Life Sciences Learning Trends in Focus

Posted by Amanda Holm on Mar 3, 2015 11:15:00 AM

There’s no denying that changes in the world economy are having an effect on every industry. And the Life Sciences industry is feeling the effect like everybody else. As budgets for learning and development get battered from all sides, the savviest Life Sciences learning organizations have realized a simple truth: it isn’t about doing more with less, it’s about fundamentally rethinking the way learning and development gets done.

Stott & Mesch, 2015

PDG’s Ann Stott and Rich Mesch recently published an article in Focus Magazine, the journal of the Life Sciences Training & Educators Network. Titled Learning in Changing Times: 5 Trends in Life Sciences Learning, the article focuses on how changes in the Life Sciences industry are changing the requirements of an effective learning function. The learning trends covered include:

  1. Rethinking Product LaunchesFocus_Magazine_Cover_small

  2. A Return to Shared Services

  3. Demand Planning and Flexible Learning Resources

  4. Building Long-Term Sales Team Success

  5. Increased Focus on Informal Learning

Click here to read the article for free online. For more insight into the changing world of Life Sciences learning, read Ann Stott’s series on The Changing Face of Life Science Product Launch:

The Changing Face of Life Science Product Launch

The Changing Face of Life Science Product Launch, Part 2: The Launch Toolkit

The Changing Face of Life Science Product Launch, Part 3: The Role of the Learning Team




Ann Stott is the Vice President, Global Accounts at Performance Development Group. She leads the life sciences practices, focusing on pharmaceuticals, health care, biotechnology, and medical devices. Her extensive consulting experience is used to grow the PDG advisory services capabilities. Ann is an accomplished, respected, and energetic leader with more than twenty years of experience in the corporate training environment.



Rich Mesch


Rich Mesch is Vice President, Customer Engagement at Performance Development Group. A frequent contributor to industry events and publications, his most recent article was Taming the Learning Demand Curve: Using Supply Chain Methods to Manage Your Learning Function for Training Industry's online magazine.




Taming the Learning Demand Curve, 4 Smart Steps to Lower Cost and Higher Quality in Corporate Learning

Topics: Business Issues in Learning, Organizational Change, Informal Learning, Sales Training, Workforce Development, Flexible Resource Management, Product Launch, Life Sciences

Driving Real Business Impact: Leah Minthorn of Iron Mountain

Posted by Amanda Holm on Jan 14, 2015 10:35:00 AM

LeahMinthornThis is the first of a series of stories about PDG partners who have demonstrated strong and unique leadership in driving business results through learning. Leah Minthorn is the Director of North American (NA) Operations Learning at Iron Mountain, where she has been instrumental in driving organizational change. She and her small team of 11 learning and development staff are consistently reaching strategic business goals through innovative programs. Leah shares how she and her team continue to support the business goals and drive change at Iron Mountain.

After working at Iron Mountain for over 10 years, Leah Minthorn has developed a knack for listening. “I feel it is important to get out in the field and listen to what employees are saying," says Leah. "Companies want a solution to a problem, and rather than listening to employees, they often come up with solutions before really understanding the problem,”  Her tip is to go to the source directly to find out the why behind the problem. Often the problem is not the employees but a process that needs to change. “Staying connected to the employees who are on the front line can make a big difference in driving organizational change.”

Being connected to her learning and development staff has been vital to driving organizational change at Iron Mountain. “My staff is like a family. I have never worked with people before who are so much like brothers and sisters.” The people in her department understand the business at Iron Mountain because they immerse themselves in the field to hear their internal clients’ needs. Her department plans to increase the use of technology used for learning to give employees more control over their learning and to increase self-directed learning. They will continue to use e-learning and on the job training, while increasing the use of videos, online webinars, “six second learning,” crowd sourcing, and social media.

Leah’s team uses on-the-job reinforcements and peer coaching to help meet strategic business goals. Their program currently uses a mapped curriculum of e-learning, coach-led hands-on training, regular feedback sessions, job aids, and knowledge and performance assessments. This model works well for Iron Mountain; the coaches reinforce organizational changes and what is required for employees to transform and grow.

Iron Mountain has received a great deal of industry recognition for Sentinel, their innovative peer coaching program for front-line employees. They have made the Training Top 125 list for the past two years, won a Gold CLO Learning in Practice Award, and a Corporate University Best-in-Class (CUBIC) Award. Recently it was announced that the NA Operations Learning team won a Best Practice award for the Sentinel program from Training Magazine. Leah’s team is currently working on designing a new Sentinel management training program to continue the professional development of front-line operations managers and supervisors.

Iron Mountain has integrated the learning organization into all strategic planning activities, providing them with a ‘seat at the table’ to take part in the organization’s decisions. With an in-depth understanding of the organization’s direction, the learning group has the perspective needed to provide the tools and support that Iron Mountain needs to reach their goals. For example, when CEO William Meaney decided to address cultural and leadership change, the learning group developed a strategy to support his three-year plan. “We recognize that at least 50% of our employees have Spanish as their first language. This creates a greater learning curve and employees are not able onboard as quickly if the training is not in their native tongue,” observes Leah. To support their North American employees from diverse backgrounds, the learning organization is engaged in a project to translate their learning programs into Spanish and French Canadian.  Her team is also supporting their growing business by developing methods to onboard new employees more quickly, leveraging their overall strategy to use technology to deliver more self-directed learning.

Because they have a small staff of 11, NA Operations Learning tries to leverage internal and external business partners to reach their goals. They rely on subject matter experts in the field to help with messaging. Recently they adopted Iron Mountain UK’s tools for transportation, using telematics in company vehicles to measure their employees driving.  Leah’s team also relies on key relationships with preferred vendors. “PDG is a long-term preferred vendor of ours who I enjoy working with because they understand our business. PDG understands our design aesthetic and can translate what is in our heads into a properly articulated design.” These are just a few of the ways Leah and her team is able to support Iron Mountain’s business goals and to continue to drive real business impact through organizational change.

Iron Mountain is a storage and information management company, assisting more than 156,000 organizations in 36 countries on five continents with storing, protecting, and managing their information. Iron Mountain employs almost 17,000 professionals and an infrastructure that includes more than 1,000 facilities and 3,600 vehicles.

For more information about Iron Mountain or for additional interviews with Leah Minthorn click on the links below:

Chief Learning Officer: Special Report: Metrics and Measurement

Chief Learning Officer: Special Report: Learning Technology

Training Magazine: Paths to Success: Responsibility Vs. Promotion 

HRO Today: Out of Recession, Companies Turn to Training


 Driving Workplace Safety

Topics: Client Focus, Business Issues in Learning, Organizational Change

The High Performing Learning Organization

Posted by Rich Mesch on Jun 24, 2014 2:18:07 PM


HPLO_thumbnail_medPDG recently published a new white paper called “The High Performing Learning Organization: 8 Attributes for Business Success.” The white paper focuses on what makes up a High Performing Learning Organization and the benefits to the business.

Here’s a section from the white paper:

What is a High Performing Learning Organization?

A High Performing Learning Organization (HPLO) is a Learning Organization that operates like a business, using the tools and processes of business to create workflows that are timely, efficient, cost-effective, and demonstrate a clear impact on the enterprise.


High Performing Learning Organizations:

• Are fully aligned with the business goals of the enterprise
• Speak the language of business, not just the language of learning
• Are able to define the return on investment (ROI) of their efforts—when the business can see the impact of their learning investment, they are more likely to continue investing in learning
• Are scalable, creating improved cost scenarios and more rapid delivery cycles
• Utilize Flexible Resourcing, so that costs are controlled while appropriate resources are available for critical and high-demand initiatives

So what are the tools necessary to build and sustain a High Performing Learning Organization? How do you identify the gaps in your organization that need to be closed to create a HPLO? While there are many categories that make up a HPLO, too many organizations focus on the solutions the learning organization creates. Great solutions are the result of an effective Learning Organization, but improving solutions doesn’t necessarily improve the organization. It’s not just where you end up; it’s the path you take to get there. High Performing Learning Organizations needs to be structured to perform optimally, by having strategy, process, people, and tools that support their path to success.

Successful HPLOs focus on the following eight key success areas:

  1. Business Alignment & Performance Impact
  2. People Capabilities & Development
  3. Scalable Processes, Tools, & Assets
  4. Organization Structured for Leverage
  5. Global & Local Optimization
  6. Governance, Demand, & Resource Balancing
  7. Flexible Resource Management
  8. Content Strategy & Asset Leverage

 To read more about High Performing Learning Organizations, download the free white paper!

Rich Mesch



 Rich Mesch is Senior Director, Customer Engagement
at Performance Development Group



Topics: Organizational Change, Organizational Learning, High Performing Learning Organization

Attitude is Essential to Learning, Part 2: It's All About My Manager

Posted by Reni Gorman on Sep 11, 2011 4:42:00 AM

by Reni Gorman

Women manager and employeeIn the first part of this series, we talked about the role of the individual in learning. It’s hard to make someone learn if they’re not willing. But what if they are willing but are not encouraged or worse are discouraged by the person who judges their performance: their manager? What is the manager’ attitude toward the new knowledge and skills learned?

Challenge 3: My manager does not encourage me to apply what I have learned on the job. This is by far the worst, deadliest challenge. People must know that they will be enabled and empowered to put what they learned into action on the job. If they feel for any reason that they can’t… maybe because their managers don’t know what they learned and can’t or won’t help them apply it. Sound unbelievable? It happens all the time. For example, if the manager doesn’t believe in the new sales model and doesn’t encourage its use, it is not very likely his or her team will adapt it and give it a try. We, training professionals, take folks out of their jobs, put them in training, throw them back into their jobs and expect them to perform. We forget that people will usually listen to the person that manages them. If their manager isn’t committed to applying the new skills learned, it most likely will not happen.

Solution 3: Make sure the manager is aware of and reinforces the learning. I point out raising awareness because I have seen many situations where managers did not even know what their employees learned when they went to training. In this case, it may not be that they don’t actively support it, but rather that they don’t know. One idea is to supply managers with a one pager summary of what their people learned that includes things like tips on how to help their employees pull through the learning into application on the job. It could include questions to ask employees to reflect on and talk about the learning and coaching opportunities. Once the managers are aware how do we get them to be supportive? Setting clear expectations through executive sponsors, following up with measurement that results in recognition, rewards and even consequences are all critical for success. First managers have to be told it is expected that they use the new sales model—if that is the case. This message has to be delivered to them through their own leadership so they take it seriously—it can’t and shouldn’t come from the training department. Once they know what they are supposed to do, like coach to the new sales model, we have to make sure they know how to do that—here is where more training may come in. Then we have to measure whether or not they are doing it with the understanding that their actions, both positive and negative, have consequences.

Last but not least it is important to remember that you can’t stop at the manager, you must look to see what the manager’s manager is doing—is he or she supporting new behavior on the manager’s behalf. In other words, if the consequences above aren’t really going to be enforced by the manager’s manager, if he or she doesn’t really believe in the new selling model either, they you need to go through the same process with them: make them aware that it is important, show senior support, and back it up with consequences both negative and unfortunately, if needed, negative.

At the end of the day we all have to be held accountable for our actions. When we are at work and sent to training, we are paid to learn and to action that learning. Let’s make it easy for people to do so by removing any barriers to learning and reinforcing the “right” behavior.

Topics: Series, Performance Improvement, Learning Theory, Change Management, Coaching, Organizational Change

Attitude is Essential to Learning, Part 1: It’s All About Me

Posted by Reni Gorman on Aug 30, 2011 5:53:00 AM

by Reni Gorman

As learning professionals we spend so much time designing just the right kind of exciting learning intervention that we sometimes forget to think about other factors that may prevent learning. For example, no matter how great the learning experience is, if people are unmotivated to learn then the reality is that they
won’t. Let’s explore some of the reasons why people might be unmotivated and figure out what we can do to combat it.

businessphoto_flipchartsmChallenge 1: How does this relate to me? Can you recall a time when you were totally uninterested and unmotivated to learn? Maybe in grade school during history class? For me it was college math. I simply was not interested. Why? I did not ever think calculus was something I would use in “real life.”We know from adult learning principles that people learn best when they can see the relevance the content has to their day-to-day jobs, and to their lives. So, one would think the answer is simple: show people how the content is relevant to them, and they will be open to learning it. As important as this concept is, it’s something designers forget to do as they get all caught up in designing the learning.

Solution 1: Point out the WIIFM. It is really important in the beginning of every learning experience to point out why it is important and relevant for the learner to absorb this new information. The “What’s in it for me?” (WIIFM) should be present at the start of each learning piece.

What else may prevent you from learning?

Challenge 2: I already know this. For example: “I’ve learned several sales models in the past. This sounds like the same stuff.”  If people think they already know something, their minds are shut and they won’t allow in new ways of thinking—because of course they don’t need new ways of thinking about something they know inside and out.

Solution 2: Point out differences—things they may not know. If you know you are dealing with this learner mindset, the best thing to do is first acknowledge that you are teaching them YET ANOTHER sales model. Then, point out what is unique and different about this sales model. Doing that will help people start thinking about all the ways this is different from what they already know and that will open them up to learn more.

I remember creating a module on hedge funds for a major financial years ago and the first page said: “Think you know everything there is to know about hedge funds? Think again! Did you know that…” With just one fun fact on the first page of the module that we could bet was new information to them, we captured their curiosity and dispelled their immediate notion that they did not have to go through this because they already knew.

So far, we’ve focused on the individual, and how to overcome their barriers to learning. But what happens next? There’s an even bigger barrier to implementation out there—and we’ll talk about that in the next installment!

Topics: Series, Performance Improvement, Learning Theory, Change Management, Organizational Change, Organizational Learning

Toward a Learning Agile Organization

Posted by Rich Mesch on Aug 22, 2011 7:25:00 AM

At an organizational level, agility is the ability to grow, change, or innovate at or above the speed of one’s own market. Anything less cannot be considered agility.

-Timothy R. Clark & Conrad Gottfredson

WomanCEOsmallWe have all heard of corporate agility. We hear the term “agile” all the time related to today’s corporate environment: agile processes, agile practices, agile leadership.  In our rapidly changing world, agility is one of the most important skills an organization can have if it is to stay competitive. Agility is the ability to move quickly, change rapidly, and respond to crises, threats and opportunities at the point of need. Of course, the ability to be agile relies on the ability of the organization to quickly gain the knowledge they need to do so. Rapid access to knowledge and information drives the learning agile organization, as defined by Clark and Gottfredson  in In Search of Learning Agility. But what does it mean to have Learning Agility? What does a Learning Agile organization look like?

Imagine being able to get the knowledge you need at the moment you need it. That’s not too much of a stretch today, is it? Think Google Docs, SharePoint, the Internet and intranets. If you want information, it’s out there. You simply need to find it; Google it and you end up with millions of pieces of information to sift and search through. But Learning Agility is not just the ability to find information.

Now imagine being able to find the knowledge you need quickly and easily and then being able to actually apply that new knowledge immediately. What would that look like? Just being able to find information does not make it useful, and certainly does not make it learning. Information only becomes learning when we connect it in our cognitive structures and are able to apply it in context. Google “ADDIE” and you find all kinds of information on instructional design. But will that give you the learning you need to be able to create an instructionally sound course for your target audience?

So how can information be structured and delivered so that it quickly becomes learning that is relevant in the current context and can be applied in a threat, crises or opportunity that arises?  Well, now, that’s Learning Agility.

Technology provides us with so many ways to move toward learning agility. Think “blended learning,” but grown up to include access to knowledge in more ways than just online and classroom. Wikis, discussion forums, online courseware, blogs, chats, social networks… the list can go on and on. Technologies provide the forums we need to be able to share knowledge and access learning at the point of need.

Learning agile organizations understand this need, and provide a new model for developing and delivering learning to their employees, using all of the technologies available to them.  They see learning not as a onetime event, or even as ongoing events, but as adaptive, collaborative, ongoing, and part of the daily activities of any employee. Learning Agile organizations use all tools available to share, collaborate, and learn whenever and wherever, all the time. And Learning Agile organizations value the ability to adapt at the point of need.

Is your organization moving toward Learning Agility?

Clark, T. & Gottfredson, C. (2008). In Search of Learning Agility.  TRClark, Inc.

Topics: Performance Improvement, Learning Theory, Learning Agility, Change Management, Organizational Change, Organizational Learning, Agility

The Leadership Litmus Test

Posted by Rich Mesch on Mar 30, 2010 3:59:00 AM

“If your actions inspire others to dream more, learn more, do more, and become more, you are a leader.”    --John Quincy Adams

People who know me, know I’m addicted to quotes. When I read this quote, it struck me as being so parallel to a recent article I read on leadership titled “Recession as a Litmus Test”. Take a look!

The article discusses that during times of recession (or difficult times in general), there are four distinguishing aspects of leadership. Those four aspects are as follows:

1 - Disciplined Thinking (Dream more)

Help others to see through the noisy clutter of confusion during times of uncertainty. Focus on the known, such as the core business requirements, and keep an eye on the big picture.

2 - A Bias for Action (Do more)

Don’t just wait around for someone to tell you the new vision or the next steps to take.  Start creating it….one step at a time. You may need to take a step back once in awhile, but three steps forward and one step back is better than no steps forward at all.

3 - Timely and Transparent Communication (Inspire others)

Be open, be honest, be realistic. Find the right balance between realism and optimism, but always communicate.

4 - The Ability to Inspire Followership (Become more)

After someone speaks to you, do they feel as if they can move forward or do they feel “stuck”? Use the three items above to help inspire others. Lead by example.

Now, picture yourself in this situation. Due to a recent reorganization, you now are leading a blended team of individuals from two very different organizational cultures (maybe it was a merger, maybe it was a global reorganization effort, whatever the case may be). You need to begin laying out your strategy, supporting projects, plans and processes for your newly-defined team. But where do you begin?

Timeline and Transparent Communication – Acknowledge and recognize the differences in cultures. Discuss as a new team how you begin to for the new culture and expectations within your team.

Disciplined Thinking – Think about what you know and how to “anchor” your team on the known vs. worry and complain over the unknown.  Sure, as a new organization, not everything will be clearly defined. However, some things must be known. For example, the organization must have a business strategy and long-term goals. You can always use this information and collect data on the competitive marketplace or industry environment

A Bias for Action – Act! Based on the facts that you know now, start creating your strategy, begin planning projects that support those known goals. Start your research!

Inspire Followership – Examine your team and others that you have an influence on. After each interaction, think about the impact you had on them. If the impact was not as positive as it could have been, consider what you can do differently the next time you interact with your team.

Distinguish yourself from all other leaders by implementing these tactics on a regular basis. Take these steps and you’ll pass the leadership litmus test.

Topics: Performance Improvement, Change Management, Organizational Change, Leadership

A is for Analysis; Analysis of What?

Posted by Rich Mesch on Feb 12, 2010 12:23:00 AM

I was asked a question the other day that made me pause before responding. The question was:

“Where does the performance consulting process end and the “A” in the ADDIE process begin?”

I paused because, in reality, the separation is not so cut and dry. There is overlap. So, in this entry, I’ll address the separation and overlap. Please comment and share your insights as well.

Let’s first define what we mean by the PC process and ADDIE process.
    • The PC process we’re referring to here is a performance analysis model (e.g., Gilbert’s Behavioral Engineering Model).
    • The ADDIE process is an instructional design model. ADDIE stands for Analyze, Design, Develop, Implement, Evaluate.

In regards to the question posed above, it’s the “A” step that creates some confusion between these two processes. The tasks in this “Analyze” step include: clarifying the instructional problem, establishing instructional goals and objectives, assessing the audience’s needs, examining learners’ existing knowledge, and considering the learning environment, constraints, delivery modalities, and timeline.

Notice that the focus here is on “instruction.” That focus presumes that instruction is the solution to a performance problem. Indeed, sometimes it is. How do we arrive at this conclusion? We arrive at it through the PC process.

Let’s break down the distinctions between the PC Process and ADDIE “A” in the table below:


PC Process “A” in ADDIE Process
Focuses on business and performance outcomes Focuses on an instructional outcome
Concerns itself with the desired behavior and the environment necessary to support that behavior

(Performance = Behavior x Environment)
Concerns itself with the learning objectives necessary to support the desired behavior
Endeavors to change performance in order to impact the business Endeavors to educate in order to change behavior
Examines root causes for a performance problem Examines knowledge gap for a training problem
Defines success primarily in terms of on-the-job application and business impact Defines success primarily in terms of satisfaction, comprehension, and on-the-job application

With these distinctions drawn, it’s important to note that the overlap between the two elements often occurs when a knowledge and skill gap is uncovered by the Performance Consultant as a root cause for a performance problem.

Information about that knowledge and skill gap can be passed from the Performance Consultant to the Instructional Designer for the training solution. That information does assist the Designer in the analysis phase of the ADDIE process. It’s good background. Now, the Designer can dig into the knowledge and skill gap further by conducting a thorough training needs analysis. It’s this TNA that allows for the successful design, development, implementation, and evaluation of the training solution.

Topics: Performance Improvement, Learning Theory, Design, Consulting, Organizational Change, Organizational Learning

Relationship Building Tips

Posted by Rich Mesch on Jan 21, 2010 6:30:00 AM

In his book Relationship Economics, David Nour urges us to think strategically about our business relationships. A significant component of that strategy, he says, is for us to know our purpose. As a Performance Consultant, our purpose is to serve our clients as a Strategic Business Partner. But how do we do that if our clients keep labeling us as simply a Learning Support Provider? Here are some ideas.

According to Dana Gaines Robinson, we can become a Strategic Business Partner to our clients by:
    • Gaining Access
    • Building Credibility
    • Fostering Trust
In order to Gain Access to new clients, we can:
    • Develop visibility by offering to serve on corporate initiatives where we will interact with these individuals
    • Ask an existing client or colleague who regards us favorably to provide an introduction to the new client
    • Offer to share our research with this new client in an area that he/she may be interested in—research that has business value
In order to Build Credibility with clients, we can:
    • Demonstrate that we possess knowledge of their business—and more importantly, skills in helping to make their business more successful by developing their employees. We can do so by sharing what we know about the client’s business priorities and describing to the client how partnering with us will help him/her satisfy those priorities. We can sell clients on the value of our skill set and services.
    • Be a good listener. Ask probing questions about projects currently underway or new projects the client envisions in the future. Listen; then, discuss our unique skill set with the client as we offer to assist with new or existing projects. We may also want to share examples of our work with the client.
In order to Foster Trust with clients, we can:
    • Seek clarity and confirmation on the client’s expectations of us, and—at the same time—share our expectations of the client. We can voice our assumptions and have the client voice his or her assumptions as well. We can do so honestly, openly, and frankly.
    • Meet or exceed the client’s expectations. In doing so, we’ll build credibility and foster trust.
    • Get to know the client personally, as well as professionally. Work is one dimension of the client’s life. What matters to the client outside of work? We can take an interest in all facets of the client’s life.
These are just some tactical tips for executing on the strategy to become a Strategic Business Partner to new and existing clients.
Growing Individual Contributors into Effective Leaders

Topics: Series, Performance Improvement, Change Management, Organizational Change

Tips for Navigating the Uncertainty of Organizational Change

Posted by Rich Mesch on Jan 5, 2010 12:17:00 AM

“They say that time changes things, but you actually have to change them yourself.” – Andy Warhol

Organizational change can make people feel uneasy and vulnerable. You may worry about the security of your job role, your new co-workers, or your revised job responsibilities. 

As your organization transitions to its new changed state, you are likely being asked to change as well. That’s difficult given these two key reasons why:
    • No one can paint you a crystal clear picture of the future, and—more importantly—what that future means for you, personally.
    • No one is placing a roadmap in your hands and saying, “Here’s exactly what you need to do to get there.”

In the absence of a final destination and a roadmap for getting there, you can still move forward. Here are some suggestions for doing so:

Focus on the elements that you can control.

It’s natural to feel stuck, frustrated, and overwhelmed. When these feelings arise, acknowledge them and make a conscious decision to control your reaction. Look upon organizational changes as opportunities to position yourself as a key contributor to the change. Identify new processes to create, new people to meet, and new strategies to implement. In essence, take account of what is while optimistically considering what could be in the future.

Plan for success.

Once you’ve identified opportunities to enact change, it’s time to plan for taking action. Ask yourself: How, specifically, would you introduce yourself to new colleagues—or reposition yourself to existing colleagues if the scope of your job has changed? What are the necessary steps in the process for helping your internal clients achieve their business goals? How might you educate your internal clients on this process? In short, put together a game plan for action that outlines the steps you can take in the near-term and long-term to ensure your success.

Put your plan into action.

It may appear to make sense to wait until the organization has evolved into its final changed state in order to put your plan into action. If you do this, though, you lose valuable time to build relationships, shape people’s perceptions of your talents, and demonstrate your skill set. Think about it this way…significant bonds are created when you’re in the trenches with people working together to address a challenge. Don’t lose time. Begin to implement your action plan amidst the change. If you do, you will impress others by showing them that you’re committed to building the roadmap with them and travelling together to the final destination.

Topics: Series, Performance Improvement, Change Management, Organizational Change