amazonv | Organizational Success with Accessibility (Reply)

Organizational Success with Accessibility

Type: Breakout

Track: Wildcard

Accessibility is best implemented when it is desired and not enforced. It should be considered in everything we do like a spell checker so that it is not an afterthought but is baked into every single project stage from start to finish. Leveraging existing tools and taking simple steps can instantly increase your organization‚Äôs accessibility and help build towards a more sustainable, accessible culture within the organization. Join this session to learn how Aditya and his team of 40+ advocates are building an accessibility culture within a division of more than a thousand employees that anyone can easily adopt to drive a culture shift in their organization.

>> Welcome everyone.

If you're looking for the forming and enterprise accessibility training program you are in the right room.

We will get started in a couple of minutes.

Welcome everyone of you just joining us, we will get started with the next session here in just a few minutes.

We are on time for the session which is always good.

Welcome everybody if you are just joining us.

Thanks for bearing with us.

Rule is more people trickle in so they can get all the information.

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Welcome everybody if you are just joining.

Hi everyone, if you're just joining us now my name is Liz.

I'm from the DQ team will be moderating today's session which is swarming enterprise accessibility training program brought to you by Rob O'Connell.

Thank you Rob for joining us.

I will take care of a little bit of housekeeping before we get going.

First off, just a reminder that this session is being recorded and will be available on demand for all registrants.

Second, we should have accessible slides for the session if you scroll down to the bottom of the session page under the documentation section.

If you require live captioning there should be streaming right below the video stream.

Lastly, we will save about 10 minutes for questions for Rob.

And any questions you have for him to the Q&A section which is to the right of your video stream.

We will get to as many of those questions as we can at the end.

With that I will go ahead and turned over to you Rob get started.

>> ROB O'CONNELL: Thank you very much Liz.

Hello everyone.

I know you are in different time zones around the world so I won't attempt to say according to your time of day.

I will say warm wishes from taxes.

We have been through a significant snowstorm.

We got through that okay.

Now we are probably heading toward warmer weather which is welcome for me since I enjoy gardening when I am not at work.

I'm a senior designer and accessibility advisor at USAA.

I've enjoyed working there since 2007 as a UI designer and almost immediately saw there was a gap in our understanding about what it takes to make a digital interface accessible.

I voluntarily became the subject matter expert for accessibility for all of USAA and remained in that role for about the first six years of my time there.

Subsequent to that we developed into accessibility operations group and added more people and more roles.

I continue to serve with an interest in universal design but mainly concerned with the materials.

I have stayed in that role because of my passion for interface design and accessibility.

Without further ado I will kick into our subject for today which is swarming enterprise accessibility training program.

What I will present in the slides I'm hoping is something of a manifesto.

For those of you who may already be on your journey or may just be beginning your journey within an enterprise organization and still need some guidelines for waypoints by which to mark your journey.

What I offer are not really a ordered steps but rather a milestone that you can look at.

Some of the and you end up revisiting as a training program grows and encompasses more rules and reaches more of the enterprise endeavors.

We begin with the first milestone which is to sculpt the accessibility training landscape.

For that we need definitions.

I will try to define accessibility and what a program is around accessibility and what it means to be enterprise in that context.

Our first definition pertains to accessibility training itself.

As I mentioned, when I was in my first six years I did a lot of the training myself.

I had two exposures working for states on opposite coasts of the United States of America.

In both cases they are operating with accessibility guidelines.

USAA had a lot of learning to do when I first began my time with them.

I did not come up with this definition at that time, and after some reflection I have come to the realization that all accessibility training is the transfer of awareness, whether that's disability awareness, the knowledge pertaining to what it takes to make an interface usable or inexperienced usable.

And the skills which is the know how, things you need to know in order to make things or do things.

We wanted to be able to transfer what awareness we had, there were areas in which we needed to still grow but wanted to transfer that knowledge and skills to any training whose role in the company or in life or business would be to carry that knowledge into their skill set and be able to serve the needs of people with disabilities.

Whether you were creating content online or engaging people in a service oriented role we wanted you to be able to have the awareness, knowledge and skills needed to do that.

And to carry this understanding of what accessibility training is, a transfer of knowledge, skills and awareness is into a program status it would require a significant amount of rigor.

We took that same definition of accessibility training and broaden it into a more rigorous plan where we could monitor it and measure by it.

It would have to become industrialized in order to fit our needs.

I do find it in this way.

And accessibility training program is a standardized and curated side of accessibility training guidelines, materials and methods that is regularly refreshed and transferred to trainees.

Whose awareness, knowledge and skills for serving the needs of people with disabilities is by that side of accessibility training guidelines and materials regularly measured.

It puts a container around accessibility training and turns it into a program that you constantly monitor and measure.

That way you are constantly improving it into something that subject to compliance, rules and regulations which makes it industrialized and ready for distribution.

What makes an accessibility training program enterprise level, for this I thought about it a little bit.

It's something that sort of needed to be large-scale it needed to be intrinsic to the nature of the company.

It couldn't be something that was a package sitting in one region of the company.

For that purpose I said these are the characteristics of an enterprise program.

It needs to be systemic.

Meaning, is distributed among lines of business, locations and time zones companywide.

So that the skill set and toolset and mindset of the company was ubiquitously aware and ready to embark on the knowledge that was necessary to do the business that company is in.

In our case it's financial services at USAA.

Something that is systemic is infused into the company.

Something that is scalable than would be broad ranging.

It had to be capable of reaching a vast number of employees who work in diverse and specialized customer provisioning roles.

Not only did it need to be broad ranging, but it also needed to be varied and peculiar.

That's what I mean by extensible.

It means that it could be adopted to the specialized knowledge areas and practices of each role.

We ended up defining at least as a working foundation several roles that we thought we could train to and focus our training objectives around them.

That was the general employee, that's the all rules and common for awareness training and some level of training around knowledge.

But very high level.

Driving into more specialized rules, we knew that copywriters would need some exposure, certainly UI designers and developers, very specialized interest in designing accessible interfaces and engaging our members and the public.

As real as the testers who would basically act as the user during the process of testing those interfaces for usability including testing with screen readers in zoom magnification and other forms of interaction.

It also extended to marketing and our customer service reps as well.

These are very different media spaces.

Marketing especially since radio and print media in large-scale as well as video production.

All of those have a learning curve when it comes to accessibility.

They are very different roles and to that extent to be extensible means you've got to be able to adopt to the peculiarities of those roles in ways that don't become redundant with the general employee training.

The second milestone in this journey, you don't have to visit these in order.

They are points on the journey or a map to the space of accessibility.

They are waypoints you may have to come back to again and again.

One of them is to assess the enterprise problem space.

The enterprise level of training, they are essentially two big problems that I was trying to get my head around early on.

It took some years.

I did not do any of this alone.

I have some great colleagues who are highly skilled in both managing and production and other skills they bring to the table.

For which USAA can be very grateful because my skill set was fairly limited to just interface design accessibility.

One of those enterprise problems we had to overcome with regard to a training program was the inability of accessibility experts to train across all other expert knowledge disciplines.

The difficulty here is it's just a big knowledge gap.

For example, I know very little about the service industry.

We have MSR's, member service representatives and they are essentially the customer service representatives to manage calls and complaints and handle requests over the phone.

Sometimes on shot.

That is a service area that requires a certain degree of expertise.

In order for us to overcome the accessibility barrier there, require some level of awareness of what it takes to be a member service representative.

Those are things that not every accessibility expert has in large numbers.

That was one of the gaps, the knowledge gap.

The other was what I would like to call the availability gap.

The inability of a small number of accessibility experts to scale training to a wide range of training situations and schedules.

I'm not speaking here about the availability of training materials.

If you have a learning management system that can always be available.

I'm speaking here specifically with respect to providing training in a variety of situations in all the ways in which training can be provided, whether it be live sessions or PowerPoint slide or experiential things.

Or even in the case of service representatives to do scenario-based training with people.

There aren't enough of us be available not only online and on zoom, but even in situations where you have to do real-world life training.

It was going to have to go beyond us is essentially what I'm saying all of this.

We're going to have to enlist help from other lines of business and other rules within the company to advocate within their own areas with Eric sibility training was.

I have silos of business and the special knowledge in each of those areas.

We had engaged them all.

Course, we could invite people to come out of the stores and meet in the lobby with us and that was the approach we took.

Rather than having to engage each one individually.

That made it a little bit easier, at least the concept of being able to do that.

There will several essentials we thought would have to be part of an enterprise training program.

For example, the training materials themselves would have to be compliant with accessibility and law and industry standards.

That is a must-have for the materials themselves.

The development of it would have to be inclusive of trainees by abilities, roles, mines of business and so forth.

Learning objectives would have to be role specific for each customer facing experience and service reps.

Front lines to create content for members who touch the interface and touch the glass so to speak.

As well as people who are engaging face-to-face.

Training would have to have a review cadence that was recurrent in order for it to be truly enterprise and robust and measurable.

We would have to make sure that training was part of a scheduled process of exposure, whether at the moment of higher on a regular basis recurring.

Training deployment would also have to be comprehensive, meaning you would have to reach every employee in that role.

Whether they be true employees are higher contractors who are essentially acting as employees in that situation.

It would have to be monitored for training attendance and the success of the training through assessment and testing.

Finally, we have to be curated.

The body of material used for training as well as the test results would have to be curated so that we could manage that.

That of course would have to be done centrally, but we need the call for action and cooperation for all to handle that training.

Our third milestone was to segment this enterprise problem.

For that, we were going to need some help.

In fact, there had to be some background.

This was one of the missing ingredients that I learned early on.

For six years was like swimming upstream, trying to convince the enterprise of the importance of accessibility.

We got a lot of standard responses of why this is important.

It only touches a few people.

Why am I responsible for this?

That pushback initially.

We don't get that anymore.

The reason we don't is we now have a companywide accessibility policy.

Putting the policy in place, watch the dominoes fall.

Once you have executive endorsement at a corporate level and it aligns to the Americans with disabilities act but nondiscrimination, everything then flows from that.

It has made a profound difference in the mindset of all lines of business in every level of management.

From the policy which is essentially a commitment to make sure everything was accessible from the standpoint of a public and member experience we also then drew out several standards.

These standards touched on various specific areas.

Whether they be physical facilities, the ICT procurement, we are still working on that.

We broach that.

Now we are in a conversation with people and procurement to make sure employees are getting what they need.

Experiences that are public facing are also provided with equipment that meets those standards.

Customer service interactions are now governed by all knowledge base of procedures that accommodate to the needs of people with disabilities and follow ADA standards.

We have standards for third parties that were just engaging with now.

We are developing that fully.

As well as complaint management.

That standard has been in place for some years now .

How to manage complaints in a timely way to make sure people with disabilities get the accommodation requests they need.

Last, but not least because this is where we began, we want to make sure that all of our digital content aligns to standards.

We have our own USA standards for digital accessibility that align to the WC AG would also supplement them in some ways in a centralized repository.

None of this is training per se.

It sets the background for it in ways that are quite impactful.

Having this infrastructure in place means we can then begin to build on the requirements we have created for facilities and the requirements we have created for digital documentation and marketing and begin to train to those standards.

For that to take place we need to form an enterprise training governance platform.

The very first thing, was the legal layer of the repository of requirements.

It just so happened that our legal counsel was able to give us a number of guidelines, high level business requirements that they developed from existing federal regulations as well as case law.

There is no statute or mandate that says a company must train on the subject of accessibility.

Almost all of the legal precedents are based on execution of the skills that lead to accessible websites or inaccessible service experience.

To that end, we really needed help from legal to create high-level business requirements out of those case laws and regulations so that we would have something that we could work from that would have the authority of the law but be within the company.

It would be more on the compliance level rather than on the regulatory level.

We ended up with nine of these.

I cannot show you what they are because of attorney-client privilege.

I have created at least a mock version of what a business requirement would be.

It would have a high level description of what the directive is which would order a specific training action.

And it's action agent who would be responsible for it whether it's an affiliate, third-party or an employee or somebody in the service role.

We would set the scope very clearly then as to the subject and audience of the directive and any impacts that it would have.

The application and lines of business.

We just wanted to make sure that we were specific enough that we can turn this into world-based training and aligned to these high-level business requirements when we build our training modules.

One of the first things you have to do as you are creating this enterprise program is identify your company's frontline roles.

We began with a set of rules, is not as far-reaching at as I think it's going to be.

We decided that anybody that was creating content that a member had to engage in directly or was creating a service experience that had a direct face-to-face conversational exposure was going to be a role we wanted to train two.

These roles would be content providers and service reps as well.

People who would engage other people who have disabilities we need to engage in directly or indirectly with the published content they create.

These roles, the frontline roles of the highest accessibility risk to any company.

These are the rules we wanted to train to first.

In a distributed Corporation frontline trainees may be under separate managers from the accessibility governance group.

That is certainly the case in a big company like USAA.

We have affiliate organizations as well as many sideload lines of business.

They each interestingly to some extent already created their own accessibility training materials.

Sometimes they would gain from the general accessibility awareness training that our group provided for the whole company.

They also had specialized needs within their own lines of business and began to ask questions and move on their own.

In some cases, they would be using third-party accessibility training materials.

We did not discourage that, in fact we welcome it.

What it did entail is if you want to have a program we are going to have to have some way to measure the success of that material.

Because there was no way for us to control all of the ins and outs of what material they were using.

We had to add least assess it, measure it against her own learning objectives and then supplemented where we felt we had learning objectives that needed to be addressed that were not being addressed by the materials they were using.

Prioritize your training roles.

You may need to start small.

We started with people who are engaging digital interface experience as well as member service roles.

These are our roles as well as the top level, every employee at USAA had at least some exposure to general accessibility and awareness training.

That was the common rules.

Then the designers of course, they are the ones who are engaged in the user experience.

Developers, are more focused on the system and robustness of serving many platforms.

Testers who would act as advocates and voice of the member invoice of the public to ensure that everything was following WC AG standards.

Finally, the member service representatives.

It was an interesting experience.

I had an opportunity to engage our service representatives in some training.

I learned an awful lot from them, probably more than they learned from me.

It was great to be able to get them to enlist them as the experts in their area and to expose them to what accessibility standards there were.

Some of them were already fully engaged because he had a complaint process that was managed by another member of my team.

She had done an outstanding job of engaging in that training area.

There was still not a regular, vetted and controlled system of learning objectives until we got together with one another and began to form them.

In order to form some learning objectives around your training, you will need to enlist your company's frontline roles.

You have to enlist trainers from various lines of business.

If you think of it, these are like horizontal cilos within any company.

They have specialized roles within each of those silos that we know nothing about.

Without a doubt, when they are large enough, like our corporation is they have their own trainers.

They train to the subject of their expertise.

One of the things we found helpful was to engage those people who are actually doing that training, in some cases it will be people who are specialized trainers, professional trainers in the subject areas for which they have been hired.

In other cases it will be those leads you are specialized in some skill set for which they are the key person to train other members of their team.

The key was to connect with them, with those business experience owners in each line of business and to ensure whenever they do their training that they incorporate accessibility into those modules of training.

We had to explain her training program in collaboration was a centralized accessibility governance is key to fulfilling corporate compliance with regard to our policies, standards and requirements.

And to homogenize that experience.

We did that, we've done it with all the rules that are designer developer in each of those is in a guild.

If you think of the role specializations are like the horizontal bridge.

Many of those roles, designer roles will be across the various lines of business.

You have the vertical silos the lines of business in the horizontal rules and skills that they train to across the range of the company.

Somewhere in that grid is the specialized needs of each line of business with specialized skills and some case of each role within that line of business.

We began to invite role specific trainer delegates to an annual accessibility training Summit.

We began our first one about two -three years ago.

We were able to engage our digital content creators in that summit.

We actually called it Denali.

We've had Denali one and two and will do three this year.

It's a high mountain in the United States in Alaska.

We were also able to create another similar summit for service representatives.

They were so different in kind and the problems they deal with are so different in kind from the kind of digital content creators deal with that we thought it was important for them to have their own summit.

We call that Saint Elias which is the second highest mountain in the United States.

That was something we are able to do.

We were also fortunate to have members of our team, some of whom have disabilities themselves.

It's always important -we made this even if they're not part of our team we engage people who have disabilities to come and speak to the needs they experience.

The exposure not only through formal training but even through user groups that we have on our campus from time to time has been greatly influential in changing the tide of the way USAA thinks about accessibility and its responsibility in that regard.

Milestone five, form accessibility learning objectives.

What this is and the program of training, this is like the no Child left behind set of standards.

It was a federal set of standards for all education levels for the primary grade levels of students in the United States.

By setting a standard threshold for each grade level and subject in the grade level, no Child left behind policy was able to standardize the methods by which we would measure the learning of students in America.

I took that practice as something of a model for how we build an enterprise training program.

What it entailed was we were going to have to create learning objectives and we would have to do it in collaboration with those who training each role.

That meant that frontline trainers would have to understand the work of fun client content and service providers and would have to contribute some of these learning objectives.

From our general common role training, it's the first of .

For each one of these learning objectives, we were going to have associated tasks that a trainer would do that list corporate cases, the measurable outcomes, things we should test for as a result of training session.

After training we can ask a test question and give an example of a site or multiple-choice answers.

This is standard learning pedagogy approach.

We measure the success of training by asking questions.

What we found is that we had to create as many learning objectives for each competency or role as were needed by that role in order to mitigate the risk of training and competence.

We simply did not want people out there who were not able to create great, user experiences that meet the needs of people with disabilities.

We did not want that to happen.

We thought, what do we need to train too?

What is that minimal threshold of learning objectives?

We created associated training pass for each objective and we finally created measurable outcomes for each of them.

For the common core we had some 26 objectives that we wanted everyone in the company to now.

We created a general accessibility and awareness training around that.

It's now part of compliance training.

It's required annually and we have to revisit and assess it.

Each of those had a special set of learning objectives in its own space.

In order to avoid the problem of redundancy we created an aggregate specialization.

The training learning objectives we had for all roles and common wouldn't become unduly redundant and repeated.

For those designer should take the 24 learning objectives in their specialized area.

What I've created is a diagram for ellipses and at the top of the diagram has one focal point ofâ€¦ Governing the 26 learning objectives for the common role.

Each of those ellipses branch out and fan out in different directions to cover the 24 learning objectives for UI designer, 24 front and developer learning objectives, 13 accessibility test or learning objectives and 13 service rep learning objectives.

A total 100.

Next year it might be a 101.

It's a way of ensuring that we were training a way that meets the needs without being unduly redundant.

Milestone six is to form accessibility training curriculum for each of the specialized roles.

That would mean that accompanying the learning objectives would have to be an outline that structure is what it is about those learning objectives that need to be taught and in what context and what materials could be used?

A curriculum in a formal sense is a template.

It's not the syllabus, it's not actual course material, but it is a structure of those things that need to be taught.

It presents it in an organized way so that it can be used as the basis for creating actual training.

I have looked at other curriculum models and it came to the conclusion that we needed a list of intended outcomes.

Those are the learning objectives.

A summary of a training goal.

Training needs, training needs and they are varied.

Almost all of our trainees are employees so this was an employee phasing experience to equip our employees to meet the needs of people outside of our company and our members in public.

I had to summarize available training resources, we had quite a few resources within the company but it was important for certain specialized roles that there were certain training materials and media available to them that might not be available to other groups.

We wanted to know what those were and to make use of those within those areas.

The key thing to remember in all of this as you create a structured curriculum for each role is that a curriculum should be result oriented.

It's all about the outcomes and ensuring you have your success measures measured for the things you have trained to do and that you do get some sense of progress over time as you measure it from year to year.

Let's begin with the training goal.

For each role that is designed or developer MSR and even the general common training, you want to have a statement of that role.

For the common area for example, this is the one goal that governs all of the training in the area for all roles in common.

Every employee has awareness of the range of human disabilities and of provisions that need to be made for all products and services to be accessible.

That is the overall governing principle by which we train.

We have to refine it over time in light of more insights, we can do that.

You're focused in on that one role, even the generalized role is a specialized role when you think about it.

What can you train too that applies to everyone?

Really have to think about what are those things that everyone has in common?

It applies also to other specialized roles.

Wanted to make sure we understood training needs.

These are general.

They may lack exposure to disabilities or accessibility design needs.

They will need new information on what accessibility provision is and what a disability is.

Some trainees lack any connection to people with disabilities.

At first it may seem irrelevant to them, but I think bringing people into the training Disabilities suddenly makes that vary relevant and has been a seachange at USA since we began doing that.

Some trainees may have difficulty adjusting the settings of the learning materials themselves, whether it be video-based training or computer-based training.

You want to make sure the training materials that we provide and the methods we use are themselves accessible.

It's always important, especially when doing life training retraining of resume to ask in advance of your trainees if they have any special accommodation needs.

You may need to provide finding which interpretation for example to some employees.

Those kinds of accommodations and becoming aware of those is an important aspect of the training.

The range of training needs.

Some trainees may require assistive technologies and adaptive strategies.

Many of them already have these within their workspace.

Many of us at USAA have been working from home for the last year because of COVID, we may need those specialized tools and provisions in our home space as well.

Just being aware of those specialized needs and articulating them in your curriculum is very important.

Some available training resources, we have LMS training, computer-based training, video-based training, power points and the like.

You will have your own specialized mechanisms and it's important that you at least articulate those and know what's in your inventory and be able to leverage those when you think it's the most appropriate way to present information.

You have your learning objectives all gathered together, you have to sort them and categorize them by their various types.

Some will be related to legal and regulatory even for a specialized role like developer.

There are some legal and regulatory things they need to know.

Some business requirements and operational related accessibility rules they need to know.

He organized that material for them in the curriculum and presented in a way other trainers can then within those specialized lines of business appropriate and build into their training materials.

To become fully enterprise you've got to inspector training resources.

We spent the last year going over those training materials that we reuse within specialized areas.

There were design specialization trainings and also some specialized training.

We actually made use of the University materials in some cases.

It wasn't necessarily required training, but it was training that we recommended.

We vetted those materials against our own learning objectives.

Did we find gaps?

Yes, sometimes we found things in the DQ University materials that we liked and we actually added them to our learning objectives.

In other cases learning objectives at the DQ materials did not quite in the specialized way USAA wants to train.

We had to create gaps in what her plan was to supplement that material through creating our own training resources that can supplement the materials we get from third parties.

Whatever third-party training materials you use we want to manage those accessibility training standards in such a way that you got some kind of regular authoritative body that can look at those materials and get a report on where was the alignment?

Where were the gaps?

Are you remediating those gaps on a recurring basis?

And provide a record report of the approvals that were made.

Caller group degrades.

The group for review of the price training standards.

We had to create a charter with the rules and responsibility for that group.

And a member roster.

Some were from her own team of accessibility experts.

In many cases these are people and lines of business whose role was able to have a rule that there was accessibility learning curriculum and to be promoters of the survey would participate with us and at the same time be able to promote that knowledge in the company.

We have to convene at least once per year in USAA.

It might be important to convene more often should there be changes in the regulatory environment or new high-level business requirements from legal.

It's important for everybody to be aware of what changes and when so that we can be timely in our distribution.

Having delegates in various lines of business will help us to monitor and assess the training materials and schedules.

In every specialized line of business, whether it be banking or life insurance in our company or the various lines of business you may have in your company, you want to make sure that you are mitigating risk on a recurring basis and that you are assessing and monitoring the training that goes with those risks that tries to reduce the risk for the company.

Need to create an inspection process and regularly review the training requirements and guidelines for currency and relevance.

Would be important for me to have at least some event that has to take place on a regular basis in evidence that that event took place, whether meeting minutes to say you approved the following changes or some kind of an assessment.

It may be a test that gets run own training materials.

Something that proves the inspection took place.

That would be a control for the inspection process.

And then require regular reporting of those inspections to make sure training materials that are being used are current and reused on a recurring basis and we are measuring against the success of the training by looking at test results on average.

Making sure that everybody who is in a particular rule is getting trained on a regular basis.

If people are skipping training, that something that their manager needs to know about.

This kind of rigor over the training program then turns this program into something that is truly enterprise-level.

Wherever there are gaps discovered, either training materials for rollout and deployment of the training we want to remediate those as quickly as possible to get that done.

The last milestone is to nurture the accessibility training discipline.

This is something we do by hosting regular training summits.

We convene excessively trainers to refresh and reinvigorate them.

The beautiful thing about this is it's an exclusive event.

It's an exclusive inclusive event.

We like the idea of that.

We want to limit attendance to the training leads and delegates among whom should be people with disabilities so that it becomes an enriching experience for everyone.

Collaborate with participants to set the agenda.

You can achieve anything you imagine in life but you can't do it alone.

You want to list training needs and delegates from each of the lines of business and get them to add accessibility to their arsenal and be the champions within that region for training.

In encourage group interactive experiences.

It depends on what you have available for your breakout sessions during the summit.

Usually it's either whole or half day summit.

You can use Fox notes or murals to unleash creativity.

Focus on achievable outcomes.

Our first summit, we actually created learning objectives.

We did not have them all done yet, but at the end of that session we had created a number of learning objectives in each specialized role of those who had been invited to the meeting.

You want to accomplish moving that will marker down the field in the course of your summits.

This is my last slide, make sure you make heroes out of all the people who help and support in the training role.

Meet throughout the year at least once per quarter to stay fresh and engaged.

Encourage newcomers to take on new challenges.

Don't be afraid to give somebody a new delegate responsibly.

People like that.

Rich veterans with new roles and responsibilities so they don't get stale.

Share knowledge among the disciplines.

Avoid a single point of failure expertise.

It's great to have people who are knowledgeable, but you have got to shadow those experiences so that you have more than one person with the expertise.

Elevator compliments of groups and individuals.

This is eight people thing.

Limit the proud, lift the humble and above all love one another.

That is all I have for today.

I'm willing to take some questions and answers.

>> Thank you so much Rob, that was great.

We do have some questions here.

We have a couple of minutes I will dive right in.

This one, any advice for a small team of designers and developers currently learning accessibility are in charge of training on accessibility to all of their development teams and PMs and getting everybody on board in a big company?

They don't have time to sign for it or budget to do it.

Or any good resources to use.

>> ROB O'CONNELL: The nice thing about PowerPoint or the like is that it's fairly cheap.

The only thing you have to do is create content.

That is how I began.

I had a set of training materials I would reuse and I would invite large groups of people to take the training.

It was live and in person at first.

We did not use Skype resume too heavily then.

Music quite a bit now because our company is very distributed, much more so than when I began.

It is easy and cheap to create that kind of training material.

That is a good way to start.

Course, you're not delving into anything other than what you already know at that point.

To do the kinds of things we have done to go into the specialized areas that we don't have a lot of experience with this require enlisting the help of others.

Can do that with training materials you provide and have others participate with you and those zoom training experiences.

If you don't have a high budget and you can't afford the deque training modules there's plenty of material that's free and available if you want to make use of it.

You have to bet it because it's not going to meet all of your needs.

Does not absolve your responsibility from creating your own learning objectives.

Need to have a set of standards you say this is us.

This is what we trained to paste on each role within your company.

>> I think we can squeeze one more question in here.

How did you get leadership buy-in for this training program both in C suite and team and departmental supervisors?

>> ROB O'CONNELL: I have been doing it for years.

I have been known as an accessibility expert since 2007.

It is also delegated this role.

It was something that I loved to do and fortunately for me my director said you were going to be doing this.

The buy-in really comes as a reflex of the fact that we have an accessibility policy.

Once we got that policy and standards in place, those were not specifically about training.