BESIG Stuttgart 2012
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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.
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BESIG Stuttgart 2012
- 1. Growing your school and freelance business with blended learning Cleve Miller / English360
- 2. Agenda
- 3. Agenda
- 4. Agenda Academic vs. performance-based models
- 5. Agenda Academic vs. performance-based models Theoretical framework for tech-enabled PBL
- 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
- 8. Agenda Academic vs. performance-based models
- 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....”
- 14. 1. Competitive pressure 2. Globalization of tasks and resources
- 15. 1. Competitive pressure 2. Globalization of tasks and resources 3. M&A integration across borders
- 17. Problem: corporate language training has been trapped within the “academic model”
- 18. Output and accountability of the “academic model” is successful completion of courses and exams.
- 19. 1. Competitive pressure 2. Globalization of tasks and resources 3. M&A integration across borders
- 20. Output and accountability of the “academic model” is successful completion of courses and exams.
- 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
- 27. Performance-based learning: syllabus emerges from business needs and performance events
- 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
- 39. select event post-performance define reflection messages plan, resource, train
- 40. 4-step PBL cycle >> emergent syllabus driving the client’s business
- 41. Agenda
- 42. Agenda
- 43. Agenda Academic vs. performance-based models
- 44. Agenda Academic vs. performance-based models Theoretical framework for tech-enabled PBL
- 45. BE / ESP and technology: 2008-2018
- 46. BE / ESP and technology: 2008-2018 “The future is already here - it’s just not evenly distributed” - Canadian author William Gibson
- 47. Content from the cloud...
- 48. ...delivered through a range of mobile devices,
- 49. ...ubiquitous,
- 50. personalised for each learner...
- 51. ...adaptive,
- 52. ...and social.
- 53. So, personalized, adaptive, and social, with ubiquitous cloud-to-mobile delivery. How are these trends being implemented in blended learning programs?
- 54. Time Place
- 55. Time together apart Place
- 56. asynchronous Time synchronous together apart Place
- 57. asynchronous Time (classroom) synchronous together apart Place
- 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)
- 68. Benefits of technology for BE / ESP
- 69. Benefits of technology for BE / ESP Flexibility for instructional design
- 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
- 73. A 2-minute history of the web (and how it effects us as teachers)
- 74. “Bottom-up: teacher-driven, student-centric” A 2-minute history of the web (and how it effects us as teachers)
- 75. The old web is aThe old web is a pipe. pipe.
- 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
- 103. The common core ESP and specificity common core
- 104. The common core ESP and specificity professional core common core
- 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
- 109. Agenda
- 110. Agenda
- 111. Agenda Academic vs. performance-based models
- 112. Agenda Academic vs. performance-based models Theoretical framework for tech-enabled PBL
- 113. Agenda Academic vs. performance-based models Theoretical framework for tech-enabled PBL Aligning PBL with customer business goals through enterprise needs assessment.
- 114. The Framework
- 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
- 130. Agenda
- 131. Agenda
- 132. Agenda Academic vs. performance-based models
- 133. Agenda Academic vs. performance-based models Theoretical framework for tech-enabled PBL
- 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.
- 136. Text GROWTH IDEA #1
- 138. 1. Competitive pressure 2. Globalization of tasks and resources
- 139. 1. Competitive pressure 2. Globalization of tasks and resources 3. M&A integration across borders
- 140. GROWTH IDEA #1 Align training program to business needs as identified by senior management.
- 141. GROWTH IDEA #2 Seek opportunities to bypass HR and go directly to senior management.
- 142. GROWTH IDEA #3 Drive client’s business through PBL, boosting perceived ROI and raising training fees.
- 143. GROWTH IDEA #4 “The more niche you go, the higher price you can charge.”
- 144. GROWTH IDEA #5 Use enterprise needs assessments to think outside the box, develop innovative products.
- 147. GROWTH IDEA #6 Set prices by course, not by training hour.
- 148. Example of pricing strategy: eClass
- 149. GROWTH IDEA #7 Use an open web platform such as English360 to implement PBL.
- 150. Goals for English360 blended learning platform
- 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
- 160. For further information, please see www.english360.com cleve@english360.com twitter: cleve360
- 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
Notas do Editor
- 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
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