Analysis and Modeling For Digitalizing Exemplary Transformational Leadership Training by Kevin Kanawati

Analysis and Modeling for Digitalizing Exemplary
Transformational Leadership Training

By
Kevin Kanawati
A Dissertation
Submitted to
The University of Liverpool
28th March 2006
Copyright 2006, OOSD Inc. All Rights Reserved
ABSTRACT
Analysis and Modeling for Digitalizing Exemplary

Transformational Leadership Training
By
Kevin Kanawati
The dissertation identifies and addresses the problems in Exemplary

Transformational Leadership and soft skills training within organizations by introducing
a model for a new e-training system that will revolutionize electronic training in those
areas. The system provides tools and strategies to assess and shape current leadership
competencies and behaviours thereby creating Transformational Leaders that
increase organizational performance. It focuses on digitizing the Exemplary Leadership
Training by providing remote access to world-renowned Exemplary Transformational
Leadership Speakers thus minimizing the training costs for users and organizations.
The dissertation analyzed innovations in corporate training and measured the
effectiveness of certain web technologies (RSS, Blogs, Podcast, etc) interface usability
approaches and integrated them with Satellite Downlink technologies (KU & C band), to
help solve existing problems in Exemplary Transformational Leadership Sessions by
designing a learning management system (LMS), that adequately meets different
learning needs (HR, Facilitation) and can be linked to existing management systems
and process. The system also integrates assessment tools for the Human Resources
(HR) Return on Investment (ROI) measurement for the related training initiatives and
utilizes state of the art architecture and technologies.
DECLARATION
I hereby certify that this dissertation constitutes my own product, that where
the language of others is set forth, quotation marks so indicate, and that appropriate
credit is given where I have used the language, ideas, expressions or writings of
another.
I declare that the dissertation describes original work that has not previously
been presented for the award of any other degree of any institution.
Signed,
Kevin Kanawati
ACKNOWLEDGEMENTS
It takes more than good knowledge, hard work, and a lot of research to write a
dissertation. It takes professional sponsor, supportive advisor, caring family,
intelligent group of experts and group of people who simply care.
Thank you Gail Miles; for all the help and support, for putting up with me, for being
the mentor that any researcher would like to have, and for all the help you put in to
help me achieve and present my dissertation.
Thank you to my parents Habib Kanawati and Falak Nejmeh who taught me that
there is nothing impossible.
Darlene South, its hard just to thank you for everything you have done to keep me
on track.
Richard Lengkong, for being a coworker, a sponsor, and most of all a real friend to
the level I never thought that friendship will reach.
Richard Beard, thank you for being an amazing and professional program manager,
and for being supportive throughout the dissertation process.
Ron Camp, my gratitude for all your professional feedbacks.
Warren Bickford, thank you for the countless hours of meetings and wonderful
discussions.
Nabil Beitinjaneh, thank you for the late night meetings, your feedbacks and
evaluations.
I would also like to take this opportunity to thank the focus group for taking time to
meet with me Aiman Badri, Basem Shihada, Dave Cook and Deborah Bashaw.
May Salameh, I cannot thank you enough for the unconditional and unlimited
support you provided.
Finally to all my friends and enemies, thank you for pushing me to reach this
milestone.
TABLE OF CONTENT
LIST OF TABLES ____________________________________________________ vii

LIST OF FIGURES ___________________________________________________ viii
Chapter 1. Introduction _________________________________________________ 1
Chapter 2. Background and Review of Literature ___________________________ 5
2.1
Distance Learning _____________________________________________________ 5
2.2
Transformational Leadership ___________________________________________ 10
2.3
Facts about Exemplary Transformational Leadership Sessions _______________ 13
Chapter 3. Analysis and Requirements ___________________________________ 17

3.1
Needs Analysis _______________________________________________________ 17
3.2
Existing Systems Evaluations ___________________________________________ 19
3.3
Technologies Evaluations ______________________________________________ 22
3.4
Surveys _____________________________________________________________ 30
3.5
Problems Analysis and Scope ___________________________________________ 42
Chapter 4. Design and Prototype ________________________________________ 46

4.1
Design and Modeling __________________________________________________ 46
4.2
Interface Architecture _________________________________________________ 52
4.3
Usability Approach ___________________________________________________ 54
4.4
Prototype____________________________________________________________ 55
4.5
Change Management Process and Design _________________________________ 62
Chapter 5. Evaluations and Feedbacks____________________________________ 65

5.1
Evaluation Criteria ___________________________________________________ 66
5.2
Sponsor Evaluation ___________________________________________________ 67
5.3
Expert Group Evaluations _____________________________________________ 68
Chapter 6. Conclusions_________________________________________________ 75
References Cited ______________________________________________________ 78
APPENDICES ________________________________________________________ 81
Appendix A. Sponsor's Background ___________________________________________ 81
Appendix B. Expert Group Bios ______________________________________________ 82
Appendix C. Survey 1 _______________________________________________________ 84
Appendix D. Survey 2 _______________________________________________________ 86
Appendix E. Survey 3 _______________________________________________________ 88
Appendix F. Survey 4 _______________________________________________________ 90
Appendix G. Learner Session Index Page ______________________________________ 92
Appendix H. Learner Session Page (Open Menus)_______________________________ 93
Appendix I. Facilitator / Administrator Edit Learning Program Page _______________ 94
Appendix J. Facilitator / Administrator Account Information _____________________ 95
vi
LIST OF TABLES
Table 1. Changingminds.org Leader and Manager Chrematistic Differences __ 12

Table 2. Survey Results Section 1 ________________________________________ 31
vii
LIST OF FIGURES
Figure 1. Most Popular Distance Learning Channels _________________________ 9

Figure 2. LumaCore System Architecture._________________________________ 20
Figure 3. Luminary Series ______________________________________________ 21
Figure 4. Typical Sessions Delivery Architecture ___________________________ 22
Figure 5. The growth in blogs usage _____________________________________ 28
Figure 6. Survey Results Section 1 _______________________________________ 32
Figure 7. Survey Results - Preferred Format for a Leadership Program ________ 32
Figure 8. Survey Results Preferred Method Viewing a Leadership Program ____ 33
Figure 9. Survey Results Demand for Web Streaming _____________________ 33
Figure 10. Survey Results Demand for Broadcasts Offered at the Learner
Organization _________________________________________________________ 34
Figure 11. Survey Results Online Discussion Forum _______________________ 34
Figure 12. Survey Results Learners Positions _____________________________ 35
Figure 13. Survey Results Organization That Uses E-Learning Internally ____ 35
Figure 14. Survey Results Organization That Uses E-Learning Internally for
Leadership & Soft Skills________________________________________________ 36
Figure 15. Survey Results Debriefing Team Members after A Learning Event __ 36
Figure 16. Survey Results Preferred Format for Sharing Online Discussion With
Participants At Remote Sites ____________________________________________ 37
Figure 17. Survey Results Preferred Format For The One Hour Facilitation
Component___________________________________________________________ 37
viii
Figure 18. Survey Results Access to Discussions and Supporting Tools on Mobile
Device "M-Learning" (Blackberry, Cell) __________________________________ 38
Figure 19. Survey Results Assessment Tools To Support ROI _______________ 38
Figure 20. Survey Results Demand HR Needs Analysis System ______________ 39
Figure 21. Survey Results Interest in a System That Allows Books Search _____ 39
Figure 22. Survey Results I Feel It Is Difficult To Apply Concepts Learned In A
"Digital Manners" To The Workplace ____________________________________ 40
Figure 23. Survey Results Uses of E-Learning Internally ____________________ 40
Figure 24. Survey Results Willingness To Invest The Money To Support Distance
Learning _____________________________________________________________ 41
Figure 25. Survey Results Preferred Methods for Leadership Development ___ 42
Figure 26. Survey Results My Preferred Method of Receiving The Manual (Check
One) ________________________________________________________________ 42
Figure 27. ETLS Concept _______________________________________________ 46
Figure 28. The Relation Between Distance Learning Channels and ETLS_______ 47
Figure 29. ETLS High Level Architecture Design ___________________________ 48
Figure 30. GLIF World Map ____________________________________________ 49
Figure 31. Block Diagram ______________________________________________ 50
Figure 32. Data Model _________________________________________________ 51
Figure 33. Ajax vs. Classic Web Interfaces ________________________________ 53
Figure 34. Ajax at Google Suggest________________________________________ 54
Figure 35. Interface Component Diagram _________________________________ 54
Figure 36. Prototype - Login Page ________________________________________ 56
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Figure 37. Prototype Learner Session Page _______________________________ 57

Figure 38. Prototype - Facilitator / Administrator Session Index ______________ 59
Figure 39. Prototype - Facilitator / Administrator Prototype Session Page _____ 60
Figure 40. Prototype - Facilitator / Administrator Program Management Page _ 61
Figure 41. Prototype - Facilitator / Administrator Learner Management Page __ 62
Figure 42. Change Management Process __________________________________ 64
Chapter 1. Introduction
The projects aim is to model a cutting-edge Exemplary Transformational
Leadership Development system that is capable of transferring knowledge from
world class leaders and thinkers to every level of the organization to unleash the
human and leadership potential and drive the organization performance. The
project addresses the problems with existing systems by focusing on the leadership
and the human aspects and evaluating the effect of new technologies in modelling a
new distance learning system that revolutionizes electronic training in those areas.
The system provides tools and strategies for human resources and organization
development departments to assess and shape current leadership competencies
and behaviours, thereby creating transformational leaders using Exemplary
Leadership Authorities that increase organizational competences. It focuses on
digitising leadership training by providing remote access to world-renowned
Transformational Leadership Speakers thus minimizing the training costs for
users.
The international shift towards global economy, with the adoption of the
western business standards and corporate models, lead to an increasing demand on
acquiring business knowledge and best practices from the top resources possible.
Organizations around the world share the objective of developing a positive and
ideal corporate culture and build an organization of leaders that can compete in
such a global economy.
Nevertheless, the implementation of the latest technologies and the
advancements in communication have triggered a transformation in organizations
employees development towards the integration of electronic learning tools (Strazzo
et al, p.2), hoping these tools will link them to the best knowledge resources. Urdan
& Weggen (2000) identified the knowledge-based economy as "the paradigm shift
in the way education is viewed and delivered and huge knowledge gaps as
significant trends that have given rise to e-Learning" (Strazzo et al, p.2 cited in
Urdon et al, 2000).
E-learning has come a long way from being delivered on CD's to advanced
intelligent technologies that are delivered for academic purposes. However, learning
for corporations or e-training is at a different stage where until 2001, 40% of the
training was still delivered through CD's (Arabe, 2001) with a shy shift to video
conferencing and thin client solutions using the internet and intranet. After talking
to Human Resource personnel and training experts, this research came to a
conclusion that the main advancement was replacing CD's with DVD's.
Recent
corporate
e-training
technologies
promise
efficiency
and
effectiveness by using PowerPoint presentations, video, audio, text, or Flash without

addressing the business and human areas such as soft skills training, the needs of
analyses and measurement tools.
E-learning forces organizations to change the traditional learning structure
by making it crucial to utilize new employee's development and management
strategies (Strazzo et al, p.3). Organizations that do not adapt by taking advantage
of new innovations and technology are risking themselves of losing their
competitive advantage (Strazzo et al, p.3).
As a result, new models of learning and training are needed to address skill
gaps, globalization challenges, and demographic changes in organizations to
upgrade leadership skills and competencies and to address non-technical training
such as soft skills and transformational leadership training.
Transformational Leadership is when a leader acts as an example and role

model to inspire others to proceed in achieving a certain vision. This dissertation
introduces the term Exemplary Transformational Leadership Development which is
attained by using speakers with very high motivational and leadership talents such
as best selling authors, successful entrepreneurs, world-class CEOs, and nations
leaders.
Although Exemplary Transformational Leadership Development has proven
to increase corporate productivity and efficiency, there are still problems with the
distance delivery and the training costs. The dissertation discusses and analyses
those problems and model a solution to face those problems by taking advantage of
the recent technologies. After coming to a conclusion that corporations are still
making the assumptions that the digital channel and available solutions such as
web streaming, satellite broadcast and video conferencing are best used for
technical training and possibly for some management standards, but are ineffective
when it comes to soft skills and leadership development due to the many reasons.
Such reasons of their infectivity are the difficulties in applying the concepts learned
in a digital manner to the workplace, problems keeping employees motivated to
participate in distance learning / facilitation exercises and the lack of tools in place
to assist HR measure effectiveness of training long-term (ROI). This dissertation
identifies these problems as the result of intensive research, surveys and interviews
that have been conducted during the analysis stage.
To understand the need for the Exemplary Transformational Leadership
System, Chapter 2 discusses distance learning, Transformational Leadership and
the Exemplary Transformational Sessions. As a result of the previous Chapter,
having established that transformational leadership is about motivating others for
the cause of the group, while distance learning problems are mostly related to
motivation, Chapter 3 analyzes the existing systems, concludes with evaluations

about their problems, and evaluates the technologies in question also illustrating
them in surveys. An introduction to the prototype and design is presented in
Chapter 4 with an explanation of the interface architecture and the change
management process. Chapter 5 includes a wide evaluation of the ETLS with a
number of feedbacks from the sponsor and highly respected experts in this field. As
for Chapter 6, it summarizes and concludes all the previous chapters thus
strengthening the arguments on the Exemplary Transformational Leadership
Development System.
Chapter 2. Background and Review of Literature
2.1
Distance Learning
It is assumed that the internet and the World Wide Web are the forces
behind the distance learning phenomenon. However, the future (and the past) of
distance training lies in more than the internet, and the value of the electronic
learning is not rising because of the availability of technology delivery channels like
the Web or the internet, nor because of the lower cost it sometimes provides, but
because the implication of knowledge economy where the value of nations wealth
moved from the traditional natural resources like gold, silver and oil (Larson, 2001)
to the ownership of ideas and the ability of generating thoughts, or as Larson
describes a nations main assets "they are buried between the ears of its citizens".
Nevertheless, this is creating a very competitive business environment
where everyone has equal access to these knowledge resources at the same time
invalidating last centurys failure excuses such as lack of access to resources The
knowledge society will inevitably become far more competitive than any society we
have yet known for the simple reason that with knowledge being universally
accessible there are no excuses for non-performance. There will be no poor
countries. There will only be ignorant countries (Drucker, 1994). Therefore, the
wealth and development of nations and in return of the organizations, is in having
the right channels to deliver the best training in order to generate ideas and
knowledge no matter where citizens or employees are, what's their time schedule
is, or what level of their career they are at.
Although, its very common to use the terms distance learning, e-learning,
and online learning to refer to Web learning systems, this is not exactly accurate.
The Web is definitely one of the main delivery channels that the recent technology
revolution brought to distance learning and training, but distance learning is a much
wider concept that include methods other than the Web.
Distance learning is
actually transferring knowledge and skills regardless of the geographic and /or time
separation between the learning resource and the learning receiver (Glossaries of
Learningfinder.org)
(Glossary
of
Trainingfinder.org,
1999).
While e-Learning
represents the use of any electronic method to deliver distance learning including
the use of Web Applications (online learning).
However, like any other E- terms such as e-banking, e-government, ehealth, e-commerce and e-living, its hard to have a single definition for e-learning
that fits all purposes and times.
Reveel, a University of Sussex research project conducted by Dr. Julie
Coultas, Dr. Rose Luckin, and Professor Benedict du Boulay to evaluate the
effectiveness of e-learning in the post 16 sectors attempts to address the definition
and the effectiveness of e-learning. Reveel refers to few e-learning definitions
(Coultas et al., 2004):
The United Kingdom Department for Education and Skills (DfES) definition: If
someone is learning in a way that uses information and communications
technologies (ICTs), they are using e-learning (DfES, 2003 cited in Coultas et
al., 2004).
DfES definition seems to cover most of e-learning methods used today, but
it raises the question whether e-learning is only related to the ICT recent revolution
and whether electronic channels such as analog TV which may not be considered
part of ICT is considered an e-learning method. If e-learning is defined by the use of
information and communication technology (ICT), why doesnt the name change
from electronic learning (e-learning) to information learning (i-learning)?
Reveel also refers to the United Kingdom Learning and Skills Development
Agency (LSDA) e-Learning definition: The use of electronic technology to
deliver, support and enhance teaching and learning (LSDA, 2003 cited in
Coultas et al., 2004)
Although, the first part of the definition sheds lights on e-learning as
education delivered through electronic technologies, it shouldnt be expected to

always extend the expectations of e-learning to support and enhance the learning
experience while its delivering.
E-learning is just the channel and it may not affect the learning quality level.
However, due to the nature of this electronic channel, it could bring other
advantages such as making learning available in locations or times where its not
usually offered which could be the reason for using it as distance learning channel,
not necessary to enhance the teaching or learning activities.
Addressing e-learning in corporate environment, Reveel referees to Don

Morrison author of E-Learning Strategies: How to Get Implementation and
Delivery Right First Time corporate e-learning definition: E-Learning is the
continuous assimilation of knowledge and skills by adults stimulated by
synchronous and asynchronous learning events 'and sometimes Knowledge
Management outputs ' which are authored, delivered, engaged with, supported,
and administered using internet technologies (Morrison,2003 p 4 cited in

Coultas et al., 2004).
Morrisons sophisticated definition brings the importance of Knowledge
Management in corporate training and the relation to e-learning. However, it
shouldnt be assumed that e-learning is a continuous activity. There are many
cases where e-learning is used as discontinuous activities to deliver independent
sessions. Nevertheless, Morrisons definition limits e-learning to the internet
channel, which is basically what this is categorized as online learning while elearning is a broader concept that could include other electronic methods.
Finally, Reveel defines e-learning based on the consulting with experts: A

definition of e-Learning after consultation at our first expert seminar in May
2004: e-Learning is the capability required of learners/users in order that they
can manage their own learning in the 21st century, using technology as
appropriate to context, sector and task (Coultas et al., 2004).
Reveels conclusion states the importance of e-learning as a capability in the

hand of users / learners. However, it shouldnt be assumed that e-learning is a
management tool, neither the objective is to give control of the learning
management process which in many cases especially corporate environments, the
learning is managed by administrators like the Human Resource personnel not the
learners. E-learning system could include Learning Management System (LMS) as a
supporting tool but its not the definition of e-learning. Furthermore, although the
21st century brought all the e-living to everyday life, e-learning is not only a 21st
century tool, e-learning has been used during the 20th century with universities or
professional, when astronauts in space stations needed to learn task while they are
miles away from earth, the audio and video conference was the logical channel to
deliver the required learning or knowledge which is a method of e-learning.
Figure 1 shows the most popular distance learning channels and how they fit
with the online learning and e-learning, each of those methods represents different
levels of collaboration and interaction. Although most of those methods look
independent, the best learning solutions usually are reached by using multiple
methods creating a blended learning environment.
Figure 1. Most Popular Distance Learning Channels
In the corporate world, organizations chose to use distance learning

solutions for various reasons such as:
Keep employees knowledge up to date with todays rapid changes to the

business environment.
The need to reach multiple and remote locations.
Unlike the academic world, distance learning can be very cost effective
where organizations can reduce travel costs or bringing experts on site.
Distance learning could offer knowledge that usually is not available to

organizations on site and to make it available to more employees from all
organization levels.
In cases such as the Exemplary Transformational Leadership Session which

is dealing with leadership and setting organization direction, distance
learning can insure by keeping consistent message and vision across the
organization levels.
Lack of internal resources that have the required skills to do the training
internally.
Can be offered in a flexible schedule that fits the employees schedule and
the organizations calendar.
2.2
Transformational Leadership
Black and Porter (2000, p. 432) define transformational leadership as:
"leadership that motivates followers to ignore self-interests and work for the larger
good of the organization to achieve significant accomplishments; emphasis is on
articulating a vision that will convince subordinates to make major changes." (Black
et al, 2000:432 cited in Friedman et al, 2000).
10
There seems to be a misunderstanding between leadership, administration

and management, and also between leaders, administrators and managers,
because not every manager is a leader neither every leader is a manager and the
same applies to administrators. Management is more about identifying tasks and
making sure they are accomplished compared to administration which is about
standards and best practices while leadership on the other hand is about setting
direction, vision and motivating people to follow the vision.
Management is about
coping with complexity. Leadership, by contrast, is about coping with change

(Kotter, 2001).
The following (Table 1) from changingminds.org sums up the chrematistic
differences between being a leader and a manager (Straker, 2004):
Subject
Leader
Manager
Essence
Change
Stability
Focus
Leading people
Managing work
Have
Followers
Subordinates
Seeks
Vision
Objectives
Detail
Plans detail
Power
Sets direction
Personal
charisma
Formal authority
Appeal to
Heart
Head
Energy
Passion
Control
Dynamic
Proactive
Reactive
Persuasion
Sell
Tell
Style
Transactional
Exchange
Transformational
Excitement for
work
Risk
Takes risks
Minimizes risks
Rules
Breaks rules
Makes rules
Money for work
11
Conflict
Uses conflict
Avoids conflict
Direction
New roads
Existing roads
Takes blame
Blames others
Blame
(Table from changingminds.org content written by David Straker, 2004,
http://changingminds.org/disciplines/leadership/articles/manager_leader.htm)
Table 1. Changingminds.org Leader and Manager Chrematistic Differences
Managers are often referred to as transactional leaders, vs. motivational or

transformational leaders (Straker, 2004). Burns describes transformational leader
as recognizes and exploits an existing need or demand of a potential follower and
looks for potential motives in followers, seeks to satisfy higher needs, and engages
the full person of the follower" (Burns, 1978, p.4 citied by Boje, 2000). Burns also
gave examples of transformational leaders like Madison, Bentham, Mill and
Kennedy, and of transactional leaders like Jefferson, Lenin, Johnson and Roosevelt
(Burns, 1978, p.4 citied in Boje, 2000).
Although, there seems to be an understanding of the advantages of
leadership development in creating productive work place atmosphere, there is
assumption that not having this kind of development may not benefit but it will not
harm and there arent any negative effects on the organization. This is not exactly
true, not taking leadership and leaders into consideration results in negative effects.
Most organizations have leaders that they dont know about, proactive individuals
with the ability to lead even if they dont have management responsibility. Not
identifying them and putting them in the right direction results in them leading in
the wrong directions and creating conflicts; they can build or break the origination.
Setting a system that can bring the most up to date leadership and
management gurus to their site motivates them to take further steps, listening to
12
speakers like Covey with the opportunity to ask questions and discuss issues opens
managers eyes to leadership practices and strategies from one of the best
leadership authority in this century.
In conclusion, there is an enormous global need for organization to have
access to leadership development programs in cost effective ways and through
channels that can reach remote areas.
2.3
Facts about Exemplary Transformational Leadership Sessions

Exemplary Transformational Leadership Development Sessions are about
giving organizations and employees access to leadership training by highly

respected inspiring leaders with powerful motivational talents like first-rate CEOs,
victorious coaches, top athletes, thriving entrepreneurs, best selling authors and the
nations top leaders such as Steven Covey, Sir Richard Branson, Microsofts Bill
Gates, Mayor Rudolph Giuliani, Marcus Buckingham and others that can be role
models for employees.
Its important here to distinguish between the words Exemplary and Expert
speakers. Experts sessions are based on using field experts that could be trainers,
human resource personnel, consultants, and academics etc which are educated
and knowledgeable, more obtainable and at a lower expenditure resources.
On the other hand, exemplary speakers hold a higher status due to very
recognized accomplishments which brings many other aspects such as interest,
knowledge, and motivation. The cost is also different, an average expert session in
Canada costs around 1000$ while it costs around 200,000$ in speaker fee for an
exemplary speakers which makes it suitable for distance learning because the
13
organizations can share the cost. Its important to also recognize that both methods
of training are not alternatives to each others and they dont serve the exact need
but they both work side by side in an ideal personnel development programs.
Critics may argue that this is a celebrity issue, where the value is for an
engineering team to attend a session by a high status basketball coach or player?
The answer is leadership is the issue, not engineering where the basketball team
presents a perfect teams work and management example. Both teams contain
different individuals, each with his / her weakness and strength where they need to
concentrate on the strength of each individual rather than the weakness and
understand that they are part of a team yet they are not equally talented and they
need to one other to get the job done.
Unlike the traditional e-learning, the Exemplary Transformational Leadership

Sessions has two main factors that guide the method they are delivered especially
when dealing with distance learning:
1. Exemplary Transformational Leadership Sessions falls under soft skills /

motivational training.
This makes it harder to use the usual PowerPoint, Flash, virtual classroom
tutorial solutions. Although, learners can develop transformational leadership skills
by reading a book or an article, those sessions purpose is not only to create direct
communication with the exemplary speaker but also to connect the learner to the
speaker.
While, the celebrity part of those sessions add to the motivation and
encourage learners to attend the training. The fact that this training is conducted by
14
successful leaders who have distinguished vision and are masters in motivating
their teams by bringing in their talent and their charisma to motivate the learners
not only to learn but to apply what they are learning despite of what angle of
leadership the session is addressing (coaching, interpersonal communication,
motivation, mentoring etc.).
2. Exemplary Transformational Leadership Sessions are professional corporate

training designed for private, public and non profit sectors.
Even though, the sessions goal is to transfer knowledge to the learner, the
learner in this case is not the client. In other words, the program / system do not
seek the learners satisfaction as much as it seeks the organizations satisfaction
represented by the HR and executives as the main stakeholder. In a knowledge
economy, since knowledge is the organizations main asset, the organizations have
great interest in creating leaders and maintaining knowledge workers to keep their
competitive advantage, as Peter Drucker author of the American Management
Consultant points out the organizations needs for knowledge workers In the
knowledge society the most probable assumption and certainly the assumption on
which all organizations have to conduct their affairs is that they need the knowledge
worker far more than the knowledge worker needs them (Drucker, 1994).
Connecting the dots, organizations need to move from manager-based to
leaders-based organizations, managers need to have the skills to spot a leader in a
team and develop his / her skills in the right direction. The Exemplary Leadership
Sessions are an ideal corporate training solution that can bring exciting training
from the best authorities in the world. However, there is a need for a unique system
that can transfer this kind knowledge and skills to every level of the organization
15
and give HR and Organizational Development (OD) the tools to manage and
measure this training in a cost effective manner.
16
Chapter 3. Analysis and Requirements
3.1
Needs Analysis
As a result of the previous sections (2.1) Distance Learning,
(2.2)
Transformational Leadership, and (2.3) the Exemplary Leadership Sessions, it was

established that transformational leadership is about motivating others for the
cause of the group, yet, distance learning problems are mostly related to
motivation. How can the system transfer knowledge that helps motivate others
while the learners are not motivated to learn in the first place, keeping in mind that
that those leaders that mostly occupy senior management and executive positions,
and where email memo may not be enough to motivate them to log in to a web
interface and take a training without being interrupted by answering the phone or
checking emails?
These may sound like completely different issues but in this case, they are
not. Organizations should think how to commit learners to develop their leadership
skills before they expect them to be leaders and motivate others especially when
these skills development are done by using distance learning.
In addition to the fact that e-learning in general has a motivation problem due to
lack of social aspects, being a corporate training brings up another motivation issue which is
the direct award and recognition for attending the training. Unlike academic
learning where learners are awarded with academic designation and degrees, in
corporate training there is no degree waiting at the end of the tunnel, at the most
they are awarded with certificates in some cases and improved performances
leading to no more then a satisfied employer, especially when dealing with
17
unionized environment where in many cases the financial award is not based on the
performance but on seniority, and in some cases the knowledge gained is related to
the specific organization and could be useless when switching jobs or careers.
Thats why many organizations are implementing training as an award culture
where employees look at the training as an award where they can take time off and
travel to a conference or a workshop. However, the cost is very high limiting the
number of learners and employees that can attend thus creating problems with the
knowledge levels and keeping a consistent message across the organization levels
horizontally and vertically. Also, there is no guarantee that the dates of the
conference or the event fit the organization and the employees time schedule.
Figure 8 in the survey section shows that users prefer attending public
sessions or conferences and are mostly motivated to training in public venues
where they have the opportunity to go out of the office and network with colleagues
from other organizations. However, this kind of training is usually very expensive,
occasional, most of the time requires travelling to be able have access to great
speakers and hard to measure and manage by the HR as a learning program.
Employees call and register for a session then expense the cost. HR do not
have any information about the sessions content, learning outcome, whether or not
it fits with the organizations human resource development strategy, whether or not
the employee really learned, impact on the employees vision and action plan etc
and most of the time since this is a live training, learners dont have access to the
session video. ETLS provides blended distance learning that will gives employees
social aspects by attending the training in teams and public venues via satellite or
video conference while at the same time gives HR the tools needed to manage the
learning process.
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3.2
Existing Systems Evaluations

Distance learning solutions for Exemplary Transformational Leadership
Sessions are mainly delivered through satellite and DVD. Other options such as Web
streaming and videoconferencing are also available but still without addressing any
leadership development requirements, or taking into consideration learners and
Human Resources needs like some kind of Learning Management System (LMS). An
evaluation of similar training services lead to the conclusion that the fact that most
of the vendors concentrate on one way delivery channels such as one way satellite
broadcast resulted in many learning problems. This also gave the impression that
this is just another TV show that it can be watched for free which is not the case.
Its also been found that there arent many players providing those services
due the limitation and the high cost of high profile speakers resources and the lack
of technology available to extend the training as distance training.
Existing Training and Development companies that provide this kind of
sessions:
LumaCore
LumaCore provides full day 6 to 8 hours sessions such as the Luminary
Series that feature multiple exemplary speakers (LumaCore. 2006). LumaCore

sessions are too long; considering their sessions length is 6 to 8 hours and their
main delivery method is satellite (Figure 3). This creates difficulty to deliver the
sessions globally in a cost effective manner due to the cost associated with satellite
rental for 6 or 8 hours. Nevertheless, when dealing with long sessions its hard to fit
the session in a time that fits time zones.
19
Based on the surveys (Figure 7) conducted, the results show that the
majority of learners prefer short sessions, this is preferred by both the learners and
the employers because of the time commitment required, cost associated with
sending employees for long hours, and the fact that learners loose interest watching
a session on a screen for 6 long hours.
Image obtained from LumaCore Web site (http://lumacoreinc.com/businesses_lumasky_architecture.php)

(Lumacore, 2006).
Figure 2. LumaCore System Architecture.
The sessions (Figure 2) are not interactive and they dont provide any
method to ask questions, interaction, or team work. Yet, including too many
speakers in one session results in many topics, views and visions presented which
limit the learning value for the learner and transfer the program from training
program to an exciting show.
20
This is image obtained from LumaCore / LumaSeries site: http://www.luminaryseries.com/cdl.php

(Lumacore. 2006).
Figure 3. Luminary Series
There isnt any facilitation component added to the session, even if HR

wants to add one time doesnt allow it because of the length of the session.
However, LumaCore tries to address the motivation area by giving
Continuing Education Credit for attendee as a personal development award which is
better then the usual corporate training.
Sponsor
The cases provided by the sponsor uses a similar system but less centralized
using several delivery modules and tools. The technologies used by the sponsor and
their parterres (Linkage) depend heavily on satellite signal to deliver the sessions
(Figure 4):
21
Figure 4. Typical Sessions Delivery Architecture
These sessions are typically administered by a facilitator that is required to

be available in person.
3.3
Technologies Evaluations
RSS
Rich Site Summary or what some refer to as Really Simple Syndication
(RSS), originally developed by Netscape, is one of the fastest growing XML

structured service that is used to distribute content data between sites or sites and
users (Richardson, 2004). In other words, its a communication method between the
resource or the content servers and the aggregator which could be a Web server or
a desktop client application (also acting as a server). However, a XML RSS file
doesnt need a server to display the content. Any customized style sheet can read
and display the content and sometimes customize the way its viewed.
22
As a result, users can subscribe to various feeds from different resources,

and display up to date content on one interface the aggregator without the need
to navigate through various sites. Those feeds can include Blogs updates, new
releases, news, discussions etc. Usually when there is an update from one of the
subscribed feeds, a small window in the corner of the screen shows the headline of
the update, if the user is interested, he / she clicks on it to view the body. RSS /
XMLs main advantage is the standardization of content communication to create a
globalize technology that can talk to any site or application and syndicate content.
With the extraordinary growth of the internet and Web content, RSS brings a
personal and simple content management solution so users can have better control
on what they are viewing and make sure it fits their needs. According to a survey
conducted in 2004 by the Pew Internet and American Life Project 6 millions
Americans and 6% of internet users use aggregator to receive RSS content, the
survey explains those numbers by the raise in the number of bloggers and people
using RSS subscription to keep to date with those blogs (Rainie, 2005a). In another
survey done by Nielsen / NetRatings, Inc, results show that 83% of RSS users
didnt know that they are using RSS, this means that the actual numbers of RSS
users are much higher then any published (Bausch, 2005).
RSS was mainly used for news content and media applications to syndicate
content from news Web sites. Many organizations such as The National Aeronautics
and Space Administration (NASA) use RSS for communication in a way or another like
to distribute contents such as images, news, media releases, research updates and
Earth Observatory (NASA Colin Enger, 2006). Even education institutes such as
Harvard Law School uses RSS for blogs, news, and documentation updates
(Harvard Law School, 2005). However, ETLS takes further advantage of RSS
beyond the objectives of distributing news to solve measure problems that
23
challenges
training
and
Exemplary
Leadership
Sessions
in
the
corporate
environment.
RSS reduces the email load in the inbox so the learners can prioritize
between the required training. Although training and leadership development are
very important but sometimes, there is an exception workflow that needs the
learners full time. Keeping the training out of the inbox makes sure the learner has
better control of the learning experience.
RSS is not a replacement of email especially when discussing marketing, but
in an industry like corporate training when email is failing to do the job, and the
learner needs the specific content related to an ongoing training, RSS could be the
next big thing. For example, a learner receives an email related to C# which may
or not be needed, and if it is, most likely not needed at the moment, usually the
email stays in the inbox, deleted, or moved to a folder that have all the related
emails. When the learner needs C# resources, he/she opens the email folder and
looks at the related emails. Why bother? The learner subscribes to a RSS feed
related to teaching C# and the recent techniques and when needed or time to catch
up with the training, he/she clicks on the subscription.
One
of
training
companys
main
problems
is
not
having
direct
communication with the learners. Training companies especially when dealing with
(live via satellite) Exemplary Leadership Sessions have immense need to
communicate with learners such as:
Confirm attendance to an event for venue reservation and name tags.
Make sure the user received updates and schedule.
24
Information related to receiving the session such as satellite coordinate, video

conferences numbers, or Web passwords.
Those sessions are based on Exemplary speakers where its hard to have a
backup speaker; its very possible that the session could be cancelled at the last
minute due to a reason related to the speaker.
To send extra materials that the speaker may mention in the session as the
result of the questions asked.
Feedbacks.
Other reasons related to the session manual, pre and post session activities,
answer questions etc
Its also possible that the internal facilitator (if used) is different than the HR
personnel responsible of Employee Development and managing the training. The
session architect (training company) needs a good communication with the
facilitator to keep them posted on changes to the event schedule, content, or
facilitation recourses.
Two years ago this used to be solved by emails and phone calls. However,
now with all the email spam going on and the unsolicited emails and phone
promotions, there is an assumption that subscribing to updates or providing contact
information to a third company may lead to emails, addresses and phone numbers
ending up with spammers and telemarketing agencies.
Many companies are
limiting outside communications with their employees by blocking massive emails,

emails that have certain keyword or using BC, or frequently changing phone
numbers and emails with small exceptions such as info email, helpdesk, customer
service, and public relations, making it very hard for training companies not only to
25
promote new programs (which the employees and HR are interested in) but also to
manage the events and training.
Its enough for one employee or secretary to misunderstand the email or not
be aware that this is the organizations official leadership training partner, and
complain to the technical department (many times done electronically) to block the
email address and interrupt the communication with many other individuals.
Nevertheless, Human Resources department is hesitant to take the
responsibility of releasing any employee or executive contact information, and most
of the times their Human Resource policies that any communication with the
learners have to go through them, emails and updates should be sent to the HR
Personnel Development and then forwarded to the interested employees. The
problem is that many times HR doesnt know who are the teams or individuals that
are interested in participating in the training, at the same time the employees and
managers are not aware of the training taking place to ask for it. This resulted in
slowing the process and many times causing conflicts, especially in cases where
there is only one Personnel Development individual and may be away without a
backup.
With the live sessions being shared via satellite, Web, or video conference
across the globe, its very important to have everything tested and ready for the
broadcast, so the learners wont miss the opportunity of attending the live event
where they can ask questions to the speakers.
RSS solves these problems and remove HR from being the middle
communication agent, creating a direct communication between the learners and
the training resource without the risk of giving away emails or contact information
at the same time keeping the inbox clean of these emails if the learner is not
26
interested in certain session or his/ her schedule doesnt allow it. Its no different
than visiting the training Web site to check for the updates but the RSS alerts them
to do that because they need to if they are interested in the event or program. At
the same time, the ETLS keeps the HR in charge of the training and manage the
learning activities, who and when is taking the training and whats the result of it.
Many times there are items and updates related to the session that comes
from another party such as the session speaker or the speaker bureau who
manages the speaker events. Usually this is done by email to the training company
which forwards it to HR, who in return forwards it again to the learners. Using RSS,
ETLS can syndicate feeds from the speaker side or others parties related to the
session and include it with the feed learners subscribed to that is dedicated for this
session. For example, learners who attend Covey session can subscribe to the
sessions RSS on ETLS and receive any updates related to this session from Mr.
Covey and his company, or from other parties that have feeds related to the
sessions topic. This is organized by the session architect who has a very good
understanding on the session learning outcome and can decide what feeds are
appropriate.
Blogs
Blogs or what used to be called Weblogs are small and easy to use sites that
follow a certain format initially developed as journals to express personal opinion on

political and social issues. However, the use of it has been extended to include any
content that requires simple collaborative application.
According to the Pew Internet and American Life Project survey (Figure 5),
although, in 2004 62% of American internet users didnt know what Blog is, but this
27
didnt mean that they didnt read them whether they knew what they are reading is
a blog or not. The same survey specifies in 2004 27% of internet surfers have
actually read blogs compared to 2003 where only 11% have read blogs which is a
very high learning curve for internet users, also in 2004 12% of the net surfers
have commented on a blog (Rainie, 2005a), this means around 42% of blog
readers have took action and commented on a blog which is a very promising
number.
.
This chart is obtained from the Pew Internet and American Life Project survey document
http://www.pewinternet.org/pdfs/PIP_blogging_data.pdf (Rainie, 2005a)
Figure 5. The growth in blogs usage
Many companies such as IBM, Microsoft, and GM are using external and
internal blogs as to keep track of specific areas, and create dialogue, and distribute
knowledge related to areas like project management, technical support, research,
and communication. In a blog about blogging at IBM Phil Borremans, an IBM
blogger mentioned that IBM had 2800 internal and 12700 blogs back in 2005; most
probably these numbers are growing (Borremans, 2005). If project managers are
using blogging to keep teams on track which is kind of coaching, why not use
28
blogs for training, especially when it comes to a leadership, shouldnt this help
creating learning communities and help all learners not only learn but also adapt
the same vision from the leadership session?
In J. Howard Baker's Journal Teaching Tip - The Learning Log he illustrates
blogs being used for learners discussions where the teacher or instructor
consequently can assess learner weaknesses and progress The learning log can
provide a valuable resource for the faculty member and student to jointly assess
the students learning (Baker, 2002). Based on the same principles, blogs can add
a valuable component to Exemplary Leadership Sessions by creating an ongoing
discussion to keep a dialogue about the learned concept while keeping an audit trail
of the discussion. The advantage of ETLS is that it takes the sessions to the next
level of being just a show or a video by adding interactive components. ETLS
gives HR the option of using the organizations internal blogs or using the ETLS
public blogs. As the interface shows ETLS tries to create two tiers of discussions,
firstly the learners can discuss things internally. The other way is discussions
between learners from different organizations whilst the learners use blogs to
discuss issues that they dont feel comfortable discussing them internally or would
like to benefit from other organizations experience.
Podcast
Podcast is another content distribution method but with the advantage of
distributing audio and video content giving the users access to the content from
portable devices at anytime.
In a Data Memo published by the Pew Internet and American Life Project
in 2005, results from a phone survey showed that more than 6 million users in the
29
United States have used Podcast, not to mention the 22 million users in the U.S.
that own portable audio device such as iPod, where 29% of them used their devices
to view or listen to Podcast (Rainie et al., 2005b), probably this number is higher
now with the new video and nano iPods. The survey also showed that the highest
percentage of those devices, users range from 18 to 28 years old (19%) and the
generation between 29 and 40 years old are the next highest percentage of users
(14%) (Rainie et al., 2005b).
The importance of adding Podcast functionality to ETLS system as a tool to
deliver leadership development is not in the technology itself which is just another
XML format file but its in being a bridge to cross generations barriers. Its very
hard to have a leadership development program or system that can function in
multi generations environments and can look attractive to all generations, although
the system includes tools to support the learning process such as online discussions
and blogs, podcast is another tool of functionality of the system that targets
employees between the ages of 19 to 40 that use portable audio / video devices.
3.4
Surveys
With the help of the sponsor (Appendix A), surveys have been conducted at
Exemplary Leadership Session satellite public events format, the surveys were
integrated part of the sponsor event feedbacks. The sessions were presented in
public venues on big screens live via satellite from the sponsor partner studio in the
United States (third party in this case is Linkage Inc).
The Learners the surveys targeted were groups of professionals 65 to 150 in
each event. The learners were a mix from all industries and all level of
managements.
30
The surveys conducted part of the sponsors feedbacks forms on the

following events:
June 14, 2005 Regina Canada (the full feedback at Appendix C).
October 5, 2005 Regina Canada (the full feedback Appendix D).
October 25, 2005 Regina Canada (the full feedback Appendix E).
November 29, 2005 Regina Canada (the full feedback Appendix E).
November 29, 2005 Saskatoon Canada (the full feedback Appendix F).
December 5 2005, Saskatoon Canada (the full feedback Appendix).

The first set of questions were set to evaluate the learning varies learning
techniques used to enhance the distance learning sessions (Table 2) (Figure 6).
Question
The speakers stimulated my interest in Leadership
The Q&A format was effective
The "Pre-Session" Reading & Activities were helpful
The technology for the event was adequate
The live facilitation provided added-value to the event
My overall evaluation of today's Leadership Program
The Event Price for today's program in terms of added value
The format of the half-day session was effective
How Do you rate the 1-Hour Facilitation Component
Table 2. Survey Results Section 1
31
Average Rating from 1 to 9

8.06
7.10
6.64
6.82
7.71
7.75
7.55
7.97
8.15
The speakers stimulated my

interest in Leadership
8.06
7.10
The "Pre-Session" Reading &

Activities were helpful
The technology for the event was
adequate (Screens/Speakers)
The live facilitation provided
added-value to the event
My overall evaluation of today's
Leadership Program
The Event Price for today's
program in terms of added value
The format of the half-day session
was effective
How Do you rate the 1-Hour
Facilitation Component
6.64
6.82
7.71
7.75
7.55
7.97
8.15
0.00
1.00
2.00
3.00
4.00
5.00
6.00
7.00
8.00
9.00
Figure 6. Survey Results Section 1
The results showed the effectiveness of using this kind of training to deliver
leadership development as distance training and creating an interest for the learner
in the session subject. However, the results showed that the weakest link is the
technology used to deliver the training.
The result in Figure VII shows that learners prefer short session instead of
full day session.
Full-Day
7%
1 Hour 30 + Live
Facilition
39%
Half-Day
24%
1 Hour 30 Only
30%
Figure 7. Survey Results - Preferred Format for a Leadership Program
32
Results in (Figure 8) shows that the preferred format of delivery is in public

events via satellite mostly in a luxurious venue adds more social aspect to the
learners and creating more networking opportunity. Surprisingly learners are less
interested in events on DVD and prefer other methods like Web streaming or video
conference, while meeting with the HRs they seemed to like the idea of DVD played
in a boardroom during meetings.
Videoconferencing
14%
DVD/VHS
10%
Web Streaming - On
Desktop
14%
Public-Satelite
62%
Figure 8. Survey Results Preferred Method Viewing a Leadership Program
Nevertheless, Figure 9 shows that learners are also interested in the session
being available online for a certain period after the event.
No
34%
Yes
66%
Figure 9. Survey Results Demand for Web Streaming
In an interesting result, the survey showed (Figure 10) that 72% of the
participants attending the sessions at the public venue preferred that over having
33
the session on site at their companies. However, this is not the case in the US
where almost 100% of the same sessions are offered as a satellite downlink on site.
The reason could be because the US learners didnt have the opportunity of a public
venue session.
Yes
28%
No
72%
Figure 10. Survey Results Demand for Broadcasts Offered at the Learner
Organization
When asked I would participate in an Online Discussion Forum as a followup to a leadership session (Figure 11), the learners were split between the 2
choices.
Yes
49%
No
51%
Figure 11. Survey Results Online Discussion Forum
Figure 12 shows that the interest and need of this training is not unique to
one department or certain positions, in return, this requires a system that can reach
everyone engineering in the fields as much as the accountants in the office.
34
Executive Level
3%
Other
16%
Senior
Management
7%
Middle
Management
16%
Finance /
Accounting
11%
Human
Resources
8%
I.T
10%
Progect Manager
5%
Sales & Marketing

24%
Figure 12. Survey Results Learners Positions
Only 33% of the participants said that their companies use e-learning
internally (Figure 13). These numbers are even lower in the third world and
developed countries which show the size of the opportunity in this area and also the
gap in distance learning for corporate environments.
Yes
33%
No
67%
Figure 13. Survey Results Organization That Uses E-Learning Internally
However, when asked if their organizations use e-learning internally for

leadership and soft skills (Figure 14), the answers were very close which means
35
that most of the companies that are using e-learning also use it for leadership
development.
Yes
33%
No
67%
Figure 14. Survey Results Organization That Uses E-Learning Internally for
Leadership & Soft Skills
No
17%
Yes
83%
Figure 15. Survey Results Debriefing Team Members after A Learning Event
Figure 15 shows that the Exemplary Sessions are creating dialogue across
the origination even with employees who didnt attend. (Figure 16) When asked
about the best online discussion format, almost half of the participants preferred
using Blogs over message boards; on the other hand, most of the learners rejected
the idea of using chat rooms.
36
Chat rooms
6%
Blogs
50%
Message Board
44%
Figure 16. Survey Results Preferred Format for Sharing Online Discussion With
Participants At Remote Sites
However, almost 2 out of 3 of the learners prefer facilitation to be in a live

facilitator not via using any broadcast (Figure 17).
Live
On Screen
Figure 17. Survey Results Preferred Format For The One Hour Facilitation
Component
When asked if the learners would like to have access to discussions and
supporting tools on mobile device "M-Learning" (Blackberry, Cell), the majority of
learners werent interested in the idea. This result had major impact on the design
37
of ETLS to remove any m-learning components due to the lack of interest (Figure
18).
No
Yes
Figure 18. Survey Results Access to Discussions and Supporting Tools on Mobile
Device "M-Learning" (Blackberry, Cell)
When the sample size was asked about having assessment tools to support
ROI, 62% of the respondents indicated Yes while 38% did not feel this was
valuable (Figure 19).
No
38%
Yes
62%
Figure 19. Survey Results Assessment Tools To Support ROI
38
When asked about the demand of an HR Needs Analysis System, 50% of the
respondents were in favour of this while the other half indicated No (Figure 20).
Yes
No
Figure 20. Survey Results Demand HR Needs Analysis System
When surveyed, 76% of respondents were not interested in a system that

would allow for book searches (Figure 21).
Yes
24%
No
76%
Figure 21. Survey Results Interest in a System That Allows Books Search
39
When asked about the difficulty to apply concepts learned in a digital

manner to the workplace, 94% of the participants responded No which means
that the level of user resistance in E-learning is lower than other applications
(Figure 22).
Yes
6%
No
94%
Figure 22. Survey Results I Feel It Is Difficult To Apply Concepts Learned In A

"Digital Manners" To The Workplace
Proving the point that leadership is not common subject for e-learning, when
participants were surveyed about the use of e-learning internally, 64% indicated
that Technical IT training was the most prevalent. Only 18% of the participants
mentioned that Leadership / Soft Skills training was being used through e-learning
(Figure 23).
Management /
Supervisory
12%
Other
6%
Leadership /
Soft Skills
Training
18%
Technical - IT
64%
Figure 23. Survey Results Uses of E-Learning Internally
40
When asked about the willingness to invest money for distance learning
initiatives, 40% of the participants surveyed were interested (Figure 24).
Yes
40%
No
60%
Figure 24. Survey Results Willingness To Invest The Money To Support Distance
Learning
Among the preferred methods for leadership development (Reading books or

articles, Internal leadership program, facilitated sessions, 1-2 day conferences),
40% of the participants preferred 1-2 day conferences along with 21% of the
respondents citing facilitated sessions.
These statistics supports the assumption
that leadership development training is transitioning towards innovative learning

methods as opposed to traditional means (Figure 25).
Reading
Books/Articles
25%
Internal
Leadership
Program
14%
1-2 Day
Conferences
40%
OOSD
Facilitated
Sessions
21%
41
Figure 25. Survey Results Preferred Methods for Leadership Development
Over 55% of the participants preferred printed (hard copy) manuals while
the remaining 45% chose PDF (downloadable / online) format (Figure 26).
Printed
(Hard Copy)
55%
PDF Format
(Downloadable)
45%
Figure 26. Survey Results My Preferred Method of Receiving The Manual (Check
One)
3.5
Problems Analysis and Scope

Literature review of the sponsor report and similar systems has been
conducted through meetings, interviews and surveys to fully identify the problems
facing the distance delivery of the Exemplary Transformational Leadership Sessions
and why are the existing systems failing to address those problems. Through some
preliminary research from cases provided by the sponsor, after many researches in
this dissertation, it was established that corporations for a number of reasons
believe that digital channel and available solutions such as web streaming,
collaborative learning, and videoconferencing are ineffective. Such reasons are as
follows:
- Difficulty to apply the concepts learned in a digital manner to the workplace.
42
- Lack of distance facilitation or follow up methods to leadership sessions or

workshops.
- Lack of pre-session activities or discussion (without any facilitation before or after
a session, effectiveness of a program / course manual is reduced).
- Companies may lack on-site technology for distance learning or there is no
budget for investing in training technology.
- Lack of executives endorsement for this type of distance training or professional
development because its not proven especially in the area of leadership and soft
skills. No measure shows how effective is the technology? And what is required to
be more effective?
- Problems keeping employees motivated to participate in distance learning /
facilitation exercises.
- Not including discussions and teamwork as part the of distance learning sessions.
- May require technology expert on hand in case of problems in transmission.
- No tools in place to measure effectiveness of training long-term (ROI). Ideally
it takes 18 months to measure the return on the training investment and to
notice significant behaviour and performance changes. For most organizations, 18
months is too long without any supporting measurement tools. So the nature of
training delivered through Leadership Training Systems is more difficult to
measure unlike technical or management training (OOSD, 2005).
- Doesnt include a follow-up to address the problems when applying the concepts
learned through the workshop or session.
43
- This kind of training hasnt been evaluated as independent training category and
in return it hasnt been proved to be efficient and doubted its credibility (OOSD,
2005).
The cases also show some methods that have been used to add facilitation
components to the existing systems. However, the following problems exist when
attempting to use blended training methods:
1. Current facilitation methods are ineffective for organizations that are

looking to train employees over a large geographic area (i.e. managers
situated in other branch locations)
2. There may be duplication in the learning process during facilitation due to
lack of coordinated facilitation and information sharing from employees
across multiple locations.
An efficient mechanism is needed to filter
incoming questions and comments so that employees across many

locations can view questions and answers in real-time thereby enhancing
the overall learning experience.
Some companies have been using internal audio / video conference systems
to manage the facilitation component.
Some of the problems with this are as
follows:
- Inability to motivate trainees to participate in the discussions and pre / post

session activates which may be a problem because the distance facilitator cannot
monitor the participants.
44
- The current systems do not provide sufficient facilitator guidelines and lack onhand resources about the subject and the speakers to help answer questions
effectively.
- The system doesnt give the facilitator the confidence that they are in control of
the session.
- Those systems are mostly internal and cant cover all learners such as learners
working from home or remote areas, and many times different locations may
utilize different technologies which lead to different options for each group. For
instance, participants receiving the session via web streaming have access to
online discussions, instant messaging or chat rooms. Participants attending via
satellite have the convenience of viewing the broadcast on one screen in a
boardroom in an environment that is conducive for group discussions.
Using more then one tier at the same time leads to repetition of information
making it increasingly difficult for the facilitator to coordinate the sessions.
45
Chapter 4. Design and Prototype
4.1
Design and Modeling

The purpose of the following designs is to illustrate the Exemplary
Transformational Leadership Systems (ETLS) interaction with its environment and

to outline the systems architecture.
The goal of the ETLS Concept (Figure 27) is to communicate learners with
the world leaders to create organizations of leaders and to give HR the tools to
facilitate and measure results of the sessions.
Figure 27. ETLS Concept
Although todays technology offers a variety of collaborative tools, research

showed that not all of them are suitable for leadership and soft skills corporate
training. (Figure 28) shows a high level picture of the relation between e-learning
and distance learning, and where the Exemplary Transformational Leadership
System (ETLS) fits and the means it is using.
46
Figure 28. The Relation Between Distance Learning Channels and ETLS
The system functionality includes delivering the session and facilitation to

the learners, delivering assessment tools from session architect to HR and from HR
to learners, allowing discussion between learners and between learners and HR,
interactive communication with the speakers at the same time adding a social
aspect to the learning environment to motivate learners.
Looking at the high level architecture design in (Figure 29), the (video /
audio) signal is heading in one direction from the session studio to the satellite then
going to the servers and to another satellite. Although, the interactive questions are
coming through the Web to take advantage of the Web application and to reduce
the cost of another uplink, the option of phone communication is still on and could
be upgraded to VOIP. The web application is a major component of the system
giving HR personnel and trainees access to tools to enhance the learning experience
and maximize the benefits of the session.
47
Figure 29. ETLS High Level Architecture Design
Even though (Figure 29) shows two satellites, the number of satellites
depends on the location of the site that is trying to be reached. It could be more or
less.
Another option for the architecture is to use research and education
advanced networks to broadcast the session to a remote area and uplink it to a
local satellite. This limits the cost of sending the session from one satellite to
another. Looking closely at the map from the Global Lambda Integrated Facility
(GLIF) (Figure 30), its obvious that this network can do what the internet couldnt
48
which is high bandwidth with high quality video between Europe, Asia, and North
America.
This map was obtained from the GLIF Web site http://www.glif.is/publications/#maps (GLIF, 2005)
Figure 30. GLIF World Map
Although an initial research has been conduced, this option needs much
more research and access to resources from advanced networks like CANARIE. This
could be a subject of an independent research to measure the effects of such
advanced networks on the delivery of this kind of training.
Block Diagram
The objective of the block diagram in (Figure 31) is to represent the
Exemplary
Transformational
Leadership
Systems
main
components
and
subsystems. The design is based on the research and the technology evaluations
results. The proposed diagram shows the use of third party systems and
subsystems creating a blended learning environment to maximize the benefit of
those leadership sessions.
49
Podcast
Blogging System
Live Discussion
Video Conference
RSS/Atom Aggregator
On Demand Viewing
(Media Streaming Server)
Speakers Input
Exemplary Transformational
Leadership System
Satellite Broadcast
Facilitation Support
Database
HR Tools
Learning Management
Tools
Assessments Tools
Figure 31. Block Diagram
Data Model
The purpose of the model in Figure 32 is to outline how the data is flowing.
The model identifies the systems entities such as: Learner, Speaker, Session, HR /
Facilitator and Session architect.
50
Figure 32. Data Model
Security Approach
ETLS is designed as a license corporate membership system where the
security risk is at a minimum because there isnt a day to day financial transaction
and neither is there any online payment or financial transactions; financials is
handled by annual invoices to Account Payable.
51
Also the diversity of the system components, internet, DVD, video

conference and satellite makes it a redundant system, if any of those component is
not available the learning process continues.
However, there are guarantees that technologies such as Podcast and RSS
are staying spam free for a long time (Daniels, 2005). This carries a risk with ETLS
depending on RSS for communication.
4.2
Interface Architecture
The interface architecture consists of the following components:
I. ASP: Microsoft server side scripts that is called by the thin client.
II. XML: The structure of the data offered.
III. XSL: The style sheet to format the XML.
IV. Java Script and DHTML: Scripts on the client side.
XML string is generated by the ASP scripts or by the mid tier components
depending on which section of system its in, and passed to transformation
component to merge it with the appropriate XSL generating client side code (Java
Script, XML and HTML). This provides browser compatibility by using customized
XSL based on the browser identity and supply the client side with HTML, Java
Script, and XML for RSS.
ASP -> XML -> XSL + XSL Includes == HTML XML JavaScript (Kanawati,
2002)
52
Then there is Ajax (Figure 33), a client side architecture that ETLS used to
create interactive Web interfaces. Ajax is added where such interaction is needed to
enhance the user experience. Being a client side, reduces the required server
connection by performing most of the execution on the client side, this reduces the
bandwidth required to run ETLS dynamic pages which is required for learners in
remote area where high speed connection is not required.
ASP -> XML -> Ajax engine -> = HTML CSS XML JavaScript -> Interactive
application.
Image source: http://www.adaptivepath.com/publications/essays/archives/000385.php

(Garrett, 2005)
Figure 33. Ajax vs. Classic Web Interfaces
Good examples of Ajax usability can be seen with Googles recent

applications such as Gmail and Google suggest (Figure 34):
53
Screenshot of Ajax at Google suggest obtained from Google Suggest.
Figure 34. Ajax at Google Suggest
Figure 35 diagram shows the Component diagram for the suggested

interface:
Figure 35. Interface Component Diagram
Ajax is used for the Session Index page search functionality to give the
learners results without the need to reload the page each time.
4.3
Usability Approach
The Prototype followed standards application usability guidelines, in addition,
to elements related specifically to Exemplary Leadership Sessions. Several options
54
have been presented to the sponsor to evaluate the pros and cons of each sketch
using techniques such as focus groups, expert review, and think loud
(Axup,
2002) as a part of the usability testing.

Other factors such as the learners ability to navigate resources, manuals
and discussions without loosing view of the live session were taking into
consideration, also the fact that this is a distance learning application and learners
maybe in remote areas with limited internet accessibility, the interface was
architected to minimize the loading time and execute most of the code on the client
side using client side technologies such as JavaScript, DHTML and Ajax architecture.
4.4
Prototype
The ETLS systems main goal is to improve the learners experience with the
technology by engineering the human aspect and by adding social and interactive
components to communicate with colleagues and facilitators. This has been
achieved by relying on dynamic pages, using standard symbols and buttons,
reducing the number of clicks users need to make, and the number of pages they
need to load.
On the Login page, the remember user name check button saves the
username in a cookie (Figure 36), this doesnt apply to password for security
reasons.
55
Figure 36. Prototype - Login Page
Based on feedback from one of the experts group Nabil Betinjaneh

(Appendix B), employees need some kind of discussion that doesnt keep a long
term record to give the impression that this is a discussion for learning purposes not
evaluation for who is on the next promotion. Stories like the Google employee who
claimed that he lost his job because of a blog (LeMay, 2005), results in negative
effects on communications and dialogues. Employees hesitate to express honest
opinion in a blog or any form that keep records of the discussions. At the same time
surveys showed that learners dont like to use chat room. The discussion on the
session page (Session Discussion box) is a XML / XSL iframe that keeps the
discussion data in an XML file on the training company server for the period of 2
weeks only and this is mentioned at the beginning of each discussion.
56
Adding blogs as a method of dialogue allows learners not only to learn from
each other but also to share experiences with the participating companies and
sharing knowledge with employees from other companies with similar positions. The
prototype at Figure 37 shows the discussion section in the right upper corner. The
radio buttons on top of the Questions and Comments define where the comment
is going. On the right side the tab buttons allow the learner to switch to the manual
page without reloading the page; this is important when attending live sessions.
All the events data and pictures used in the prototypes such as the speakers pictures and
event description and outcome are obtained from the sponsor OOSD and Linkage Inc Web
sites and are used as examples only (OOSD, 2006) (Linkage, 2006).
Figure 37. Prototype Learner Session Page
57
The Session Index Page (Figure 38) gives the administrator an explorer view
result display where the administrator can access any information related to the
session, by clicking on the options after Order it displays in a popup window the
availability at the learners organization with the option to order the DVD / VHS, the
number for the live video conference and the coordinates for the satellite feeds.
Clicking on the Outlook Reminder promotes a window to add the group session or
the live event dates and location to the MS Outlook. The data in the Outlook
reminder is set by the HR administrator for the all learners in the program from the
learner management window.
The Customized Programs dropdown arrow shows programs developed by
the HR from the Program Management page, when choosing a program the
sessions the HR administrator chose for that program appear. Ajax is used in the
search area to display the results while typing; search can also be done to a certain
field in the All Content box by defining the field. Results sorts options are
available; a prototype with the open sort menus can be viewed at (Appendix H).
Learners page is the same as the administrator but without the left menu
option to customize the programs and manage learners (Appendix G).
58
Figure 38. Prototype - Facilitator / Administrator Session Index
The administrator or facilitator session page uses various technologies and

interfaces that fit facilitator regardless of their location, computer experience, or
internet bandwidth (Figure 39). The interface allows facilitator to view the learners
discussions and the questions directed to him / her, then the facilitator can check
the box next to the appropriate question so the learner can see it. This gives the
facilitator full control on what questions to discuss by controlling what questions the
learners view on their screen. Questions to facilitator are not viewable till the
facilitator checks the box.
59
Figure 39. Prototype - Facilitator / Administrator Prototype Session Page
Figure 40 prototype gives the HR administrator the ability to manage and

create customized programs, define the delivery method, and the date of the
session which can be default for attending a live session or the administrator can
chose a customized date or location, for example in a boardroom or public venue.
The information the administrator choose, shows in the session index for the
learners in that program, the dates and location with the outlook reminder when
they choose Outlook Reminder. Administrator can also check the box next to the
assessment tools that wants to be viewed part of the session activities. Prototype of
the page showing how to add sessions to the program can be viewed on (Appendix
I).
60
Figure 40. Prototype - Facilitator / Administrator Program Management Page
Another functionality for the Learning Management System, is the Learner

Management prototype (Figure 41) where the administrator can view the
assessment tools for each learner, add and delete a learner off the system, assign
usernames and passwords and also can set a learning outcome option which sends
an assessment tool by adding another phase of the assessment after a period of
time (6 to 12 month), which is sent by RSS. Administrator can change account
information or the company logo at the Account Information page (Appendix J).
61
Figure 41. Prototype - Facilitator / Administrator Learner Management Page
4.5
Change Management Process and Design

It is not the strongest of the species that survive, not even the most
intelligent, but the one that is the most responsive towards change.." Although
Charles Darwins Quote refers to species, systems and technologies seem to follow
the same rule. Changes to the environment, requirements, resources, and users are
becoming a routine. According to Barry Boehm and Capers Jones the author of
Estimating Software Costs, through the development stage, most projects
experience approximate 25% of changes to the initial requirements (Boehm et al,
cited in Fontanus, cited in McConnell, 1996).
62
The ETLS design is flexible and considerable to change management

requirements since its early stages with the ability to respond in a timely manner to
change needs (Figure 42).
The system includes a Change Register functionality that logs any Change
Request (CR) details to a XML file creating an audit trail to produce detail reports on
request. The ETLS infrastructure contains the following environments:
Development Environment: The purpose of this is to give developers an
environment that is similar to production to develop and test component and files
without worrying about making mistakes. SourceSafe database is used to keep
older versions of the code in case they are needed.
Testing Environment: This application is used by users and business units for
testing purposes; testing environment is the same as the production environment
with the additional changes. Only the promotion officer should have access to the
source code on the testing environments.
Production Environment: Promotions to Prod follows release plans that
consider emergency promotions. Access to the source code and SourceSafe is
restricted to the promotion officer and promotions are done after hours when the
load on the servers is minimal.
63
Figure 42. Change Management Process
64
Chapter 5. Evaluations and Feedbacks

Evaluation and measurements are some of todays modern organizations
most important characteristics. Comparing todays organizations with the ones 30
years ago, one of the most important characteristics changed is that organizations
seem to measure or try to measure everything. Evaluations, performance reviews,
quarters earning reports etc are at such a state that some organizations are
starting to loose focus of their objectives or strategies concentrating on
measurements, evaluations and reviews.
In a recent article by Amanda Cantrell from CNNMoney Microsoft's labour
troubles, Cantrell describes Microsoft troubles as a result of the continuous reviews
and evaluations (Cantrell, 2006).
Leadership development is about behaviour and dealing with people, the
question is how can leadership be measured, that has always been a debatable
question and how effective is certain training in creating leaders and improving
performance?
Typically for any leadership development program, it takes 12 to 18 months
before any significant behaviour and performance changes are felt making it harder
to measure the effectiveness and the return on investment ROI of any training. For
many organizations, this 18 month time frame is simply too long so ROI or
measurement is often a crucial step in the learning process that is ignored.
Evaluating the Exemplary Transformational Leadership Development system
is based on assessing it as a knowledge delivery channel that delivers the
Exemplary Leadership Sessions to learners for the advantage of the organization
65
and the Human Resources department, and comparing the new suggested system
with the other methods used.
A number of experts (Appendix B) have been selected as an informal focus
group study have previous experience dealing with the delivery of the Exemplary
Transformational Leadership sessions and are interested in the outcomes of the
dissertation, and were asked to evaluate the project to ascertain whether it would
assist them to address their e-learning and facilitation needs within their respective
organizations.
5.1
Evaluation Criteria
With the help of the sponsor, an evaluation was conducted that includes a
presentation followed by a discussion questionnaire to the sponsor (Appendix A)

and to experts focus group (Appendix B). The group includes highly qualified
experts with experience in presenting and facilitating Exemplary Leadership events
to corporations, government agencies, and HR personals. The purpose of the
evaluation is to assess the project and determine whether it would address previous
problems, e-training needs, and represent valuable improvements to methods been
used before by answering and discussing the following:
- Does the project change the current assumptions about using a digital
channel to deliver transformational leadership development?
- Considering the high cost and availability of exemplary leadership training,
the project reduces your cost and makes this kind of training available in
remote areas?
66
- Does the project solve the identified needs and problems such as
motivation etc.?
- Does the Web interface functionality meet the learning management
needs?
- Are the Web interface prototypes easy to use and an evaluation of the
interface look and field for buttons, links, and navigations from a usability
point of view?
An overall evaluation from a leadership development and training point of

view have been conducted by the sponsor to ensure that training objectives are met
from an educational philosophy.
5.2
Sponsor Evaluation
Regular reviews and meetings with the sponsor Mr. Richard Lengkong
(Appendix A) have been conducted, and the sponsor gave feedback related to using
some technologies and to the prototypes such as changing the name of some fields
on the session index page (example accessed to status).
The sponsor based the final evaluation on a PowerPoint presented to him
using GoToMeeting and sent the feedback in writing via email:
The proposed Exemplary Transformational Leadership System integrates
the latest technologies to deliver leadership training to users.
The ETLS has
successfully incorporated crucial HR learning tools and resources that will enhance
the overall learning process for employees within an organization. By streamlining
all of these components into a user-friendly system, there will be significant
67
reductions in training and evaluation costs making it possible for training in remote
areas (i.e. easy to coordinate learning initiatives across multiple office locations or
vertically/horizontally within an organization). HR personnel can use the ETLS to
monitor client satisfaction and overall effectiveness of the training programs. By
implementing such a system, it will improve communication throughout the
organization for upcoming training initiatives. Further, by utilizing such advanced
technologies in the system, it ensures that learners remain motivated to access new
training programs at their convenience organizational productivity will improve as
a result.
Web interface functionality is seamless and designed in a manner that
minimizes navigation by the user. Learning resources can therefore be accessed in

a timely manner by learners and facilitators. Mr. Lengkong also added The ETLS
will improve leadership development for organizations that are looking to enhance
training with technological advances while maintaining the human and social factor
to reinforce learning objectives.
This system strategically blends the training
requirements of HR / OD personnel and learners to achieve overall productivity

throughout the organization.
ETLS represents the new age of learning for
exemplary transformational leadership development (Lengkong, 2006)
5.3
Expert Group Evaluations
Nabil Beitinjaneh, MBA

Several meetings took place with Mr. Beitinjaneh before and after the
prototype was implemented. Feedbacks from Mr. Betinjaneh were analyzed and led
to major changes and modifications to the systems and prototype. Early version of
the system received feedbacks asking for the following:
68
- Include some kind of welcome message to the client.

- Incorporate the client logo on the pages so they can use the system part of their
intranet.
- Session Discussion needs to be bigger.
- Timer for the video.
- Allow question to be asked to the speakers from the session page.
- Make sure the session discussion designed in a way that it doesnt keep a record
of employees discussion.
All changes and feedbacks were implemented to the design and final
presentation took place online using GoToMeeting, and Mr. Beitinjaneh was asked
to submit his evaluation in writing which he did:
I have not seen anything like it yet. Great work. Wish you luck in the
implementation phase.
By providing a fully integrated system incorporating many different
technologies (podcasting, RSS technology, ...) all accessible using a web interface;
the ETLS system changes the way leadership development is delivered to
individuals. By adding training collateral and exercises, access to forums and the
ability to ask questions; the person in quest of further knowledge is in an excellent
position to find answers to his/her questions. He/she also can learn from others
either synchronously or after the fact by reviewing the comments written by other
learners.
69
By having the information online, the person can access it on demand and
as required. This is excellent for busy people who may break up the learning
experience into smaller chunks and who may want to review material at a later
time.
The web interface presented is simple and intuitive to use. The user sees in
one glance all the pertinent functionality and can drill down as required
(Beitinjaneh, 2006).
Warren Bickford, ABC:

Several meetings were carried with Mr. Bickford to discuss the potential of
such a research including a presentation of the final prototype using PowerPoint. Mr.
Bickford looked at ETLS from a professional communicator point of view where he
thinks there is a huge value with the system creating ongoing dialogue about
leadership issues and how they relate to the organization problems.
He agrees that attending a seminar is not enough; there is a need for
dialogue Leadership is about ongoing dialogue in organizations (Bickford, 2006).
Warren brought up the potential of ETLS with professional non-profit organizations
such as the International Association of Business Communicators (IABC) he is
currently active with.
He brought up the fact that any system supporting the employee task is
competing with many other things that employees need to do so it has to be very
friendly and easy to use. When asked about evaluating the interface, the fact that
everything is in one place is exactly what is needed, he also endorsed the idea of
group learning and that learners can replay sessions on PC after attending them in
public venue or conference room.
70
Ronald d. Camp II, PH.D.

Continuous reviews and meetings took place with Prof. Camp to make sure
the project meets the learner needs from leadership development point of view, a
live presentation was presented for to him followed by a discussion explaining the
functionality of the system and how it meets his need from as an Exemplary
Leadership Sessions facilitator and HR expert, Prof. Camp was asked to submit
answers to evaluation questions in writings via email:
Does the project change the current assumptions about using a digital
channel to deliver transformational leadership development?
I dont think this actually challenges underlying assumptions regarding online delivery of leadership training. Video conferencing, CD/DVD presentations of
leadership gurus, etc. have been available at least since the 1990s. However, this
seems to extend the process present the materials in a more integrated way than
has been offered before (Camp, 2006).
Considering the high cost and availability of exemplary leadership training,
will the project reduce your cost and make this kind of training available in remote
areas?
The project does offer access to materials and speakers at a significantly
lower cost than to bring these people in-house.
For example, while the cost for
someone like Michael Porter easily exceeds $20,000 for a single session,
broadcasting a presentation to multiple organizations simultaneously for immediate
or delayed presentation allows the fixed costs to be spread out, dropping the per
participant cast to the low hundreds of dollars or less.
71
Likewise, the technology
allows co-workers in a distributed network access to ideas, materials and

discussions which previously were only available in central locations (Camp, 2006).
Does the project solve the identified needs and problems such as motivation
etc.?
Speakers presented in this forum are often seen as icons in the leadership
field, complete with celebrity status.
This seems to increase the motivation of
participants to attend these presentations.
However, one common drawback of
leadership presentations to mass audiences is that they are too generic to meet the
needs of specific leaders or organizations. To the extent that participants do not
see a direct benefit of the presentation, their motivation to actively participate with
the ideas presented seems low.
This approach, however, seems to allow for
tailoring the message and some of the interaction to meet the needs of specific
organizations. This in turn makes it easier for participants to see how they can use
this information in their own jobs.
It also, through the HR interface, allows the
organization to follow up on training, increasing the probability that new leadership

ideas will be implemented.
As the old adage says, what gets measured gets
done(Camp, 2006).
Does the Web interface functionality meet the learning management needs?
This system seems to have the potential to greatly increase the
effectiveness of learning management (Camp, 2006).
Are the Web interface prototypes easy to use and an evaluation of the
interface look and field for buttons, links, and navigations from a usability point of
view?
72
The prototypes of the user interface appear to be user-friendly, both for

seminar participants and HR professionals tasked with managing human resource
development.
It seems to provide appropriate information for registering for
leadership training.
The session screens provide an interesting approach to
facilitating distributed/remote sites in common learning. The discussion mechanism

should encourage a reasonably high level of interaction, thereby increasing learning.
The HR screens also appear to allow for an appropriate, unobtrusive level of HR
monitoring (Camp, 2006).
Evaluations provided by the project sponsor and expert groups addressed
some critical issues for the ETLS. They are as follows:
Cost Reduction: Evaluations indicated that the system would lead to
immediate cost reductions for organizations by spreading out fixed costs when
training is broadcasted to multiple locations. Furthermore, the technology allows
co-workers in a distributed network to access ideas, materials and discussions
which previously were only available in central locations.
Problem of Motivation:
All evaluations mentioned that motivation for
learners would be increased as a result of the ETLS. Through the incorporation of

advanced technologies, learners can access these training programs at their
convenience in a decentralized manner. The ETLS also allows for tailoring of the
message and interaction to meet the specific needs of the learner, thereby
increasing relevancy. The system also helps motivate HR personnel to follow up on
training, increasing the probability that new leadership ideas will be implemented.
Web Interface Functionality: It was noted that the ETLS has the potential to
increase the effectiveness of learning management through a simple and intuitive
user interface.
The Web Interface was designed in a manner that minimizes
73
navigation by the user making it easier to access learning resources in a timely

manner.
Revolutionary: The ETLS strategically blends the training requirements of HR
/ OD personnel and learners to achieve overall productivity throughout the
organization. By adding training collateral and exercises, access to forums and the
ability to ask questions; the person in quest of further knowledge is in an excellent
position to find answers to his/her questions. He/she also can learn from others
either synchronously or after the fact by reviewing the comments written by other
learners. ETLS represents the new age of learning for exemplary transformational
leadership development.
74
Chapter 6. Conclusions
In Conclusion, the key to delivering distance learning to remote areas is to
offer as many channels as possible. This training is intended for professionals in all
kind of sectors including some that are located in isolated areas including oil and
gas, military, and human aids. The system takes into consideration that some areas
may have problems with some channels due to reasons like available broadband,
technical support even government regulations and cover this issue by offering
more then one delivery channel.
From a learning point of view, the suggested Exemplary Transformational
Leadership Development system concentrates on using learners communication
skills by listening and creating a dialogue with others such as the speaker, facilitator
and team members through discussion and at the same time listening to oneself by
using feedbacks, assessment tools and setting action plans based on each session
to enhance the learning experience. ETLS makes sure that the learner applies the
learned concept in the working environment by conducting learning outcome
reviews.
The system increases the learning effectiveness by applying learners to the
learned concept multiple times without loosing their interest:
1. The Speaker session.
2. Facilitation session by facilitator.
3. Discussions.
4. Subject Updates.
75
5. Action plans and reviews.
When talking about competitive advantages and strategies, Michael Porter

the author of Competitive Strategy ranked 2005s #1 business thinker by
thinkers50.com, refers to strategy saying There is NO best, it all depends There
isnt best auto company, is Jaguar the best car?... it might be for some people
giving their needs he also adds there no such thing as good marketing, there is
only marketing that is good for particular strategy (Porter, 2005).
Looking at
Information Technology from the same angle, there isnt best technology or best
solution, Open Source or Closed Source, Linux or Unix, Microsoft or Apple,
mainframe or client server, as Porter says there isnt best, it depends on the
needs, objectives, business case, risk etc This research reached a conclusion that
the same philosophy applies to Distance and Electronic Learning; there isnt a best
E-Learning solution that meets all the needs and serves all kind of learners. What
seems to be the best for an academic mathematic course, most likely is not the
best solution to deliver corporate soft skills training. Exemplary Transformational
Leadership System recognizes the uniqueness of the leadership development
especially Exemplary Leadership Sessions and present a distinctive solution that
best meet the needs of specific client (Corporate HR), to deliver specific topic
(Transformational Leadership), lectured by specific speakers (Exemplary Speakers),
to specific learners (Business Professionals).
This dissertation opened the door for an emerging topic that hasnt been
explored, particularly in the area related to Exemplary Leaders which has made
the literature search significantly more difficult. The research utilized an original
subject to help fill the knowledge gap between Information Technology and Human
Resource Transformational Leadership Development, an area that has been
76
overlooked for many years. The projects results exceeded the expectation and
some of the evaluators saw the system not only as a learning tool but as a
motivational tool to create interest in leadership development. The study introduced
a new category of distance learning and a new concept for delivering high profile
exemplary sessions distinguishing them from other training methods, and
transferring them from just a video or a show to full training programs.
ETLS succeeds in moving from a solution based system to a learner and HR
based system, focusing on the value of engaging learners and creating learning
communities, transferring distance learning systems from a tool to deliver a course
or a workshop to a method to deliver leaders.
One of the biggest challenges in todays information technology is
communication between the business and technology components. It always
required people with skills in both areas to understand the business objectives and
how to bridge it with technology. The same issue exists between human resource
personnel development and electronic learning. The researchs most important
achievement is in aligning leadership development with technology and building a
bridge between both fields, and establishing a starting point where experts from
both fields can contribute to building a cutting-edge distance training systems. The
research is also a stepping stone for future development exploring the potential of
combining advanced network with satellite to reduce the cost of delivering sessions
to remote areas.
77
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Rainie, L. (2005b) Surveys by the Pew Internet & American Life Project.
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http://www.pewinternet.org/pdfs/PIP_podcasting.pdf
Richardson, C. (2004) RSS Ads A Growing Trend?
http://www.webpronews.com/insiderreports/searchinsider/wpn-4920041028RSSAdsAGrowingTrend.html
Straker, D. (2004) Leadership vs. Management (changingminds.org).
http://changingminds.org/disciplines/leadership/articles/manager_leader.htm
Strazzo, D. & Wentling, T. L. A Study of e-Learning Practises in Selected Fortune
100 Companies. Dell computers.
http://learning.ncsa.uiuc.edu/papers/elearnprac.pdf
Thinkers50.Com/ (2005) Top Business Speakers.
http://www.thinkers50.com/
Trainingfinder.Org Glossary: Distance Learning Definition
http://www.trainingfinder.org/CDC_lingo.htm
Urdan, T. A. & Weggen, C. C. (2000) CORPORATE E-LEARNING: EXPLORING A
NEW FRONTIER. WR Hambrecht + Co.
http://www.spectrainteractive.com/pdfs/CorporateELearingHamrecht.pdf
Winer, D. (2005) RSS 2.0 Specification. IN NASA (Ed.).
http://blogs.law.harvard.edu/tech/, http://blogs.law.harvard.edu/tech/rss
80
APPENDICES
Appendix A. Sponsor's Background
OOSD
Canadian corporation recognized as one of the premier provider of
innovative corporate training and e-training solutions.
Richard Lengkong B.Comm., PGD (OOST)

Mr. Lengkong obtained a commerce degree from the University of British
Columbia and also acquired an OOST Post Graduate Diploma (Object Oriented
Software Technology) from the University of Calgary.
Richard Lengkong is the current Vice President of OOSD Inc where he is
responsible for strategic business development with an emphasis on corporate
training and distance learning initiatives.
Prior to that Richard developed solid
managerial and academic experience in the corporate and leadership training area
while working for the University of Regina as the Director of the Business &
Professional Development Programs.
81
Appendix B. Expert Group Bios
Nabil Beitinjaneh, MBA

Mr. Beitinjaneh is an engineer with extensive experience in business
development, project management, systems engineering and people management.

Within Nortel Networks Optical Networks he demonstrated strong managerial
abilities while leading a large team in the acquisition of technical acceptance and in
the deployment of new products in the North American and International
marketplace. Nabil has also represented an offshore start-up financial institution
assisting with all aspects of launching a new business from validating the business
model to developing competitive intelligence reports and providing introductions for
financing in Canada. Other mandates included the assessment of a technology park
and expanding trade opportunities and providing engineering expertise.
Warren Bickford, ABC:

Mr. Bickford, ABC, is Vice President of Gryphon Reputation Management,
based in Regina, Saskatchewan, Canada, a facilitator for OOSD Exemplary

Leadership Sessions, and the current Chair of the International Association of
Business Communicators Executive Board. He has over 25 years of experience in
communications, public relations, issues management, administration and project
management in the not-for-profit, public and private sectors. Warren has acquired
excellent leadership, interpersonal and communication skills working for senior-level
management positions at Saskatchewan Justice, Saskatchewan Health and the
Regina District Health Board. He is a Past President of IABC Regina, Past District
82
Director of Canada District One and Past Chair of the IABC Research Foundation.
Warren has served three terms on the IABC International Executive Board.
Warren has always been an active volunteer. He has served on the boards of
Volunteer Regina, the Hospitals of Regina Foundation and the Childrens Health
Foundation of Saskatchewan. As well, he is a Past Chair of the Healthcare Public
Relations Association of Canada and has served on the board of the Association for
Healthcare Philanthropy-Canada. Warren is currently on the board of the MacKenzie
Art Gallery in Regina.
Ronald d. Camp II, PH.D.

Professor Camp is a consultant and facilitator for OOSD in the areas of
leadership and management. Ron is also a faculty member for the University of
Regina Business (Faculty of Business Administration). Ron's leadership experience
includes positions with the Oregon Department of Transportation (as the Human
Resource Development Strategist), Juliann Mountain Cider Co., and Tamarack
Center Hospital. In addition, Ron has provided consulting and training for
organizations in Canada, Japan, and the United States, including Knight Pisold
Ltd., The Oregon Department of General Services, Alexander Art LP, and the Japan
International Cooperation Agency.
83
Appendix C. Survey 1
Coaching To Win Feedback Form

Name: _____________________________________________
Company: __________________________________________
Telephone: (
) _________________________
Coaching To Win Feedback
Title: ____________________________________________
E-mail: _________________ @ ______________________
Fax (
) _________________________
Excellent
Registration process was quick & efficient

The event met its stated objectives and learning outcomes
The event was well organized
The speakers were knowledgeable and helpful
The speakers stimulated my interest in Leadership
Good
Average
Fair
Poor
9
9
9
9
9
9
8
8
8
8
8
8
7
7
7
7
7
7
6
6
6
6
6
6
5
5
5
5
5
5
4
4
4
4
4
4
3
3
3
3
3
3
2
2
2
2
2
2
1
1
1
1
1
1
n/a
n/a
n/a
n/a
n/a
n/a
9
9
9
8
8
8
7
7
7
6
6
6
5
5
5
4
4
4
3
3
3
2
2
2
1
1
1
n/a
n/a
n/a
9
9
8
8
7
7
6
6
5
5
4
4
3
3
2
2
1
1
n/a
n/a
9
9
9
9
8
8
8
8
7
7
7
7
6
6
6
6
5
5
5
5
4
4
4
4
3
3
3
3
2
2
2
2
1
1
1
1
n/a
n/a
n/a
n/a
9
9
8
8
7
7
6
6
5
5
4
4
3
3
2
2
1
1
n/a
n/a
Coaching To Win Participant Manual

The participant manual is clear and concise
The manual is a practical resource
Coaching To Win Venue

The technology for the event was adequate (Screens/Speakers)
Food & beverages for event
1-Hour Live Facilitation Component

The facilitator was knowledgeable and helpful
The exercises were relevant and reinforced learning objectives
The facilitation session was well organized
Overall
My overall evaluation of today's Leadership Program.
The event price for today's program in terms of added value
Would you recommend this event to others? (Circle One)
I am interested in attending an OOSD Fall 2005 Leadership Series
Would you be interested in receiving news on upcoming events &
training programs from OOSD?
yes
yes
No
No
yes
No
Miscellaneous
My preferred method of viewing a Leadership
Program (Check One)
My preferred format for a Leadership

Program (Check One
84
Public Satellite
Web Streaming - On Desktop
DVD/VHS
Videoconferencing
Full-Day
Half-Day
1 Hour 30 Only
1 Hour 30 + Live Facilitation
It would be valuable if a Leadership broadcast was made

available over the internet for a certain period after the event
I would participate in an Online Discussion Forum as a follow-up
to a leadership session
I would be interested in bringing leadership broadcasts directly
into our organization (Corporate Downlink)
yes
No
yes
No
yes
No
Please indicate any current problems with Leadership distance learning programs and what can be done to improve them (i.e. no ROI,
limited access to technology, etc)
Which speakers are you most interested in seeing at a future OOSD event?
Warren Bennis
Bill Gates
Carly Fiorina
Colin Powell
Stephen Covey
Michael Porter
Hillary Clinton
Alan Greenspan
Jack Welch
Malcolm Gladwell
Marcus Buckingham
Other: __________
Please indicate your position within the organization

Executive Level
Middle Management
Sales & Marketing
I.T
Senior Management
Human Resources
Project Manager
Finance/Accounting
Other
Any Additional Comments:
Thank You & Have A Great Day!
85
Appendix D. Survey 2
2005 Inspired Leaders Series Feedback Form
Name: ___________________________________ Title: ____________________________________________
Company: ________________________________ E-mail: _________________ @ ______________________
Telephone: (
) _________________________ Fax (
) _________________________
Event Feedback
Excellent
Michael Porter was knowledgeable and helpful

Malcolm Gladwell was knowledgeable and helpful
The Q&A format in each session was effective
Good
Average
9
9
9
8
8
8
7
7
7
6
6
6
5
5
5
Fair
Poor
4
4
4
3
3
3
2
2
2
1
1
1
n/a
n/a
n/a
n/a
Participant Manual
My preferred method of receiving the manual (Check One)
Printed (Hard Copy
PDF Format (Downloadable)
Venue
n/a
n/a
n/a

How do you rate the 1-Hour Facilitation Component
Overall
Miscellaneous
Program (Check One)
Public Satellite
Web streaming - On Desktop
DVD/VHS
It would be valuable if a Leadership broadcast was made available
over the internet for a certain period after the event
Does your organization use e-learning internally
Do you debrief with your team members or coworkers after
a learning event
My preferred format for sharing online discussion with participants
at remote sites (Check One)
My preferred format for the One Hour Facilitation Component
after the broadcast
Would you like to access discussions and supporting tools on
your mobile device "M-Learning" (Blackberry, Palm, Cell)
yes
yes
No
No
yes
No
Videoconferencing
Blogs
Message Boards
Live
on Screen
yes
No
If an OOSD Online Learning System was launched, would you like to see the following?"
Return On Investment (ROI) System that relates to the events
360 Degree Assessment Tools or other measurement tools that
support the events
HR Needs Analysis System
Are you interested in a system that allows you to search for books
authored by the speaker while viewing a broadcast
I feel it is difficult to apply concepts learned in a "digital manner"
to the workplace
86
yes
yes
yes
yes
No
No
No
No
yes
No
yes
No
Chat Rooms
Does your company have on-site technology for distance

learning initiatives?
If YES, my company uses distance learning for the following
yes
If NO, would your company invest the money required to support

distance learning
For a Leadership
Program (Check One
No
Leadership / Soft Skills Training
Management/Supervisory
Technical IT
Other
yes
No
Half-Day conference
Internal Leadership Program
OOSD Facilitated Sessions
Reading Books / Articles
Please indicate any current problems with Leadership distance learning programs and what can be done to improve them
(i.e. no ROI, limited access to technology, etc)

Executive Level
Middle Management
Sales & Marketing
I.T
Senior Management
Human Resources
Project Manager
Finance/Accounting
Other
87
Appendix E. Survey 3

Name: _____________________________________________
Company: __________________________________________
Telephone: (
) _________________________
Event Feedback
Title: ____________________________________________
E-mail: _________________ @ ______________________
Fax (
) _________________________
Excellent
Registration process was quick & efficient

The event was well organized
The event met its stated objectives and learning outcomes
David Allen was knowledgeable and helpful
David Allen stimulated my interest in leadership
The format of the half-day session was effective
Good
Average
Fair
Poor
9
9
9
9
9
9
9
8
8
8
8
8
8
8
7
7
7
7
7
7
7
6
6
6
6
6
6
6
5
5
5
5
5
5
5
4
4
4
4
4
4
4
3
3
3
3
3
3
3
2
2
2
2
2
2
2
1
1
1
1
1
1
1
n/a
n/a
n/a
n/a
n/a
n/a
n/a
9
9
9
8
8
8
7
7
7
6
6
6
5
5
5
4
4
4
3
3
3
2
2
2
1
1
1
n/a
n/a
n/a
9
9
8
8
7
7
6
6
5
5
4
4
3
3
2
2
1
1
n/a
n/a
9
9
9
9
8
8
8
8
7
7
7
7
6
6
6
6
5
5
5
5
4
4
4
4
3
3
3
3
2
2
2
2
1
1
1
1
n/a
n/a
n/a
n/a
9
9
8
8
7
7
6
6
5
5
4
4
3
3
2
2
1
1
n/a
n/a
Participant Manual
The participant manual is clear and concise
The manual is a practical resource
Venue
Food & beverages for event

The facilitator was knowledgeable and helpful
The exercises were relevant and reinforced learning objectives
The facilitation session was well organized
Overall
The event price for today's program in terms of added value
Would you recommend this event to others? (Circle One)
Would you be interested in receiving news on upcoming events &
training programs from OOSD?
yes
No
yes
No
Miscellaneous
Program (Check One)
My preferred format for a Leadership

Program (Check One
88
Public Satellite
DVD/VHS
Videoconferencing
Full-Day
Half-Day
1 Hour 30 Only
I would participate in an Online Discussion Forum as a follow-up
to a leadership session
I would be interested in bringing leadership broadcasts directly
into our organization (Corporate Downlink)
yes
No
yes
No
1 Hour 30 + Live Facilitation
Please indicate any current problems with Leadership distance learning programs and what can be done to improve them (i.e. no ROI,
limited access to technology, etc)
Which speakers are you most interested in seeing at a future OOSD event?
Warren Bennis
Bill Gates
Carly Fiorina
Colin Powell
Stephen Covey
Michael Porter
Hillary Clinton
Alan Greenspan
Jack Welch
Meg Whitman
Marcus Buckingham
Other: __________

Executive Level
Middle Management
Sales & Marketing
I.T
Senior Management
Human Resources
Project Manager
Finance/Accounting
Other
89
Appendix F. Survey 4

Name: ___________________________________ Title: ____________________________________________
Company: ________________________________ E-mail: _________________ @ ______________________
Telephone: (
) _________________________ Fax (
) _________________________
Event Feedback
Excellent
Cokie Roberts was knowledgeable and helpful

Marcus Buckingham was knowledgeable and helpful
The Q&A format in each session was effective
Good
Average
9
9
9
8
8
8
7
7
7
6
6
6
5
5
5
Fair
Poor
4
4
4
3
3
3
2
2
2
1
1
1
n/a
n/a
n/a
n/a
Participant Manual
My preferred method of receiving the manual (Check One)
Printed (Hard Copy
PDF Format (Downloadable)
Venue
n/a
n/a
n/a

How do you rate the 1-Hour Facilitation Component
Overall
Miscellaneous
Program (Check One)
Public Satellite
DVD/VHS
It would be valuable if a Leadership broadcast was made available
over the internet for a certain period after the event
Does your organization use e-learning internally
yes
yes
No
No
Does your organization use e-learning internally for

leadership & soft skills
yes
No
yes
No
Do you debrief with your team members or coworkers after

a learning event
My preferred format for sharing online discussion with participants
at remote sites (Check One)
My preferred format for the One Hour Facilitation Component
after the broadcast
Would you like to access discussions and supporting tools on
your mobile device "M-Learning" (Blackberry, Palm, Cell)
Videoconferencing
Blogs
Message Boards
Live
on Screen
yes
No
If an OOSD Online Learning System was launched, would you like to see the following?"
90
Chat Rooms
Return On Investment (ROI) System that relates to the events

360 Degree Assessment Tools or other measurement tools that
support the events
HR Needs Analysis System
Are you interested in a system that allows you to search for books
authored by the speaker while viewing a broadcast
I feel it is difficult to apply concepts learned in a "digital manner"
to the workplace
Does your company have on-site technology for distance
learning initiatives?
If YES, my company uses distance learning for the following
If NO, would your company invest the money required to support

distance learning
For a Leadership
Program (Check One
yes
yes
yes
yes
No
No
No
No
yes
No
yes
No
yes
No
Leadership / Soft Skills Training
Management/Supervisory
Technical IT
Other
yes
No
Half-Day conference
Internal Leadership Program
OOSD Facilitated Sessions
Reading Books / Articles
Please indicate any current problems with Leadership distance learning programs and what can be done to improve them
(i.e. no ROI, limited access to technology, etc)

Executive Level
Middle Management
Sales & Marketing
I.T
Senior Management
Human Resources
Project Manager
Finance/Accounting
Other
91
Appendix G. Learner Session Index Page
92
Appendix H. Learner Session Page (Open Menus)
93
Appendix I. Facilitator / Administrator Edit Learning Program Page
94
Appendix J. Facilitator / Administrator Account Information
95

Analysis and Modeling For Digitalizing Exemplary Transformational Leadership Training by Kevin Kanawati

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Analysis and Modeling for Digitalizing Exemplary

Transformational Leadership Training

The University of Liverpool

28th March 2006

Copyright 2006, OOSD Inc. All Rights Reserved