
21. Output and accountability of the “academic model”
is successful completion of courses and exams.
Academic model for company training
promotes over-reliance on:
22. Output and accountability of the “academic model”
is successful completion of courses and exams.
Academic model for company training
promotes over-reliance on:
• generic coursebooks
23. Output and accountability of the “academic model”
is successful completion of courses and exams.
Academic model for company training
promotes over-reliance on:
• generic coursebooks
• attendance as key metric
24. Output and accountability of the “academic model”
is successful completion of courses and exams.
Academic model for company training
promotes over-reliance on:
• generic coursebooks
• attendance as key metric
• large groups, grouped by language level
25. Output and accountability of the “academic model”
is successful completion of courses and exams.
Academic model for company training
promotes over-reliance on:
• generic coursebooks
• attendance as key metric
• large groups, grouped by language level
• standardized ELT tests
26. Solution: expand the academic model to
align ESP training with business, performance goals
28. A performance event is an instance of authentic
L2 communication in a professional context....
29. ...a specific, future communicative performance in
the target language that merits sustained effort to
optimize the results of that event.
30. Different approaches to BE, ESP course design
Curricular, needs-based, performance-based
Course design Selection of outcomes Material and process
Source: Cleve Miller in 2/2010 Business Issues (BESIG)
31. Different approaches to BE, ESP course design
Curricular, needs-based, performance-based
Course design Selection of outcomes Material and process
Curriculum-based
Needs-based
Performance-based
Source: Cleve Miller in 2/2010 Business Issues (BESIG)
32. Different approaches to BE, ESP course design
Curricular, needs-based, performance-based
Course design Selection of outcomes Material and process
predicts generic
Curriculum-based Work through a coursebook
performance goals
Needs-based
Performance-based
Source: Cleve Miller in 2/2010 Business Issues (BESIG)
33. Different approaches to BE, ESP course design
Curricular, needs-based, performance-based
Course design Selection of outcomes Material and process
predicts generic
Curriculum-based Work through a coursebook
performance goals
identifies categories Select from range of resources,
Needs-based
of performance goals based on needs analysis
Performance-based
Source: Cleve Miller in 2/2010 Business Issues (BESIG)
34. Different approaches to BE, ESP course design
Curricular, needs-based, performance-based
Course design Selection of outcomes Material and process
predicts generic
Curriculum-based Work through a coursebook
performance goals
identifies categories Select from range of resources,
Needs-based
of performance goals based on needs analysis
responds to specific Language needs for the event
Performance-based
performance events define materials, methods
Source: Cleve Miller in 2/2010 Business Issues (BESIG)
35. Step 1: Select the performance event
• Learner drives selection of event
• Teacher supports and guides
• Other stakeholders (HR, line manager) may be involved
36. Step 2: Define the key messages
• Sales presentation: features, benefits
• Business dinner: personal anecdote, questioning
• Teacher identifies language needed (e.g. structures, lexis)
37. Step 3: Plan, resource and teach
• Language needed for messages documented as goals
• Syllabus > material: authentic, courses, learner’s material
• Transition from practice to production closer to event
38. Step 4: Post-performance reflection, feedback
• Reflective narrative by the learner
• Were the linguistic objectives achieved in actual event?
• Results feed into next stage of syllabus
53. So, personalized, adaptive, and social, with
ubiquitous cloud-to-mobile delivery.
How are these trends being implemented
in blended learning programs?
58. asynchronous
Time
(classroom)
synchronous IWB
projector
Ss mobile
together apart
Place
59. asynchronous
Time
(classroom) (computer)
synchronous IWB
projector
Ss mobile
together apart
Place
60. asynchronous
Time
(classroom) (computer)
synchronous IWB phone / skype
projector chat
Ss mobile web conference
together apart
Place
61. (computer)
asynchronous
Time
(classroom) (computer)
synchronous IWB phone / skype
projector chat
Ss mobile web conference
together apart
Place
62. (computer)
asynchronous forums
wikis
tasks, drills
Time
(classroom) (computer)
synchronous IWB phone / skype
projector chat
Ss mobile web conference
together apart
Place
63. (computer)
asynchronous language lab forums
wikis
tasks, drills
Time
(classroom) (computer)
synchronous IWB phone / skype
projector chat
Ss mobile web conference
together apart
Place
64. “blended learning”
(computer)
asynchronous language lab forums
wikis
tasks, drills
Time
(classroom) (computer)
synchronous IWB phone / skype
projector chat
Ss mobile web conference
together apart
Place
65. What is blended learning?
“Blended, blended, the future is blended.”
66. What is blended learning?
“Blended, blended, the future is blended.”
Combination of:
in-class
(F2F, synchronous)
+
out-of-class
(online, asynchronous)
67. What is blended learning?
“Blended, blended, the future is blended.”
Combination of:
in-class
(F2F, synchronous)
+
out-of-class
(online, asynchronous)
typically organized in a
Learning Management System (LMS)
or Virtual Learning Environment (VLE)
70. Benefits of technology for BE / ESP
Flexibility for instructional design
Efficiency for teaching
71. Benefits of technology for BE / ESP
Flexibility for instructional design
Efficiency for teaching
Hyper-personalisation
72. Benefits of technology for BE / ESP
Flexibility for instructional design
Efficiency for teaching
Hyper-personalisation
Bottom-up: teacher-driven, student-centric
76. What is the “old web” relationship?
Top-down, expert-created, static, passively consumed
77. The new web is a platform....
where we all work together to create, share, discuss, learn.
78. What direction is the relationship?
Bottom-up, active user-generated, dynamic content
79. What direction is the relationship?
Bottom-up, active user-generated, dynamic content
80. What direction is the relationship?
Bottom-up, active user-generated, dynamic content
81. What direction is the relationship?
Bottom-up, active user-generated, dynamic content
82. Active users: new skills for teachers
Web apps today support creativity: “teacher as DJ”
Source: Jamie Keddie 11/6/09
83. Training materials development
The content continuum and a new way forward
Traditional Technology-supported
TOP DOWN BOTTOM UP
model model
84. Training materials development
The content continuum and a new way forward
Traditional Technology-supported
TOP DOWN BOTTOM UP
model model
SCHOOL
PUBLISHER TEACHER
STUDENT
85. Training materials development
The content continuum and a new way forward
Traditional Technology-supported
TOP DOWN BOTTOM UP
model model
SCHOOL
PUBLISHER TEACHER
STUDENT
reliable, validated pedagogic quality
easy to use, saves time
quality production
86. Training materials development
The content continuum and a new way forward
Traditional Technology-supported
TOP DOWN BOTTOM UP
model model
SCHOOL
PUBLISHER TEACHER
STUDENT
reliable, validated pedagogic quality fast, up-to-date, and “inexpensive”
easy to use, saves time closer fit to language, culture, student needs
quality production essential for performance-based training
87. Training materials development
The content continuum and a new way forward
Traditional Technology-supported
TOP DOWN BOTTOM UP
model model
SCHOOL
PUBLISHER TEACHER
STUDENT
reliable, validated pedagogic quality fast, up-to-date, and “inexpensive”
easy to use, saves time closer fit to language, culture, student needs
quality production essential for performance-based training
English360 allows trainers to move along this
continuum to fit learner needs (i.e. specificity).
88. The ESP Continuum
From the academic model to performance and specificity
Traditional Technology-supported
TOP DOWN BOTTOM UP
model model
SCHOOL
PUBLISHER TEACHER
STUDENT
89. The ESP Continuum
From the academic model to performance and specificity
Traditional Technology-supported
TOP DOWN BOTTOM UP
model model
SCHOOL
PUBLISHER TEACHER
STUDENT
Generic Specific
90. The ESP Continuum
From the academic model to performance and specificity
Traditional Technology-supported
TOP DOWN BOTTOM UP
model model
SCHOOL
PUBLISHER TEACHER
STUDENT
Generic Specific
Curriculum-based Event-based
91. The ESP Continuum
From the academic model to performance and specificity
Traditional Technology-supported
TOP DOWN BOTTOM UP
model model
SCHOOL
PUBLISHER TEACHER
STUDENT
Generic Specific
Curriculum-based Event-based
Academic model Performance model
92. The ESP Continuum
From the academic model to performance and specificity
Traditional Technology-supported
TOP DOWN BOTTOM UP
model model
SCHOOL
PUBLISHER TEACHER
STUDENT
Generic Specific
Curriculum-based Event-based
Academic model Performance model
Product Process
93. The ESP Continuum
From the academic model to performance and specificity
Traditional Technology-supported
TOP DOWN BOTTOM UP
model model
SCHOOL
PUBLISHER TEACHER
STUDENT
Generic Specific
Curriculum-based Event-based
Academic model Performance model
Product Process
Pre-defined syllabus Emergent syllabus
94. The ESP Continuum
From the academic model to performance and specificity
Traditional Technology-supported
TOP DOWN BOTTOM UP
model model
SCHOOL
PUBLISHER TEACHER
STUDENT
Generic Specific
Curriculum-based Event-based
Academic model Performance model
Product Process
Pre-defined syllabus Emergent syllabus
Commodity priced Premium priced
95. The ESP Continuum
From the academic model to performance and specificity
“The more niche you go,
the higher price you can charge.”
Mike Hogan 11/16/12
96. Chia Suan www.chiasuanching.com
Evan Frendo on specificity and ESP
Traditional Technology-supported
TOP DOWN BOTTOM UP
model model
SCHOOL
PUBLISHER TEACHER
STUDENT
97. Chia Suan www.chiasuanching.com
Evan Frendo on specificity and ESP
Traditional Technology-supported
TOP DOWN BOTTOM UP
model model
SCHOOL
PUBLISHER TEACHER
STUDENT
general English ESP: academic/professional ESP: specific domain
98. Chia Suan www.chiasuanching.com
Evan Frendo on specificity and ESP
Traditional Technology-supported
TOP DOWN BOTTOM UP
model model
SCHOOL
PUBLISHER TEACHER
STUDENT
general English ESP: academic/professional ESP: specific domain
lexis-grammar-functions + more specific functions + domain-specific lexis
99. Chia Suan www.chiasuanching.com
Evan Frendo on specificity and ESP
Traditional Technology-supported
TOP DOWN BOTTOM UP
model model
SCHOOL
PUBLISHER TEACHER
STUDENT
general English ESP: academic/professional ESP: specific domain
lexis-grammar-functions + more specific functions + domain-specific lexis
generic coursebook specific coursebook resource/emergent syllabus
100. Chia Suan www.chiasuanching.com
Evan Frendo on specificity and ESP
Traditional Technology-supported
TOP DOWN BOTTOM UP
model model
SCHOOL
PUBLISHER TEACHER
STUDENT
general English ESP: academic/professional ESP: specific domain
lexis-grammar-functions + more specific functions + domain-specific lexis
generic coursebook specific coursebook resource/emergent syllabus
classroom class / work workplace
101. Chia Suan www.chiasuanching.com
Evan Frendo on specificity and ESP
Traditional Technology-supported
TOP DOWN BOTTOM UP
model model
SCHOOL
PUBLISHER TEACHER
STUDENT
general English ESP: academic/professional ESP: specific domain
lexis-grammar-functions + more specific functions + domain-specific lexis
generic coursebook specific coursebook resource/emergent syllabus
classroom class / work workplace
light genre/discourse analysis generalized g/d analysis specific g/d analysis
102. Chia Suan www.chiasuanching.com
Evan Frendo on specificity and ESP
Traditional Technology-supported
TOP DOWN BOTTOM UP
model model
SCHOOL
PUBLISHER TEACHER
STUDENT
general English ESP: academic/professional ESP: specific domain
lexis-grammar-functions + more specific functions + domain-specific lexis
generic coursebook specific coursebook resource/emergent syllabus
classroom class / work workplace
light genre/discourse analysis generalized g/d analysis specific g/d analysis
any student pre-experience Ss Ss in discourse community
105. The common core
ESP and specificity
domain / performance specific
professional core
common core
106. Chia Suan www.chiasuanching.com
Evan Frendo on specificity and ESP
Traditional Technology-supported
TOP DOWN BOTTOM UP
model model
SCHOOL
PUBLISHER TEACHER
STUDENT
general English ESP: academic/professional ESP: specific domain
lexis-grammar-functions + more specific functions + domain-specific lexis
generic coursebook specific coursebook resource/emergent syllabus
classroom class / work workplace
light genre/discourse analysis generalized g/d analysis specific g/d analysis
any student pre-experience Ss Ss in discourse community
107. common core
professional core
domain / performance specific
108. general English ESP: academic/professional ESP: specific domain
lexis-grammar-functions + more specific functions + domain-specific lexis
generic coursebook specific coursebook resource/emergent syllabus
classroom class / work workplace
light genre/discourse analysis generalized g/d analysis specific g/d analysis
any student primarily pre-experience Ss primarily Ss in discourse community
common core
professional core
domain / performance specific
113. Agenda
Academic vs. performance-based models
Theoretical framework for tech-enabled PBL
Aligning PBL with customer business goals
through enterprise needs assessment.
115. Driving business results through language training
1 2 Design the
Define Business
Complete
Outcomes
Experience
Performance-based
Framework for
Language Training
4 3
Document Deliver for
Results Application
Adapted from Wick, Pollock, Jefferson 2010
116. Driving business results through language training
1
Define Business
Outcomes
PBL
Carry out enterprise needs assessment
• Work with senior mgmt to identify business
goals supported by improved language capabilities
• Work down through line management to find
potential performance improvements
• Iterate with individual needs assessments based on
performance events
117. Driving business results through language training
2 Design the
Complete
Experience
PBL
• Use blended approach with both F2F
and online components, group + individual
• Consider grouping by function, not level
• Business goals and performance events
drive the curriculum
• Content from client, not only coursebook
118. Driving business results through language training
PBL 3
Deliver for
Application
Ongoing training delivery
• Focus on application and performance support
• Management support and engagement crucial
• Consider grouping by function, not level
119. Driving business results through language training
4 PBL
Document
Results
• Measure both language and performance
• Use self-, peer-, and manager-assessment for performance events
• Use quantitative when possible (e.g email response times)
120. Driving business results through language training
1 2 Design the
Define Business
Complete
Outcomes
Experience
Performance-based
Framework for
Language Training
4 3
Document Deliver for
Results Application
121. Driving business results through language training
Academic Performance
PBL framework
Define outcomes
Design training
Deliver training
Document results
122. Driving business results through language training
Academic Performance
PBL framework
Define outcomes learning goals
Design training
Deliver training
Document results
123. Driving business results through language training
Academic Performance
PBL framework
Define outcomes learning goals business outcomes
Design training
Deliver training
Document results
124. Driving business results through language training
Academic Performance
PBL framework
Define outcomes learning goals business outcomes
top-down
Design training
coursebook
Deliver training
Document results
125. Driving business results through language training
Academic Performance
PBL framework
Define outcomes learning goals business outcomes
top-down bottom-up
Design training
coursebook job requirements
Deliver training
Document results
126. Driving business results through language training
Academic Performance
PBL framework
Define outcomes learning goals business outcomes
top-down bottom-up
Design training
coursebook job requirements
Deliver training “in class”
Document results
127. Driving business results through language training
Academic Performance
PBL framework
Define outcomes learning goals business outcomes
top-down bottom-up
Design training
coursebook job requirements
on task,
Deliver training “in class”
still working
Document results
128. Driving business results through language training
Academic Performance
PBL framework
Define outcomes learning goals business outcomes
top-down bottom-up
Design training
coursebook job requirements
on task,
Deliver training “in class”
still working
Document results language only
129. Driving business results through language training
Academic Performance
PBL framework
Define outcomes learning goals business outcomes
top-down bottom-up
Design training
coursebook job requirements
on task,
Deliver training “in class”
still working
language and
Document results language only
performance
134. Agenda
Academic vs. performance-based models
Theoretical framework for tech-enabled PBL
Aligning PBL with customer business goals
through enterprise needs assessment.
135. Agenda
Academic vs. performance-based models
Theoretical framework for tech-enabled PBL
Aligning PBL with customer business goals
through enterprise needs assessment.
PBL boosts customer ROI, and thus fees,
margins, and retention.
151. Goals for English360 blended learning platform
5-minute school set up with logo, branding
152. Goals for English360 blended learning platform
5-minute school set up with logo, branding
publisher agnostic, wide range of courses
153. Goals for English360 blended learning platform
5-minute school set up with logo, branding
publisher agnostic, wide range of courses
remix capability for all courses
154. Goals for English360 blended learning platform
5-minute school set up with logo, branding
publisher agnostic, wide range of courses
remix capability for all courses
authoring tools, self-publishing
155. Goals for English360 blended learning platform
5-minute school set up with logo, branding
publisher agnostic, wide range of courses
remix capability for all courses
authoring tools, self-publishing
roughly same price as print coursebook
156. Goals for English360 blended learning platform
5-minute school set up with logo, branding
publisher agnostic, wide range of courses
remix capability for all courses
authoring tools, self-publishing
roughly same price as print coursebook
157. Driving business results through language training
1 2 Design the
Define Business
Complete
Outcomes
Experience
Performance-based
Framework for
Language Training
4 3
Document Deliver for
Results Application
161. “The more niche you go,
the higher price you can charge.”
“Get them to think that a class
is a work meeting”.
“We’re trainers, not teachers.
Mike Hogan,
Friday afternoon PCE
Notes de l'éditeur
Good morning everyone, thank you for coming, and I’d also like to thank the British Consulate for hosting this event. I’m going to be presenting a very short overview of how we can correct a major problem that most language programs have: most language training is not directly connected to business outcomes, and therefore waste a tremendous opportunity and lose value for the company.\n\nYou’ll see here on the slide that we have a photo of a boardroom, not a classroom, and that is a metaphor for my main message today: it’s all about the business results, not learning results.\n\nJust a brief background about me: I’ve been working in corporate language training for 24 years now, as a teacher, teacher trainer, school owner, and consultant, a director at Cambridge University Press in their learning technology unit, and now I run the web platform English360. I was very lucky at the start of my career, because two things happened: first, I did not have the traditional, academic teacher training, so in a way I was free of the teacher/classroom attitude. The second piece of luck was that I found some amazing business mentors in my students. I had some very high CEO-level students and they were very generous with their knowledge and experience. So from the beginning of my career 20 years ago I started with a solid understanding of how a business can benefit from a language program that is structured correctly. Now, 20 years later, we have an article in the Harvard Business Review that....\n
Good morning everyone, thank you for coming, and I’d also like to thank the British Consulate for hosting this event. I’m going to be presenting a very short overview of how we can correct a major problem that most language programs have: most language training is not directly connected to business outcomes, and therefore waste a tremendous opportunity and lose value for the company.\n\nYou’ll see here on the slide that we have a photo of a boardroom, not a classroom, and that is a metaphor for my main message today: it’s all about the business results, not learning results.\n\nJust a brief background about me: I’ve been working in corporate language training for 24 years now, as a teacher, teacher trainer, school owner, and consultant, a director at Cambridge University Press in their learning technology unit, and now I run the web platform English360. I was very lucky at the start of my career, because two things happened: first, I did not have the traditional, academic teacher training, so in a way I was free of the teacher/classroom attitude. The second piece of luck was that I found some amazing business mentors in my students. I had some very high CEO-level students and they were very generous with their knowledge and experience. So from the beginning of my career 20 years ago I started with a solid understanding of how a business can benefit from a language program that is structured correctly. Now, 20 years later, we have an article in the Harvard Business Review that....\n
Good morning everyone, thank you for coming, and I’d also like to thank the British Consulate for hosting this event. I’m going to be presenting a very short overview of how we can correct a major problem that most language programs have: most language training is not directly connected to business outcomes, and therefore waste a tremendous opportunity and lose value for the company.\n\nYou’ll see here on the slide that we have a photo of a boardroom, not a classroom, and that is a metaphor for my main message today: it’s all about the business results, not learning results.\n\nJust a brief background about me: I’ve been working in corporate language training for 24 years now, as a teacher, teacher trainer, school owner, and consultant, a director at Cambridge University Press in their learning technology unit, and now I run the web platform English360. I was very lucky at the start of my career, because two things happened: first, I did not have the traditional, academic teacher training, so in a way I was free of the teacher/classroom attitude. The second piece of luck was that I found some amazing business mentors in my students. I had some very high CEO-level students and they were very generous with their knowledge and experience. So from the beginning of my career 20 years ago I started with a solid understanding of how a business can benefit from a language program that is structured correctly. Now, 20 years later, we have an article in the Harvard Business Review that....\n
Good morning everyone, thank you for coming, and I’d also like to thank the British Consulate for hosting this event. I’m going to be presenting a very short overview of how we can correct a major problem that most language programs have: most language training is not directly connected to business outcomes, and therefore waste a tremendous opportunity and lose value for the company.\n\nYou’ll see here on the slide that we have a photo of a boardroom, not a classroom, and that is a metaphor for my main message today: it’s all about the business results, not learning results.\n\nJust a brief background about me: I’ve been working in corporate language training for 24 years now, as a teacher, teacher trainer, school owner, and consultant, a director at Cambridge University Press in their learning technology unit, and now I run the web platform English360. I was very lucky at the start of my career, because two things happened: first, I did not have the traditional, academic teacher training, so in a way I was free of the teacher/classroom attitude. The second piece of luck was that I found some amazing business mentors in my students. I had some very high CEO-level students and they were very generous with their knowledge and experience. So from the beginning of my career 20 years ago I started with a solid understanding of how a business can benefit from a language program that is structured correctly. Now, 20 years later, we have an article in the Harvard Business Review that....\n
Good morning everyone, thank you for coming, and I’d also like to thank the British Consulate for hosting this event. I’m going to be presenting a very short overview of how we can correct a major problem that most language programs have: most language training is not directly connected to business outcomes, and therefore waste a tremendous opportunity and lose value for the company.\n\nYou’ll see here on the slide that we have a photo of a boardroom, not a classroom, and that is a metaphor for my main message today: it’s all about the business results, not learning results.\n\nJust a brief background about me: I’ve been working in corporate language training for 24 years now, as a teacher, teacher trainer, school owner, and consultant, a director at Cambridge University Press in their learning technology unit, and now I run the web platform English360. I was very lucky at the start of my career, because two things happened: first, I did not have the traditional, academic teacher training, so in a way I was free of the teacher/classroom attitude. The second piece of luck was that I found some amazing business mentors in my students. I had some very high CEO-level students and they were very generous with their knowledge and experience. So from the beginning of my career 20 years ago I started with a solid understanding of how a business can benefit from a language program that is structured correctly. Now, 20 years later, we have an article in the Harvard Business Review that....\n
Good morning everyone, thank you for coming, and I’d also like to thank the British Consulate for hosting this event. I’m going to be presenting a very short overview of how we can correct a major problem that most language programs have: most language training is not directly connected to business outcomes, and therefore waste a tremendous opportunity and lose value for the company.\n\nYou’ll see here on the slide that we have a photo of a boardroom, not a classroom, and that is a metaphor for my main message today: it’s all about the business results, not learning results.\n\nJust a brief background about me: I’ve been working in corporate language training for 24 years now, as a teacher, teacher trainer, school owner, and consultant, a director at Cambridge University Press in their learning technology unit, and now I run the web platform English360. I was very lucky at the start of my career, because two things happened: first, I did not have the traditional, academic teacher training, so in a way I was free of the teacher/classroom attitude. The second piece of luck was that I found some amazing business mentors in my students. I had some very high CEO-level students and they were very generous with their knowledge and experience. So from the beginning of my career 20 years ago I started with a solid understanding of how a business can benefit from a language program that is structured correctly. Now, 20 years later, we have an article in the Harvard Business Review that....\n
Good morning everyone, thank you for coming, and I’d also like to thank the British Consulate for hosting this event. I’m going to be presenting a very short overview of how we can correct a major problem that most language programs have: most language training is not directly connected to business outcomes, and therefore waste a tremendous opportunity and lose value for the company.\n\nYou’ll see here on the slide that we have a photo of a boardroom, not a classroom, and that is a metaphor for my main message today: it’s all about the business results, not learning results.\n\nJust a brief background about me: I’ve been working in corporate language training for 24 years now, as a teacher, teacher trainer, school owner, and consultant, a director at Cambridge University Press in their learning technology unit, and now I run the web platform English360. I was very lucky at the start of my career, because two things happened: first, I did not have the traditional, academic teacher training, so in a way I was free of the teacher/classroom attitude. The second piece of luck was that I found some amazing business mentors in my students. I had some very high CEO-level students and they were very generous with their knowledge and experience. So from the beginning of my career 20 years ago I started with a solid understanding of how a business can benefit from a language program that is structured correctly. Now, 20 years later, we have an article in the Harvard Business Review that....\n
..says the same thing. It just came out this summer. It’s by Tsedal Neely, a professor at Harvard, and based on her research with international organizations. It is subtitled....\n
...why you need a language strategy now. In the article she outlines three areas where businesses need English to compete.\n\nThe first is sales, new markets, customer service, which she summarizes as competitive pressure. She has a high impact quote...\n
\n
Her second area is globalization of tasks and resources, such as supply chain management, IT integrations and rollouts, that sort of task.\n\nAnd the third is with mergers and acquisitions, where the stakes may be in the billion euro range and miscommunication and cultural issues can cause failure.\n\nSo English is important, and I think we all here agree. It’s nice to get CEO level attention from Harvard though. \n\nSo why do we have so many problems with language programs?\n
Her second area is globalization of tasks and resources, such as supply chain management, IT integrations and rollouts, that sort of task.\n\nAnd the third is with mergers and acquisitions, where the stakes may be in the billion euro range and miscommunication and cultural issues can cause failure.\n\nSo English is important, and I think we all here agree. It’s nice to get CEO level attention from Harvard though. \n\nSo why do we have so many problems with language programs?\n
I think the answer is in this picture. The problem is that we have taken a model that is appropriate for one context and imposed it on a context where it is not valid. This is the academic model we use in schools and higher education, and a school is not a business.\n
One reason the academic model is wrong for business English is that the purpose is different. The whole purpose of the academic model, the reason we go to school, to to successfully pass classes and exams. But, if we look at the main strategic drivers for corporate language training...\n
...you’ll note that classes and exams are not on this list.\n
One reason the academic model is wrong for business English is that the purpose is different. The whole purpose of the academic model, the reason we go to school, to to successfully pass classes and exams. But, if we look at the main strategic drivers for corporate language training...\n
One reason the academic model is wrong for business English is that the purpose is different. The whole purpose of the academic model, the reason we go to school, to to successfully pass classes and exams. But, if we look at the main strategic drivers for corporate language training...\n
One reason the academic model is wrong for business English is that the purpose is different. The whole purpose of the academic model, the reason we go to school, to to successfully pass classes and exams. But, if we look at the main strategic drivers for corporate language training...\n
One reason the academic model is wrong for business English is that the purpose is different. The whole purpose of the academic model, the reason we go to school, to to successfully pass classes and exams. But, if we look at the main strategic drivers for corporate language training...\n
One reason the academic model is wrong for business English is that the purpose is different. The whole purpose of the academic model, the reason we go to school, to to successfully pass classes and exams. But, if we look at the main strategic drivers for corporate language training...\n
So, what’s the solution? The solution of the problem is to change our purpose to authentic business goals, and align training to these business outcomes.\n
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Good morning everyone, thank you for coming, and I’d also like to thank the British Consulate for hosting this event. I’m going to be presenting a very short overview of how we can correct a major problem that most language programs have: most language training is not directly connected to business outcomes, and therefore waste a tremendous opportunity and lose value for the company.\n\nYou’ll see here on the slide that we have a photo of a boardroom, not a classroom, and that is a metaphor for my main message today: it’s all about the business results, not learning results.\n\nJust a brief background about me: I’ve been working in corporate language training for 24 years now, as a teacher, teacher trainer, school owner, and consultant, a director at Cambridge University Press in their learning technology unit, and now I run the web platform English360. I was very lucky at the start of my career, because two things happened: first, I did not have the traditional, academic teacher training, so in a way I was free of the teacher/classroom attitude. The second piece of luck was that I found some amazing business mentors in my students. I had some very high CEO-level students and they were very generous with their knowledge and experience. So from the beginning of my career 20 years ago I started with a solid understanding of how a business can benefit from a language program that is structured correctly. Now, 20 years later, we have an article in the Harvard Business Review that....\n
Good morning everyone, thank you for coming, and I’d also like to thank the British Consulate for hosting this event. I’m going to be presenting a very short overview of how we can correct a major problem that most language programs have: most language training is not directly connected to business outcomes, and therefore waste a tremendous opportunity and lose value for the company.\n\nYou’ll see here on the slide that we have a photo of a boardroom, not a classroom, and that is a metaphor for my main message today: it’s all about the business results, not learning results.\n\nJust a brief background about me: I’ve been working in corporate language training for 24 years now, as a teacher, teacher trainer, school owner, and consultant, a director at Cambridge University Press in their learning technology unit, and now I run the web platform English360. I was very lucky at the start of my career, because two things happened: first, I did not have the traditional, academic teacher training, so in a way I was free of the teacher/classroom attitude. The second piece of luck was that I found some amazing business mentors in my students. I had some very high CEO-level students and they were very generous with their knowledge and experience. So from the beginning of my career 20 years ago I started with a solid understanding of how a business can benefit from a language program that is structured correctly. Now, 20 years later, we have an article in the Harvard Business Review that....\n
Good morning everyone, thank you for coming, and I’d also like to thank the British Consulate for hosting this event. I’m going to be presenting a very short overview of how we can correct a major problem that most language programs have: most language training is not directly connected to business outcomes, and therefore waste a tremendous opportunity and lose value for the company.\n\nYou’ll see here on the slide that we have a photo of a boardroom, not a classroom, and that is a metaphor for my main message today: it’s all about the business results, not learning results.\n\nJust a brief background about me: I’ve been working in corporate language training for 24 years now, as a teacher, teacher trainer, school owner, and consultant, a director at Cambridge University Press in their learning technology unit, and now I run the web platform English360. I was very lucky at the start of my career, because two things happened: first, I did not have the traditional, academic teacher training, so in a way I was free of the teacher/classroom attitude. The second piece of luck was that I found some amazing business mentors in my students. I had some very high CEO-level students and they were very generous with their knowledge and experience. So from the beginning of my career 20 years ago I started with a solid understanding of how a business can benefit from a language program that is structured correctly. Now, 20 years later, we have an article in the Harvard Business Review that....\n
Good morning everyone, thank you for coming, and I’d also like to thank the British Consulate for hosting this event. I’m going to be presenting a very short overview of how we can correct a major problem that most language programs have: most language training is not directly connected to business outcomes, and therefore waste a tremendous opportunity and lose value for the company.\n\nYou’ll see here on the slide that we have a photo of a boardroom, not a classroom, and that is a metaphor for my main message today: it’s all about the business results, not learning results.\n\nJust a brief background about me: I’ve been working in corporate language training for 24 years now, as a teacher, teacher trainer, school owner, and consultant, a director at Cambridge University Press in their learning technology unit, and now I run the web platform English360. I was very lucky at the start of my career, because two things happened: first, I did not have the traditional, academic teacher training, so in a way I was free of the teacher/classroom attitude. The second piece of luck was that I found some amazing business mentors in my students. I had some very high CEO-level students and they were very generous with their knowledge and experience. So from the beginning of my career 20 years ago I started with a solid understanding of how a business can benefit from a language program that is structured correctly. Now, 20 years later, we have an article in the Harvard Business Review that....\n
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Three things about social:\n1) learning has always been social\n2) classroom is still supreme\n3) \n
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Good morning everyone, thank you for coming, and I’d also like to thank the British Consulate for hosting this event. I’m going to be presenting a very short overview of how we can correct a major problem that most language programs have: most language training is not directly connected to business outcomes, and therefore waste a tremendous opportunity and lose value for the company.\n\nYou’ll see here on the slide that we have a photo of a boardroom, not a classroom, and that is a metaphor for my main message today: it’s all about the business results, not learning results.\n\nJust a brief background about me: I’ve been working in corporate language training for 24 years now, as a teacher, teacher trainer, school owner, and consultant, a director at Cambridge University Press in their learning technology unit, and now I run the web platform English360. I was very lucky at the start of my career, because two things happened: first, I did not have the traditional, academic teacher training, so in a way I was free of the teacher/classroom attitude. The second piece of luck was that I found some amazing business mentors in my students. I had some very high CEO-level students and they were very generous with their knowledge and experience. So from the beginning of my career 20 years ago I started with a solid understanding of how a business can benefit from a language program that is structured correctly. Now, 20 years later, we have an article in the Harvard Business Review that....\n
Good morning everyone, thank you for coming, and I’d also like to thank the British Consulate for hosting this event. I’m going to be presenting a very short overview of how we can correct a major problem that most language programs have: most language training is not directly connected to business outcomes, and therefore waste a tremendous opportunity and lose value for the company.\n\nYou’ll see here on the slide that we have a photo of a boardroom, not a classroom, and that is a metaphor for my main message today: it’s all about the business results, not learning results.\n\nJust a brief background about me: I’ve been working in corporate language training for 24 years now, as a teacher, teacher trainer, school owner, and consultant, a director at Cambridge University Press in their learning technology unit, and now I run the web platform English360. I was very lucky at the start of my career, because two things happened: first, I did not have the traditional, academic teacher training, so in a way I was free of the teacher/classroom attitude. The second piece of luck was that I found some amazing business mentors in my students. I had some very high CEO-level students and they were very generous with their knowledge and experience. So from the beginning of my career 20 years ago I started with a solid understanding of how a business can benefit from a language program that is structured correctly. Now, 20 years later, we have an article in the Harvard Business Review that....\n
Good morning everyone, thank you for coming, and I’d also like to thank the British Consulate for hosting this event. I’m going to be presenting a very short overview of how we can correct a major problem that most language programs have: most language training is not directly connected to business outcomes, and therefore waste a tremendous opportunity and lose value for the company.\n\nYou’ll see here on the slide that we have a photo of a boardroom, not a classroom, and that is a metaphor for my main message today: it’s all about the business results, not learning results.\n\nJust a brief background about me: I’ve been working in corporate language training for 24 years now, as a teacher, teacher trainer, school owner, and consultant, a director at Cambridge University Press in their learning technology unit, and now I run the web platform English360. I was very lucky at the start of my career, because two things happened: first, I did not have the traditional, academic teacher training, so in a way I was free of the teacher/classroom attitude. The second piece of luck was that I found some amazing business mentors in my students. I had some very high CEO-level students and they were very generous with their knowledge and experience. So from the beginning of my career 20 years ago I started with a solid understanding of how a business can benefit from a language program that is structured correctly. Now, 20 years later, we have an article in the Harvard Business Review that....\n
Good morning everyone, thank you for coming, and I’d also like to thank the British Consulate for hosting this event. I’m going to be presenting a very short overview of how we can correct a major problem that most language programs have: most language training is not directly connected to business outcomes, and therefore waste a tremendous opportunity and lose value for the company.\n\nYou’ll see here on the slide that we have a photo of a boardroom, not a classroom, and that is a metaphor for my main message today: it’s all about the business results, not learning results.\n\nJust a brief background about me: I’ve been working in corporate language training for 24 years now, as a teacher, teacher trainer, school owner, and consultant, a director at Cambridge University Press in their learning technology unit, and now I run the web platform English360. I was very lucky at the start of my career, because two things happened: first, I did not have the traditional, academic teacher training, so in a way I was free of the teacher/classroom attitude. The second piece of luck was that I found some amazing business mentors in my students. I had some very high CEO-level students and they were very generous with their knowledge and experience. So from the beginning of my career 20 years ago I started with a solid understanding of how a business can benefit from a language program that is structured correctly. Now, 20 years later, we have an article in the Harvard Business Review that....\n
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Good morning everyone, thank you for coming, and I’d also like to thank the British Consulate for hosting this event. I’m going to be presenting a very short overview of how we can correct a major problem that most language programs have: most language training is not directly connected to business outcomes, and therefore waste a tremendous opportunity and lose value for the company.\n\nYou’ll see here on the slide that we have a photo of a boardroom, not a classroom, and that is a metaphor for my main message today: it’s all about the business results, not learning results.\n\nJust a brief background about me: I’ve been working in corporate language training for 24 years now, as a teacher, teacher trainer, school owner, and consultant, a director at Cambridge University Press in their learning technology unit, and now I run the web platform English360. I was very lucky at the start of my career, because two things happened: first, I did not have the traditional, academic teacher training, so in a way I was free of the teacher/classroom attitude. The second piece of luck was that I found some amazing business mentors in my students. I had some very high CEO-level students and they were very generous with their knowledge and experience. So from the beginning of my career 20 years ago I started with a solid understanding of how a business can benefit from a language program that is structured correctly. Now, 20 years later, we have an article in the Harvard Business Review that....\n
Good morning everyone, thank you for coming, and I’d also like to thank the British Consulate for hosting this event. I’m going to be presenting a very short overview of how we can correct a major problem that most language programs have: most language training is not directly connected to business outcomes, and therefore waste a tremendous opportunity and lose value for the company.\n\nYou’ll see here on the slide that we have a photo of a boardroom, not a classroom, and that is a metaphor for my main message today: it’s all about the business results, not learning results.\n\nJust a brief background about me: I’ve been working in corporate language training for 24 years now, as a teacher, teacher trainer, school owner, and consultant, a director at Cambridge University Press in their learning technology unit, and now I run the web platform English360. I was very lucky at the start of my career, because two things happened: first, I did not have the traditional, academic teacher training, so in a way I was free of the teacher/classroom attitude. The second piece of luck was that I found some amazing business mentors in my students. I had some very high CEO-level students and they were very generous with their knowledge and experience. So from the beginning of my career 20 years ago I started with a solid understanding of how a business can benefit from a language program that is structured correctly. Now, 20 years later, we have an article in the Harvard Business Review that....\n
Good morning everyone, thank you for coming, and I’d also like to thank the British Consulate for hosting this event. I’m going to be presenting a very short overview of how we can correct a major problem that most language programs have: most language training is not directly connected to business outcomes, and therefore waste a tremendous opportunity and lose value for the company.\n\nYou’ll see here on the slide that we have a photo of a boardroom, not a classroom, and that is a metaphor for my main message today: it’s all about the business results, not learning results.\n\nJust a brief background about me: I’ve been working in corporate language training for 24 years now, as a teacher, teacher trainer, school owner, and consultant, a director at Cambridge University Press in their learning technology unit, and now I run the web platform English360. I was very lucky at the start of my career, because two things happened: first, I did not have the traditional, academic teacher training, so in a way I was free of the teacher/classroom attitude. The second piece of luck was that I found some amazing business mentors in my students. I had some very high CEO-level students and they were very generous with their knowledge and experience. So from the beginning of my career 20 years ago I started with a solid understanding of how a business can benefit from a language program that is structured correctly. Now, 20 years later, we have an article in the Harvard Business Review that....\n
Good morning everyone, thank you for coming, and I’d also like to thank the British Consulate for hosting this event. I’m going to be presenting a very short overview of how we can correct a major problem that most language programs have: most language training is not directly connected to business outcomes, and therefore waste a tremendous opportunity and lose value for the company.\n\nYou’ll see here on the slide that we have a photo of a boardroom, not a classroom, and that is a metaphor for my main message today: it’s all about the business results, not learning results.\n\nJust a brief background about me: I’ve been working in corporate language training for 24 years now, as a teacher, teacher trainer, school owner, and consultant, a director at Cambridge University Press in their learning technology unit, and now I run the web platform English360. I was very lucky at the start of my career, because two things happened: first, I did not have the traditional, academic teacher training, so in a way I was free of the teacher/classroom attitude. The second piece of luck was that I found some amazing business mentors in my students. I had some very high CEO-level students and they were very generous with their knowledge and experience. So from the beginning of my career 20 years ago I started with a solid understanding of how a business can benefit from a language program that is structured correctly. Now, 20 years later, we have an article in the Harvard Business Review that....\n
Good morning everyone, thank you for coming, and I’d also like to thank the British Consulate for hosting this event. I’m going to be presenting a very short overview of how we can correct a major problem that most language programs have: most language training is not directly connected to business outcomes, and therefore waste a tremendous opportunity and lose value for the company.\n\nYou’ll see here on the slide that we have a photo of a boardroom, not a classroom, and that is a metaphor for my main message today: it’s all about the business results, not learning results.\n\nJust a brief background about me: I’ve been working in corporate language training for 24 years now, as a teacher, teacher trainer, school owner, and consultant, a director at Cambridge University Press in their learning technology unit, and now I run the web platform English360. I was very lucky at the start of my career, because two things happened: first, I did not have the traditional, academic teacher training, so in a way I was free of the teacher/classroom attitude. The second piece of luck was that I found some amazing business mentors in my students. I had some very high CEO-level students and they were very generous with their knowledge and experience. So from the beginning of my career 20 years ago I started with a solid understanding of how a business can benefit from a language program that is structured correctly. Now, 20 years later, we have an article in the Harvard Business Review that....\n
Good morning everyone, thank you for coming, and I’d also like to thank the British Consulate for hosting this event. I’m going to be presenting a very short overview of how we can correct a major problem that most language programs have: most language training is not directly connected to business outcomes, and therefore waste a tremendous opportunity and lose value for the company.\n\nYou’ll see here on the slide that we have a photo of a boardroom, not a classroom, and that is a metaphor for my main message today: it’s all about the business results, not learning results.\n\nJust a brief background about me: I’ve been working in corporate language training for 24 years now, as a teacher, teacher trainer, school owner, and consultant, a director at Cambridge University Press in their learning technology unit, and now I run the web platform English360. I was very lucky at the start of my career, because two things happened: first, I did not have the traditional, academic teacher training, so in a way I was free of the teacher/classroom attitude. The second piece of luck was that I found some amazing business mentors in my students. I had some very high CEO-level students and they were very generous with their knowledge and experience. So from the beginning of my career 20 years ago I started with a solid understanding of how a business can benefit from a language program that is structured correctly. Now, 20 years later, we have an article in the Harvard Business Review that....\n
Her second area is globalization of tasks and resources, such as supply chain management, IT integrations and rollouts, that sort of task.\n\nAnd the third is with mergers and acquisitions, where the stakes may be in the billion euro range and miscommunication and cultural issues can cause failure.\n\nSo English is important, and I think we all here agree. It’s nice to get CEO level attention from Harvard though. \n\nSo why do we have so many problems with language programs?\n
Her second area is globalization of tasks and resources, such as supply chain management, IT integrations and rollouts, that sort of task.\n\nAnd the third is with mergers and acquisitions, where the stakes may be in the billion euro range and miscommunication and cultural issues can cause failure.\n\nSo English is important, and I think we all here agree. It’s nice to get CEO level attention from Harvard though. \n\nSo why do we have so many problems with language programs?\n
Good morning everyone, thank you for coming, and I’d also like to thank the British Consulate for hosting this event. I’m going to be presenting a very short overview of how we can correct a major problem that most language programs have: most language training is not directly connected to business outcomes, and therefore waste a tremendous opportunity and lose value for the company.\n\nYou’ll see here on the slide that we have a photo of a boardroom, not a classroom, and that is a metaphor for my main message today: it’s all about the business results, not learning results.\n\nJust a brief background about me: I’ve been working in corporate language training for 24 years now, as a teacher, teacher trainer, school owner, and consultant, a director at Cambridge University Press in their learning technology unit, and now I run the web platform English360. I was very lucky at the start of my career, because two things happened: first, I did not have the traditional, academic teacher training, so in a way I was free of the teacher/classroom attitude. The second piece of luck was that I found some amazing business mentors in my students. I had some very high CEO-level students and they were very generous with their knowledge and experience. So from the beginning of my career 20 years ago I started with a solid understanding of how a business can benefit from a language program that is structured correctly. Now, 20 years later, we have an article in the Harvard Business Review that....\n
Good morning everyone, thank you for coming, and I’d also like to thank the British Consulate for hosting this event. I’m going to be presenting a very short overview of how we can correct a major problem that most language programs have: most language training is not directly connected to business outcomes, and therefore waste a tremendous opportunity and lose value for the company.\n\nYou’ll see here on the slide that we have a photo of a boardroom, not a classroom, and that is a metaphor for my main message today: it’s all about the business results, not learning results.\n\nJust a brief background about me: I’ve been working in corporate language training for 24 years now, as a teacher, teacher trainer, school owner, and consultant, a director at Cambridge University Press in their learning technology unit, and now I run the web platform English360. I was very lucky at the start of my career, because two things happened: first, I did not have the traditional, academic teacher training, so in a way I was free of the teacher/classroom attitude. The second piece of luck was that I found some amazing business mentors in my students. I had some very high CEO-level students and they were very generous with their knowledge and experience. So from the beginning of my career 20 years ago I started with a solid understanding of how a business can benefit from a language program that is structured correctly. Now, 20 years later, we have an article in the Harvard Business Review that....\n
Good morning everyone, thank you for coming, and I’d also like to thank the British Consulate for hosting this event. I’m going to be presenting a very short overview of how we can correct a major problem that most language programs have: most language training is not directly connected to business outcomes, and therefore waste a tremendous opportunity and lose value for the company.\n\nYou’ll see here on the slide that we have a photo of a boardroom, not a classroom, and that is a metaphor for my main message today: it’s all about the business results, not learning results.\n\nJust a brief background about me: I’ve been working in corporate language training for 24 years now, as a teacher, teacher trainer, school owner, and consultant, a director at Cambridge University Press in their learning technology unit, and now I run the web platform English360. I was very lucky at the start of my career, because two things happened: first, I did not have the traditional, academic teacher training, so in a way I was free of the teacher/classroom attitude. The second piece of luck was that I found some amazing business mentors in my students. I had some very high CEO-level students and they were very generous with their knowledge and experience. So from the beginning of my career 20 years ago I started with a solid understanding of how a business can benefit from a language program that is structured correctly. Now, 20 years later, we have an article in the Harvard Business Review that....\n
Good morning everyone, thank you for coming, and I’d also like to thank the British Consulate for hosting this event. I’m going to be presenting a very short overview of how we can correct a major problem that most language programs have: most language training is not directly connected to business outcomes, and therefore waste a tremendous opportunity and lose value for the company.\n\nYou’ll see here on the slide that we have a photo of a boardroom, not a classroom, and that is a metaphor for my main message today: it’s all about the business results, not learning results.\n\nJust a brief background about me: I’ve been working in corporate language training for 24 years now, as a teacher, teacher trainer, school owner, and consultant, a director at Cambridge University Press in their learning technology unit, and now I run the web platform English360. I was very lucky at the start of my career, because two things happened: first, I did not have the traditional, academic teacher training, so in a way I was free of the teacher/classroom attitude. The second piece of luck was that I found some amazing business mentors in my students. I had some very high CEO-level students and they were very generous with their knowledge and experience. So from the beginning of my career 20 years ago I started with a solid understanding of how a business can benefit from a language program that is structured correctly. Now, 20 years later, we have an article in the Harvard Business Review that....\n
Good morning everyone, thank you for coming, and I’d also like to thank the British Consulate for hosting this event. I’m going to be presenting a very short overview of how we can correct a major problem that most language programs have: most language training is not directly connected to business outcomes, and therefore waste a tremendous opportunity and lose value for the company.\n\nYou’ll see here on the slide that we have a photo of a boardroom, not a classroom, and that is a metaphor for my main message today: it’s all about the business results, not learning results.\n\nJust a brief background about me: I’ve been working in corporate language training for 24 years now, as a teacher, teacher trainer, school owner, and consultant, a director at Cambridge University Press in their learning technology unit, and now I run the web platform English360. I was very lucky at the start of my career, because two things happened: first, I did not have the traditional, academic teacher training, so in a way I was free of the teacher/classroom attitude. The second piece of luck was that I found some amazing business mentors in my students. I had some very high CEO-level students and they were very generous with their knowledge and experience. So from the beginning of my career 20 years ago I started with a solid understanding of how a business can benefit from a language program that is structured correctly. Now, 20 years later, we have an article in the Harvard Business Review that....\n
Good morning everyone, thank you for coming, and I’d also like to thank the British Consulate for hosting this event. I’m going to be presenting a very short overview of how we can correct a major problem that most language programs have: most language training is not directly connected to business outcomes, and therefore waste a tremendous opportunity and lose value for the company.\n\nYou’ll see here on the slide that we have a photo of a boardroom, not a classroom, and that is a metaphor for my main message today: it’s all about the business results, not learning results.\n\nJust a brief background about me: I’ve been working in corporate language training for 24 years now, as a teacher, teacher trainer, school owner, and consultant, a director at Cambridge University Press in their learning technology unit, and now I run the web platform English360. I was very lucky at the start of my career, because two things happened: first, I did not have the traditional, academic teacher training, so in a way I was free of the teacher/classroom attitude. The second piece of luck was that I found some amazing business mentors in my students. I had some very high CEO-level students and they were very generous with their knowledge and experience. So from the beginning of my career 20 years ago I started with a solid understanding of how a business can benefit from a language program that is structured correctly. Now, 20 years later, we have an article in the Harvard Business Review that....\n
Good morning everyone, thank you for coming, and I’d also like to thank the British Consulate for hosting this event. I’m going to be presenting a very short overview of how we can correct a major problem that most language programs have: most language training is not directly connected to business outcomes, and therefore waste a tremendous opportunity and lose value for the company.\n\nYou’ll see here on the slide that we have a photo of a boardroom, not a classroom, and that is a metaphor for my main message today: it’s all about the business results, not learning results.\n\nJust a brief background about me: I’ve been working in corporate language training for 24 years now, as a teacher, teacher trainer, school owner, and consultant, a director at Cambridge University Press in their learning technology unit, and now I run the web platform English360. I was very lucky at the start of my career, because two things happened: first, I did not have the traditional, academic teacher training, so in a way I was free of the teacher/classroom attitude. The second piece of luck was that I found some amazing business mentors in my students. I had some very high CEO-level students and they were very generous with their knowledge and experience. So from the beginning of my career 20 years ago I started with a solid understanding of how a business can benefit from a language program that is structured correctly. Now, 20 years later, we have an article in the Harvard Business Review that....\n
Good morning everyone, thank you for coming, and I’d also like to thank the British Consulate for hosting this event. I’m going to be presenting a very short overview of how we can correct a major problem that most language programs have: most language training is not directly connected to business outcomes, and therefore waste a tremendous opportunity and lose value for the company.\n\nYou’ll see here on the slide that we have a photo of a boardroom, not a classroom, and that is a metaphor for my main message today: it’s all about the business results, not learning results.\n\nJust a brief background about me: I’ve been working in corporate language training for 24 years now, as a teacher, teacher trainer, school owner, and consultant, a director at Cambridge University Press in their learning technology unit, and now I run the web platform English360. I was very lucky at the start of my career, because two things happened: first, I did not have the traditional, academic teacher training, so in a way I was free of the teacher/classroom attitude. The second piece of luck was that I found some amazing business mentors in my students. I had some very high CEO-level students and they were very generous with their knowledge and experience. So from the beginning of my career 20 years ago I started with a solid understanding of how a business can benefit from a language program that is structured correctly. Now, 20 years later, we have an article in the Harvard Business Review that....\n
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Good morning everyone, thank you for coming, and I’d also like to thank the British Consulate for hosting this event. I’m going to be presenting a very short overview of how we can correct a major problem that most language programs have: most language training is not directly connected to business outcomes, and therefore waste a tremendous opportunity and lose value for the company.\n\nYou’ll see here on the slide that we have a photo of a boardroom, not a classroom, and that is a metaphor for my main message today: it’s all about the business results, not learning results.\n\nJust a brief background about me: I’ve been working in corporate language training for 24 years now, as a teacher, teacher trainer, school owner, and consultant, a director at Cambridge University Press in their learning technology unit, and now I run the web platform English360. I was very lucky at the start of my career, because two things happened: first, I did not have the traditional, academic teacher training, so in a way I was free of the teacher/classroom attitude. The second piece of luck was that I found some amazing business mentors in my students. I had some very high CEO-level students and they were very generous with their knowledge and experience. So from the beginning of my career 20 years ago I started with a solid understanding of how a business can benefit from a language program that is structured correctly. Now, 20 years later, we have an article in the Harvard Business Review that....\n
Good morning everyone, thank you for coming, and I’d also like to thank the British Consulate for hosting this event. I’m going to be presenting a very short overview of how we can correct a major problem that most language programs have: most language training is not directly connected to business outcomes, and therefore waste a tremendous opportunity and lose value for the company.\n\nYou’ll see here on the slide that we have a photo of a boardroom, not a classroom, and that is a metaphor for my main message today: it’s all about the business results, not learning results.\n\nJust a brief background about me: I’ve been working in corporate language training for 24 years now, as a teacher, teacher trainer, school owner, and consultant, a director at Cambridge University Press in their learning technology unit, and now I run the web platform English360. I was very lucky at the start of my career, because two things happened: first, I did not have the traditional, academic teacher training, so in a way I was free of the teacher/classroom attitude. The second piece of luck was that I found some amazing business mentors in my students. I had some very high CEO-level students and they were very generous with their knowledge and experience. So from the beginning of my career 20 years ago I started with a solid understanding of how a business can benefit from a language program that is structured correctly. Now, 20 years later, we have an article in the Harvard Business Review that....\n
Good morning everyone, thank you for coming, and I’d also like to thank the British Consulate for hosting this event. I’m going to be presenting a very short overview of how we can correct a major problem that most language programs have: most language training is not directly connected to business outcomes, and therefore waste a tremendous opportunity and lose value for the company.\n\nYou’ll see here on the slide that we have a photo of a boardroom, not a classroom, and that is a metaphor for my main message today: it’s all about the business results, not learning results.\n\nJust a brief background about me: I’ve been working in corporate language training for 24 years now, as a teacher, teacher trainer, school owner, and consultant, a director at Cambridge University Press in their learning technology unit, and now I run the web platform English360. I was very lucky at the start of my career, because two things happened: first, I did not have the traditional, academic teacher training, so in a way I was free of the teacher/classroom attitude. The second piece of luck was that I found some amazing business mentors in my students. I had some very high CEO-level students and they were very generous with their knowledge and experience. So from the beginning of my career 20 years ago I started with a solid understanding of how a business can benefit from a language program that is structured correctly. Now, 20 years later, we have an article in the Harvard Business Review that....\n
Good morning everyone, thank you for coming, and I’d also like to thank the British Consulate for hosting this event. I’m going to be presenting a very short overview of how we can correct a major problem that most language programs have: most language training is not directly connected to business outcomes, and therefore waste a tremendous opportunity and lose value for the company.\n\nYou’ll see here on the slide that we have a photo of a boardroom, not a classroom, and that is a metaphor for my main message today: it’s all about the business results, not learning results.\n\nJust a brief background about me: I’ve been working in corporate language training for 24 years now, as a teacher, teacher trainer, school owner, and consultant, a director at Cambridge University Press in their learning technology unit, and now I run the web platform English360. I was very lucky at the start of my career, because two things happened: first, I did not have the traditional, academic teacher training, so in a way I was free of the teacher/classroom attitude. The second piece of luck was that I found some amazing business mentors in my students. I had some very high CEO-level students and they were very generous with their knowledge and experience. So from the beginning of my career 20 years ago I started with a solid understanding of how a business can benefit from a language program that is structured correctly. Now, 20 years later, we have an article in the Harvard Business Review that....\n
Good morning everyone, thank you for coming, and I’d also like to thank the British Consulate for hosting this event. I’m going to be presenting a very short overview of how we can correct a major problem that most language programs have: most language training is not directly connected to business outcomes, and therefore waste a tremendous opportunity and lose value for the company.\n\nYou’ll see here on the slide that we have a photo of a boardroom, not a classroom, and that is a metaphor for my main message today: it’s all about the business results, not learning results.\n\nJust a brief background about me: I’ve been working in corporate language training for 24 years now, as a teacher, teacher trainer, school owner, and consultant, a director at Cambridge University Press in their learning technology unit, and now I run the web platform English360. I was very lucky at the start of my career, because two things happened: first, I did not have the traditional, academic teacher training, so in a way I was free of the teacher/classroom attitude. The second piece of luck was that I found some amazing business mentors in my students. I had some very high CEO-level students and they were very generous with their knowledge and experience. So from the beginning of my career 20 years ago I started with a solid understanding of how a business can benefit from a language program that is structured correctly. Now, 20 years later, we have an article in the Harvard Business Review that....\n
Good morning everyone, thank you for coming, and I’d also like to thank the British Consulate for hosting this event. I’m going to be presenting a very short overview of how we can correct a major problem that most language programs have: most language training is not directly connected to business outcomes, and therefore waste a tremendous opportunity and lose value for the company.\n\nYou’ll see here on the slide that we have a photo of a boardroom, not a classroom, and that is a metaphor for my main message today: it’s all about the business results, not learning results.\n\nJust a brief background about me: I’ve been working in corporate language training for 24 years now, as a teacher, teacher trainer, school owner, and consultant, a director at Cambridge University Press in their learning technology unit, and now I run the web platform English360. I was very lucky at the start of my career, because two things happened: first, I did not have the traditional, academic teacher training, so in a way I was free of the teacher/classroom attitude. The second piece of luck was that I found some amazing business mentors in my students. I had some very high CEO-level students and they were very generous with their knowledge and experience. So from the beginning of my career 20 years ago I started with a solid understanding of how a business can benefit from a language program that is structured correctly. Now, 20 years later, we have an article in the Harvard Business Review that....\n
Good morning everyone, thank you for coming, and I’d also like to thank the British Consulate for hosting this event. I’m going to be presenting a very short overview of how we can correct a major problem that most language programs have: most language training is not directly connected to business outcomes, and therefore waste a tremendous opportunity and lose value for the company.\n\nYou’ll see here on the slide that we have a photo of a boardroom, not a classroom, and that is a metaphor for my main message today: it’s all about the business results, not learning results.\n\nJust a brief background about me: I’ve been working in corporate language training for 24 years now, as a teacher, teacher trainer, school owner, and consultant, a director at Cambridge University Press in their learning technology unit, and now I run the web platform English360. I was very lucky at the start of my career, because two things happened: first, I did not have the traditional, academic teacher training, so in a way I was free of the teacher/classroom attitude. The second piece of luck was that I found some amazing business mentors in my students. I had some very high CEO-level students and they were very generous with their knowledge and experience. So from the beginning of my career 20 years ago I started with a solid understanding of how a business can benefit from a language program that is structured correctly. Now, 20 years later, we have an article in the Harvard Business Review that....\n