Learn/Perform Mixtape

2.13. Legal and Ethical Issues: Copyright and Fair Use in Learning Design

Learning Objective for Section 2.13.: Explain the importance of legal and ethical issues related to instructional design

Using any copyrighted work for learning and training purposes required permission from the copyright owner, i.e. the publisher of the work or the employer of the work’s author, or the author/creator of the work. As stated and shared in the AOE #3 episode on the topic 3.10. Copyright and Fair Use Laws.

Here is the recap of what US laws state about the use of materials for a class, training, or learning:

READ: Copyright, eLearning, and Creativity via eLearning Industry

Fair Use: is a legal doctrine that promotes freedom of expression by permitting the unlicensed use of copyright-protected works in certain circumstances. Section 107 of the US Copyright Act provides the statutory framework for determining whether something is a fair use and identifies certain types of uses—such as criticism, comment, news reporting, teaching, scholarship, and research—as examples of activities that may qualify as fair use.” When considering if objects or materials are under fair use, you should examine the four requirements:

The purpose is for nonprofit, noncommercial educational use (typical cases)
The nature of the copyrighted work is consistent with the proposed use
The amount of the original work involved some small uses can be considered an infringement, that is, a small portion involves the core idea in the copyrighted works
The effect of using the copyrighted work is not likely to deprive the copyright holder of sales or market interest

Title 17, US Code of Federal Regulations, Section 201 There are also “Works Made for Hire” where the employer or the other person for who was hired for the work was authoring training instruments for an employer or organization as training materials to be designated their copyright.

RESOURCE: US Code: Title 17. Copyright via Cornell Law School

RESOURCE: Writing Copyright Statements for eLearning

Legal and Ethical Issues Related to Copyright and Fair Use

Things that cannot be protected by copyright include: ideas, processes, procedures, methods of operation, concepts, principles, or discoveries; however, a tangible description, explanation or illustration of these may be copyrighted.

In the United States, registering the work with the US Copyright Office provides legal protection and redress in state and federal courts; a copyright holder has the exclusive right to:

Reproduce the copyrighted work
Prepare derivative works (adaption) based on the copyrighted work
Distribute copies of the copyrighted work to the public by sale or other transfer of ownership, or by rental, lease, or lending
Perform the copyrighted work publicly, in the case of motion pictures or other audiovisual works; and
Display the copyrighted work publicly, in the case of audio or visual work.

Exclusive rights are qualified by the fair use privilege, which allows others to use copyrighted material in a reasonable manner without the copyright owner’s consent. Although legal guidelines exist, fair use is difficult legal concept to understand.

Bottom line: obtain written consent from the copyright holder to use the materials that are copyrighted, even for an educational program OR find training materials that allow for fair use or attribution for your learning/training materials. When in doubt ASK SOMEONE!

Open Up: Creative Comments and Open Education Resources

Open Up: OER for Higher Teaching, Learning, and Support Services includes The National Forum Open Licensing Toolkit [PDF]
To Share Your Work, You Gotta Put a @CreativeCommons License On It!

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2.12. Individual & Organizational Influences on Learning and Change

Learning Objective for Section 2.12.: Identify individual and social factors that influence an adult’s motivation to learn and change.

Change might be a business decision; however transitions at work often have emotional and political effects on any organization and their employees. Motivating factors is one of the most critical elements to consider while implementing change related to learning. If designing learning is part of a change initiative, organizational transition, or method for managing change in a company, talent development practitioners should be aware of how any change could create challenges to learning solutions, i.e. resistance, turnover, and failure to institutionalize the change.

READ: 3 Instructional Design Strategies for SMART Change

It is critical to involve the change agents during during the learning planning stage to minimize potential issues and consider issues that might occur at all levels. Empowering employees to make choices can help them accept change and ensure this transition is smooth. Some incentives might come from management rewards for acceptance or additional support to help move others along in the transition.

Influences on Learning: How Instructional Design Can Impact Change

Motivation is one of the main influences on people’s willingness to learn. When change comes, sometimes a learning initiative to understand this transition is needed. Two ways to influence this willingness to learn is to:

Energize learners’ motivation to learn
Use whatever motivation they already have

Training success happens when the new skills and knowledge are applied on the job.To encourage a change in behavior or performance, learners need to realize the learning outcomes.This could be through other learner testimonials, sharing the implications of not gaining this skill, what's in it for me (WIIFM), and identify the knowledge gap might do for their career trajectory. You might also be able to introduce employees to informal learning and technologies (e.g. wikis, blogs, communities of practice, etc.). Other ways to motivate learners by:

Building anticipation of outcomes through authentic contexts
Making the context appealing (e.g. sound, music, novelty, suspense, humor, etc.)
Providing a challenge and adjusting the challenge levels to match different learners’ levels of readiness
Providing intrinsic feedback

More information about support organization and individual influences on learning, more will be discussed in AOE #10 Change Management, Section 10.11. Motivation Theory.

Are you a learning designer or talent development professional who has developed training/learning solutions for change? How'd it go?

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2.11. Learning Technologies

Learning Objective for Section 2.11.: List at least three strategies for keeping up-to-date regarding learning technologies

Similar to the previous episode 2.10. about Selecting Delivery Options and Media, it will be critical to make the most appropriate and effective choices for technologies for learning. There are a number of options for methods, media, and ways to deliver training/learning solutions; however, not all technologies will be suitable for your employees/professionals. Not all training settings or organizational set ups will require high-tech solutions for learning, and it will be context and learning participant dependent as well.

Knowledge of Learning Technologies and Support Systems

It is critical to get to know a few things, with regards to technology, which include:

Understand the learning technologies currently in use within the organization & the potential capability to expand
Collaborate and cultivate relationships with the company’s information technology professionals to help you identify software/hardware options available for training
Explore and educate yourself on emerging technologies used in learning and training environments in industry and education -- specifically applications, use, and practical strategies for learning development/design

Here are a few suggestions of where and how to stay connected to learning technologies within talent development from the CPLP training system:

Join the Association for Talent Development (ATD) https://www.td.org/
Read TD magazine (https://www.td.org/td-magazine) and Learning Circuits
Attend ATD conferences or events https://www.td.org/events
Search topics https://www.td.org/topics/learning-technologies
Attend ATD webinars -- often free or openly available + archived webcasts
Join other associations like:
- The eLearning Guild https://www.elearningguild.com/
- United States Distance Learning Association (USDLA) https://usdla.org/
- Society for Applied Learning Technology (SALT) https://www.salt.org/

And beyond these organizations, there are a number of professional associations, organizations, and networked communities to access, share, and find learning technologies for training and instructional design in K-12, higher ed, etc. -- here are my “go to” to get you started:

Online Learning Consortium https://onlinelearningconsortium.org/
Association for Educational Communications & Technology (AECT) https://www.aect.org/
EDUCAUSE https://www.educause.edu/
ISTE https://www.iste.org/
WCET https://wcet.wiche.edu/
Association for Learning Technology (ALT) https://www.alt.ac.uk/
Association for Professional, Continuing & Online Education (UPCEA) https://upcea.edu/
Professional and Organizational Development (POD) Network https://podnetwork.org/
My personal learning network on blogs, Twitter, LinkedIn, LinkedIn Groups, podcasts, and more!

Ahead, we’ll talk more about learning technologies in AOE #6 Managing Learning Programs, Section 6.2. Learning Technologies and Support Systems -- stay tuned!

How do you stay connected to learning technologies for training and instructional design? Let me know! Share your suggestions on what to read, watch, follow, or connect to online to continue my knowledge on the topic.

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2.10. Delivery Options and Media

Learning Objective for Section 2.10.: List at least three delivery options or media available for delivering learning solutions

Delivery Option Considerations

To design effective learning talent development professionals must understand what is possible, the variety of mediums, and the current technologies or media that can support training/learning solutions. To determine the most effective delivery option and types of media, it will be critical to understand the advantages and disadvantages of each medium has for learning.

Selection of learning delivery method and media also will be aligned to the given scope constraints, time to design and deliver learning, cost, geographic location of learners, baseline knowledge of learners, technical skills to be taught, and so on. Here are a few things to consider for learning delivery options:

Online and mobile learning
Performance support systems
Classroom training (face-to-face)
Blended learning
Games and simulation
Self-directed learning
On-the-job training (e.g. coaching, mentoring, etc.)

THROWBACK: #TBT You may recall that selecting training/learning delivery options and media can also be found in AOE #3 Training Delivery; Section 3.5. Various Delivery Options(link to this podcast episode and resources)

What Exactly is Flipped Learning?

Flipping the learning experiences is also known as “inverting” learning or taking a “pedagogy-first” approach to instruction. This is where the learning materials (for a course, training session, or workshop) are introduced outside of the designated class meeting session. The time spent either in-person or during an asynchronous online meeting is re-purposed for inquiry, application, and assessment in order to better meet the needs of individual learners.

The Four Pillars of F-L-I-P from the Flipped Learning Network

F: Flexible Environment
L: Learning Culture
I: Intentional Content
P: Professional Educator

Read more at: https://flippedlearning.org/definition-of-flipped-learning/

BONUS RESOURCES:

Chapter 9: Choosing and using media in education: the SECTIONS model by Tony Bates
Learners needs! Review: 9.2 Students
Checklist for Selecting Technology for Learning

How do you make your decisions about media, mediums, and delivery options for instructional design?

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2.3. Individual Learning Preferences

Learning Objectives for Section 2.3.:

Explain why learning styles is a myth
Define learning modalities

Learning Modalities

Learning modalities refers to how information is received from the environment into our brains through our five senses: hearing, seeing, smelling, tasting, and touching.

The Learning Style Concept is a Neuromyth: learnings styles that try to measure differences in individuals' learning have been debunked and are a myth. You might know a few of these assessments or instruments to classify learning styles: Kolb’s Learning Styles Inventory or VAK (visual, auditory, kinesthetic). Researchers have indicated that there is no evidence for the validity of learning styles or that it leads to optimal learning if identified. Additionally, investing in these learning style assessments/inventories could lead learners to develop self-limiting beliefs about themselves that could be a self-fulfilling prophecy.

Models that Incorporate Learning Preference: some evidence-based theories and models that focus on individual learning preferences include (which a few were mentioned on the previous episode in the AOE #2 Instructional Design; Section 2.2. Learning Theories):

Multiple intelligences (Howard Gardner)
Brain-based approaches to learning (Ned Herrmann)
Factors affecting the speed at which adults learn
Accelerated learning techniques
Modules (Patricia Cross)
- Characteristics of Adult Learners (CAL) : framework developed to describe why adults participate in learning; motivations and deterrents to adult learning
- Chain-of-Response (COR) : is a model that asserts that adult participation in learning is not an isolated act but results from a complex series of personal responses to internal and external variables that either encourage or discourage participation in learning

The Design Value of Learning Modalities

Although we don’t use learning style preferences, there is something for offering training and learning solutions for a variety of learning modalities and techniques to resonate with all learners. Here are a few helpful reminders of why multiple modes for learning are critical from Design for How People Learn (Dirkesen, 2012):

Everyone does not learn the same way.
Designers should vary the way learning is approached depending on the subject, topic, or focus of the training.
Except for any accessibility needs or physical impairments, most learners use senses predominantly visual, auditory, and tactile ways to learn.

Senses & Design Considerations
Seeing

providing written directions when possible
enhancing presentations with visuals, graphics, illustrations, diagrams, props, or flowcharts
helping participants visualize a process using demonstrations, or role plays

Hearing

providing spoken directions
using discussions, debates, panels, or interviews
planning for buzz groups, small group discussion, or various discussion group configurations

Touching

providing hands on practice with the actual equipment, forms, or tools
engaging learners in experiential learning activities or solving problems
allowing time for active review and practice methods

We need to design learning beyond our own expectations or personal preferences for learning design solutions -- it needs to be relevant for on-the-job outcomes and performance.

REVIEW: Designing Multimodal Approaches for Learning

How are you designing with multiple modes and learners in mind?

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AOE 2. Instructional Design; 2.2. Learning Theories

Learning Objectives for Section 2.2.:

Summarize the role adult learning theories play in the design of learning solutions
Discuss Abraham Maslow’s Hierarchy of Needs
Discuss Malcom Knowles’ concept of andragogy and its importance to instructional design
Explain the difference between teaching and facilitating learning
Describe the individual characteristics of learning, including the roles that motivation, goals, experience, and culture play.
Define the various theories of learning and memory, including behaviorism, cognitivism, and constructivism.
Describe the concept of the learning brain model and how it relates to adult learning
List six external and environmental influences that affect an adult’s ability to learn
Explain Howard Gardner’s concept of multiple intelligence theory

The Role of Adult Learning Theories in Instructional Design

Learning theories explain why some training techniques may work better than others; and this helps talent development professionals design effective learning solutions. Trainers help improve performance by facilitating learning in a traditional or virtual classroom, one-on-one, or on-the-job in an organization. Knowledge of adult learning theories help talent development professionals to:

Consider the learning strategies, tactics, experiences, and learning environments that support the theories
Relate the design of materials to the differences in the ways adults learn
Explain why training is designed as it is
Assess designs to ensure that it meets the needs of learners
Outline how learning theory influences knowledge acquisition, retention, and application of information.

Theories of Learning and Memory:

This is the HOW learners internalize information and identifies ways to increase the successful transfer of learning for retention. Essentially it will be to understand how humans access, treat, and retrieve information with these three classic learning theories:

Behaviorism: concerned with the relationship between stimuli and response to predict and control behavior; advantages:
- Establishes objectives that are clear and unmistakable
- Ensures behavioral practice, not just theory
- Works best for helping learners to acquire behavioral skills
- Is highly specific
- Is observable (learners know when they have succeeded)
Cognitivism: focuses on what is happening to the learning internally; trying to “understand understanding” specifically how people perceive, think, remember, learn, solve problems, and attend to one stimulus over another; advantages:
- Treats people as adults
- Focuses on thinking skills
- Emphasizes foundational knowledge
- Builds a base of information, concepts, and rules
- Provides the rationale upon which action is based
Constructivism: the focus is on how learners internalize what they learn; advantages:
- Is discovery orient
- Centers on learner understanding
- Builds learner understanding with real-world relevance
- Allows for differences in learner backgrounds and experiences
- Has facilitators guide learners through the learning process

READ MORE: Epistemology and theories of learning; Objectivism and behaviorism; Cognitivism and Constructivism from Chapter 2: The nature of knowledge and implications for teaching by Tony Bates

Maslow’s HIerarchy of Needs: explains the foundations of motivation and offer a logical leveling from physiological to psychological needs:

Physiological
Safety
Belongingness
Esteem
Self-Actualization

READ: Maslow’s Hierarchy of Needs Explained

Malcom Knowles’s Adult Learning, or Andragogy: the way adults learn are different from children; often more self-directed, internally motivated, and ready to learn; unlike pedagogy (traditional style of teaching based on lecturing or a didactic model), this is learner-centered rather than content-centred or instructor-led.

READ: Andragogy - Adult Learning Theory (Knowles)

Andragogy (Knowles, 1984): contends that five key principles affect the ways adults learn:

Self-concept of the learner:
Prior experience of the learner
Readiness to learn
Orientation to learning
Motivation to learn

Individual Characteristics of Learning: adults learn only when they need or want to learn, no matter how good the talent development professional or training experience is -- here are the four key characteristics of learning:

Motivation
Goals
Experience
Culture

Approaches to Motivating Learners: 4 foundational principles to motivate adult learners are:

Inclusion
Attitude
Meaning
Competence

How Culture May Influence Learning: this might impact the training experience and ability for participants to learn, specifically related to these differences:

Verbal and nonverbal messages that don’t match
Reluctance to speak
Limited eye contact
Proximity to others
Power distance

Questions the learning designer should ask before developing training:

What cultural norms or values might exist?
How do they differ among all learners?
What implications do these norms or values have in designing the content?
What adjustments need to be made in the design?

Adult Development and Age: Does our learning change or capacity to learn change as we age? Not necessarily. Neuroplasticity, the ability of our brains to change and adapt, does not decline with age. We are able to continually learn, adapt, and grow -- this includes building new neural connections to receive, process, and transmit information. Confronting ideas that are contrary to one’s own helps to stimulate the development of new neural pathways -- keep adult learning programs going!

The Whole Brain Thinking Model: we use the whole brain (both sides/hemispheres) to process information. These are complementary, not competitive to make a decision, analyze a problem, compare solutions, and support long-term learning. The left side of the brain is associated with time orientation; sequential processing of events; language; logic; mathematics; analysis; and awareness of cause and effect. The right side of the brain specializing in the following functions: emotion; intuition; visual-spatial orientation; music; art, imagery, and pattern awareness; synthesis of information; simultaneous processing of events; timelessness; and divergent thinking.

This model of whole brain thinking was analyzed by the Herrmann Brain Dominance Instrument (HBDI) developed by Herrmann (1988) to study how individuals' thinking preferences, or brain dominance, affect the way we work, learn, and communicate. The HBDI classifies learners in terms of thinking in four modes or quadrants of the brain:
A. Rational/Intellectual: logical, quantitative, analytical, technical factual
B. Lower-Left Limbic = Practical/Instinctive: sequential, controlled, detailed, organized, conservative
C. Upper-Right Cerebral = Experimental/Intellectual: metaphoric, integrative, visual, synthesizing, conceptual
D. Lower-Right Limbic = Relational/Instinctive: emotional, musical, humanistic, expressive, sensory

LEARN MORE: Understanding the Herrmann Whole Brain® model

External and Environmental Influences: these factors can impact or influence how professionals/employees learn, like in more informal training environments or a relaxed atmosphere. Different aspects can impact motivation to learn and the transfer of training specifically these external or environmental factors: stress, time pressures, job status, learning environment, peers, supervisor, family, and/or company conditions.

Multiple Intelligences: Howard Gardner (1983) has suggested that there are multiple ways to measure and account for intelligence; he developed the Multiple Intelligence Theory which states that there's no single way in which everyone thinks and learns. Gardner created a list of intelligences that includes:

Linguistic/Verbal
Logical/Mathematical
Spatial/Visual
Bodily/Kinesthetic
Musical
Intrapersonal
Naturalistic
Existential
Emotional

All of these intelligences will impact how people process information when learning. Gardner believes that most people are comfortable in three to four of these intelligences and avoid the others. He also defines intelligence as a measurable aptitude that people use to create and solve problems and valued by the culture; however, intelligence is not fixed.

BONUS READ: Multiple Intelligences Theory: Widely Used, Yet Misunderstood via Edutopia

Difference Between Teaching and Facilitating Learning: teaching is the “teller” of information whereas facilitating is the “guide” of bringing learning to participants to they understand concepts, skills, and information. Teaching is pedagogical vs. facilitating is more andragogical. Teaching methods might be more lectures, presentations, webinars, etc. vs. facilitating might involve brainstorming, small-group discussion, role play, case studies, debates, teach backs and other interactive ways to learn.

A couple of books I mentioned for learning theories

ISD from the Ground Up, 4th Ed. by Chuck Hodell (Chapter 14)
Teaching in a Digital Age, 2nd Ed. by Tony Bates (Chapter 2)

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The Area of Expertise (AOE) #2: Instructional Designrefers to the “designing, creating, and developing informal and formal learning solutions to meet organizational needs; analyzing and selecting the most appropriate strategy, methodologies, and technologies to maximize the learning experience and impact.” This section is weighted 13-14% of the exam; 20-21 questions

A skilled workforce is one that has a competitive advantage that enables the organization to adapt, change, grow, and innovate. Talent development professionals who are savvy instructional designers (IDs) contribute directly to the business strategy and organizational goals. In AOE #2, we will focus on the following key knowledge areas:

Business strategy, drivers, or needs associated with possible learning solutions
Need assessment approaches
Research methods, including informational scanning, data gathering, and analysis
Content knowledge or techniques to elicit content from subject matter experts
Learning theories
Instructional design theory and process
Various instructional methods
Various delivery options and media
Existing and emerging learning technologies and support systems
Individual learning modalities
Individual, group, and organizational differences that influence learning and motivation
Assessment methods and formats
Legal and ethical issues related to instructional design

Crossover in this chapter will be with AOE #3 Training Delivery and AOE #6: Managing Learning Programs, specifically the section on Legal, Regulatory, and Ethical Requirements. Roles in this area might be called: instructional designer, course designers, program designer, designer, instructional developer, eLearning specialist, or curriculum development specialist. There are so many more names--see my presentation “Who Designs Learning Today?” https://www.slideshare.net/LauraPasquini/who-is-designing-learning-today

A few books I might refer to or mention in this area of expertise:

ISD from the Ground Up, 4th Ed. by Chuck Hodell
Teaching in a Digital Age, 2nd Ed. by Tony Bates
Training and Development for Dummies by Elaine Biech
e-Learning and the Science of Instruction by Ruth Colving Clark and Richard Mayer
Project Management for Instructional Designers by Wiley et al. https://pm4id.org/

2.1. Business Strategy and Drivers

Learning Objective: Describe the value and purpose of understanding the business drivers that identify a need prior to designing the learning.

Like other areas of your organization, talent development requires investment for your employees to encourage more production, sales, output, customer satisfaction, and more! If your professionals are being developed and engaged, it will increase the bottom line. Aligning goals and objectives of the company to instructional design, will allow you to justify the need for talent development professionals within your organization.

READ: Instructional Design Strategy: What Is Its Role in eLearning Design

Link Talent Development and Instructional Design to Business Drivers

Business drivers are internal and external forces that direct and influence the organization’s strategy, goals, business needs , and performance goals. Business drivers are often resources, processes, or conditions that are essential for growth and success of a company. The learning design and goals should be linked to these business drivers and strategies that might include:

Reducing expenses
Generating revenue
Building employee engagement

Design to Meet Business Requirements

Similar to the AOE #1 Performance Improvement (specifically Section 1.3. Business, Performance, and Gap Analysis and Section 1.4. Root Cause Analysis), you want the instructional designer (ID) to focus on designing learning that develops objectives, materials, instructional methods, timing, and participation that is related to focused business needs and requirements. This would include assessing the session length, cost of development, media needs, learning activities, the environment to learn, how to have participants practice skills, and more. To meet these business requirements, you will need to ensure that participants are prepared to learn and the ID meet the goal expectations by:

Ensuring the design incorporates steps prior to the learning experience that prepare participants for what will happen
Clarify with management what the participants are expected to do differently or better, and how this aligns to business goals
Identify what action management will take to support changes after the learning event, such a reinforcement and feedback
Design support in the form of both hard copy and online materials that can be used after the learning event
Ensure That participants know how their efforts will affect business goals
Be certain participants know what is expected of them and how they will be held accountable
Clearly identify the trainer’s role in support and follow-up
Be sure participants know how they can find assistance following the learning event

Design to Achieve Strategy

IDs and talent development professionals needs to understand the business to align learning with organizational goals. Practitioners developing learning and training can upgrade skills and knowledge for strategy by:

Providing services that support the organization’s business strategy
Learning to measure results or relating results to other internal measures
Becoming educated and educating others in strategic planning
Finding opportunities to serve on cross functional teams
Reviewing relevant documentation e.g. strategy/corporate plans
Working with leaders in other departments to learn about their problems and needs
Learning more about the industry by reading journals or checking the internet
Learning about the competition and how has the competitive edge
Staying abreast of the changes the organization is facing and anticipate the kind of support it will need
Determining how the organization is viewed externally and what customers say
Developing specific measurements for all courses or programs
Framing questions to be certain that all issues were considered in linking training to organizational business strategy and drivers

Note: More will be discussed in AOE #6 Managing Learning Programs; Section 6.1: Business Model Drivers, and Competitive Positionin an upcoming episode

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AOE 7. Integrated Talent Management; 7.4. Individual and Organizational Assessment Tools

Learning Objectives:

List two types of multi-rater feedback tools, and define each
Discuss the key differences between personality inventory instruments and personality tests
Identify the purpose and benefits of career profiles
Define the purpose of leadership assessments, and list two types of leadership assessments
Summarize the issues associated with administering assessments, including validity, reliability, fairness, special accommodations, and legal issues surrounding testing

Human Resource Audits: is one component of succession planning system, which build s on the identification of successors and addresses employee mobility with regards to various positions; this audit would identify is employees should stay at their current position or move to other positions and it offers strategies to help designate pools of qualified employees based on their skills and abilities. Managers often conduct an HR audit by reviewing their direct reports to determine:

Time in current position
Performance
Readiness for advancement
Potential to move to a new position
Development required

Plans for succession and movement within an organization allow pathways into leadership and identify other opportunities where professionals might also move into new functional roles or to grow in a particular new occupational area.You want to work with and involve employees in the process of succession planning based on their performance appraisals or other means of providing viable, dependable, employee skill information. This might also happen with reporting in progress on projects; 1:1 meetings; quarterly reviews;snapshot of work with clients or billable hours.

READ: A Beginner’s Guide to Succession Planning

Human Resource Assessment and AuditsMulti-Rater Feedback: Multiple reviewers offer feedback as a process with at least two levels of management to review employees and agree on their candidacy for specific positions. This type of evaluation might occur or be warranted under these conditions:

Major judgements or experience levels are weak
There is a shortage of identified talent
The organizational culture supports structures

360-Degree Feedback Evaluation: is based on opinions and recommendations from superiors, direct reports, peers, and internal and external customers on how a person performs in any number of behavioral areas; offers a more well-rounded view of performance/work

Assessment Centers: might include oral exercises, counseling simulations, problem-analysis exercises, interview simulations, role-play exercises, written report, or analysis exercises for individuals or groups of employees; may be used for selection or development purposes

Personality Inventory Instruments: offers a picture of a person’s personality type and indicates personality preferences. Examples (of many):

DiSC Personality Profile: is a behavior assessment tool based on the work on William Marston that provides four dimensional model and four profiles: dominance (direct and decisive), influence (optimistic and outgoing), steadiness (sympathetic and cooperative), and conscientiousness (concerned and correct). Learn more at: https://www.discprofile.com/what-is-disc/overview/ Free DiSC Assessment: https://www.onlinepersonalitytests.org/disc/

Myers-Briggs Type Indicator (MBTI): is an instrument that helps determine personality type based on preferences for extraversion or introversion, intuiting or sensing, thinking or feeling, and judging or perceiving; used in career development and team building. Learn more at: https://www.myersbriggs.org/my-mbti-personality-type/mbti-basics/ Free MBTI or Jungian Personality Test:https://psychcentral.com/quizzes/personality/start.php

Strong Interest Inventory: E.K. Strong self assessment tool to look at people's interests (likes and dislikes) at work; Also in the ONET Online: https://www.onetonline.org/ Learn more at: https://www.thebalancecareers.com/the-strong-interest-inventory-526173

Holland Code (RIASEC) Test - Interest Inventory: https://openpsychometrics.org/tests/RIASEC/

My Next Move https://www.mynextmove.org/ “Tell us what you like to do” section to self-assess

Career Profiles: include a resume, summary statement, personal work history, skills, and competencies; a tool to map current professional progress in a position and plan for career changes.

Leadership Assessments: help organizations assess developmental needs of current and future leaders at all levels; This might help with career planning, professional development, and understanding baseline needs with role-playing, simulations, etc. to identify needs for improving leadership skills like decision-making, delegating, coaching, etc.

Administrative Considerations

It is important to consider the following issues when you are administering any of these inventories, assessments or using these instruments as a talent development professional:

Validity
Reliability
Fairness
Special Accommodations
Legal Issues Surrounding Testing

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AOE 7. Integrated Talent Management; 7.8. Ethical Standards and Legal Issues

How are your employment practices (e.g. hiring, promotion, demotion, etc.) fair, legal, and just? FYI: This episode is US-centric and refers to talent management practices in the United States.
Learning Objective: Identify and explain the implications of hiring or promotion decisions when using psychological and personality tests

Understanding the legal ramifications of all aspects of the talent management cycle ensures compliance with applicable local, regional, national, etc. regulations and laws. In the US, the Equal Employment Opportunity Commission (EEOC) is the governing body that dispenses regulations to govern the hiring, promotion, and discharge of employees, as well as training guidance. The EEOC guidelines apply to tests and other selection process for hiring, promoting, or demoting employees, and also decisions for training, transfer, or any other impacts for employees.

READ: Equal Employment Opportunity https://www.dol.gov/general/topic/discrimination via US Department of Labor

READ: What is the Equal Employment Opportunity Commission (EEOC)?

Hiring Practices and Testing

If you have ever applied for a job, it often requires a number of application sections and online processes to submit your application and complete the job application process. In the United States, there are a number of layers as you enter into the job or candidate portal to complete a single job application. Beyond uploading your resume, CV, cover letter, etc. detailing your work experience, you might also be required to enter your work eligibility, age (above 18), accessibility needs or accommodations, non-compete disclosures, previous employment at the organization, and other related qualifications or certifications for a particular role. In the United states, the EEOC will also ask candidates questions about their gender, sexual orientation, military service, disability, and ethnic/racial backgrounds.

Use of any testing in hiring , promotion or retention is an established practice. Tests must confirm that employer’s test criteria are directly related to job performance and not a protected group. These are guided by the EEOC regulations to ensure there is not discrimination in hiring. Other practical examples of this equal opportunity considerations look at the lawful selection of individuals to complete talent development programs, such as :

Required training prior to job entry
Selecting employees to attend internal and external programs
Using tests in training as measures of job performance and retention
Making job assignments based on performance in the training program

It is up to the organization, the employer, to bear the burden of proof to demonstrate specific requirements are based on job performance. US federal court will evaluate any job requirements for job relatedness through the human resource management and development cycle. More in AOE 6. Managing Learning Programs, Section 6.8.

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AOE 7. Integrated Talent Management; 7.7. Maximizing Workplace Diversity

Diversity is more that "good for the bottom line" -- it improves our organizations functions, creativity, productivity, and awareness to new ideas and innovative approaches for how we work and learn.

Learning Objectives:

Compare and contrast high-context and low-context cultures, and discuss how communication differs when dealing with each of these
Explain considerations regarding personal space and workplace diversity training
List two strategies that are used to create diverse workforce
Provide examples of the needs of the Baby Boomer generation versus Generation X, Y, and Z and how this may have an effect on career planning programs
Identify strategies that could be used to facilitate inclusion in multiracial, multigenerational environments

READ: Workplace Diversity Through Recruitment: A Step-By-Step Guide via Ideal

Cultural Awareness: Training material sand software for global use need to be designed from the start with multilingual and multicultural participants in mind. Culture arises from shared behaviors, values, and beliefs shaped by such factors as language, religion, cuisine, music, etc. Culture influences the value society puts on individualism versus group action, tolerance for uncertainty, a willingness to take risks, and ways of interacting with a trainer and peers for professional learning, which impacts other factors such as communication and interaction for talent development.

BOOK: Developing Localization Friendly ELearning by Kieran McBrien (2015)

Power Distance Differences: high-power cultures emphasize more traditional teach-student relations -- here are the differences:

Some features of culture, such as language and dress, are immediately apparent. Other features, such as attitudes about age, personal space, work, time, and reactions to authority, may be subtle.

Gender Equality: In the US, after the Civil Rights Active of 1964, American corporations still did not not deal with gender discrimination in the workplace -- many claims were made each year revealing that women in particular still experience discrimination in pay and advancement. This is SLOWLY being worked on to deal with gender discrimination and pay inequity issues -- but we’re still not there. The importance of gender varies by country, nationality, culture, and more.

BONUS LISTENS: The #InVinoFab Podcast https://invinofab.transistor.fm/ these specific episodes:

Ep. 19: Mind the Gender Gap - Overworked & Underpaid
Ep. 36: Beyond Diversity & Inclusion Training
Ep. 40: Gender Equality in Higher Ed Work

Race Awareness: Implementing diversity and awareness can only help the bottom line. The CPLP guide on this is out of date -- those organizations who do not embrace or consider any diversity, equity, and inclusion efforts for any aspect of talent management will not contribute to enhance individual or organizational missions, visions, or goals. Identifying racial or ethical differences are key to understanding how individuals interact, communicate, and engage in work. That’s my “off script” insights to what I read -- bringing awareness to racial issues and viewpoints allows the organization to benefit by:

Attracting and retaining the best and brightest candidates from all cultures/backgrounds
Increases the market share and creates a satisfied customer base with changing demographics
Employees learn to communicative with and truly understand one another which lets them be more innovative, responsive, and productive
Expansion of job candidate pools and criteria for hiring and promoting employees with fair opportunities
Increase employee engagement to increase employee retention
Diversity fosters a range of different perspectives and results in better decisions, innovative product development, better customer service, and expansion into new markets
An inclusive culture develops more flexible & broader-thinking leaders for a global economy
Overall organizational performance improves when people are encouraged to overcome cultural misunderstanding and appreciate differences
Employees feel more valued and tend to be more productive

Generational Differences: There are 4-5 generations at work together, depending on where you are working in the world (see 7.3. Career Development Theories & Approaches); that being said talent development professionals want to strive to raise workplace awareness of the diversity and differences for how these different generations approach and perceive work. This can prevent conflict and encourage cooperation in an organization.

Personal Space: This is a cultural item -- space between individuals varies depending on the cultural context. This matters for training, mentoring, coaching, and other interactions for talent management/development. Mentioned before in an earlier podcast episode, Proxemics, is the relationship of people’s positions in space. Hall (1969) defined four spatial relationships:

Intimate: 18 inches; family & partners
Personal: 18 inches to 4 feet; family & friends
Social: 4-12 feet; co-workers & social acquaintances
Public: 12 feet+; speakers and entertainers

Disability Awareness: In the United States, the Americans with Disabilities Act (ADA) of 1990 has a number of implications for training and learning design for people who need access. The ADA prohibits discrimination in employment, public services, transportation, public accommodations, and telecommunication services. This includes aspects of employment such as job applications, selection processes, on-the-job-training, wage increases, benefits, and employer-sponsored social activities. Employers must provide reasonable accommodations for professionals to access and perform the essential functions for the designated job.

Implications for Multiple Languages: For difference learning experiences, it might be helpful to offer training and learning materials in multiple languages depending on the workplace setting, geographic location, or needs within the professional group. These will help to add to learning and talent development:

Accent and linguistics
Gross translation errors
Nuance errors

Facilitation of Inclusion: it is important to include new cultural ideas or identities for various groups who are part of your talent management plan. In looking at your training analysis and planning processes for employee development programs, HR functions and top management may develop a strategy to interview and hire for differences to broaden diversity in the organization. Additionally, it is important to facilitate inclusion of employees by building awareness and celebrating difference cultures and groups. Differences across cultures and groups offer the opportunity to look at new approaches, create awareness, model new ways, target solutions, and offer training opportunities for other employees.

READ: Workplace Diversity and Inclusion Gets Innovative via SHRM

Are you studying for the CPLP now? Let me know and let's connect:

Podcast web space: https://techknowtools.com/learnperform-mixtape/

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AOE 7. Integrated Talent Management; 7.6. Talent Management Software Solutions

Where and how do you organize and manage all of the data around talent development? Technology solutions, of course!

Learning Objectives:

Categorize the technological capabilities of talent management software
List strategies for keeping up-to-date with emerging technologies
Describe steps to evaluate new technologies

The opportunities and affordances for talent management systems (TMS) encourage data collection for career development, coaching, feedback, and professional learning related to employee competencies, training effectiveness, onboarding practices, employees’ interests, performance management, and succession planning.

EXAMPLE: Talent Management Platforms for 2019 via Solutions Review

LEARN MORE: Find Out More about Talent Management Software

This data and information can identify learning and/or performance gaps to outline what is needed in the workforce or organization. TMS can also help identify if/when training is needed, and keep track for training/learning records for employees related to industry reports, books, research, and evidence from the talent development field.

If you are preparing to invest in or upgrade a TMS or software, consider the following four steps when you evaluate a product/system:

Determine what functionality the organization needs in its talent management software.
Determine what each supplier provides. What data and information can be inputed & exported from this TMS?
Talk with peers about their experiences working with different suppliers & do your research
Ask selected suppliers to provide a demo or pilot period - ask for RFPs, examples, & experiences

READ: Why Talent Management Is an Important Business Strategy to Develop via The Balance Careers

What are your "must have" requirements for a talent management system? What features are requirements for your TMS technology solution?

Are you studying for the CPLP now? Let me know and let's connect:

Podcast web space: https://techknowtools.com/learnperform-mixtape/

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AOE 7. Integrated Talent Management; 7.5. Talent Management Analytics

If you are not collecting and analyzing your talent development data -- your missing out on key performance indicators and understanding how they meet individual and organizational goals.

Learning Objectives:

Outline learner data available through talent management databases
List the methods for capturing learner data
Compare the methods of analyzing learner data to be used in decision-making

Talent Management Analytics describes the use of talent data and information to improve business performance, predict turnover, measure the impact of leadership development programs, and determine the effectiveness of onboarding programs or just-in-time training solutions. The data available will be based on the tools being used and could include basic statistics, such as the number of learners attending training, or correlations between course content and performance. If collected and measured well, talent analytics can inform and offer direction to employees to support their career development paths and offer insights for the business goals. The impact of learning and other talent development offerings may impact to the organization’s bottom line -- but how can you know if you are not measuring this.

“Only 21% of HR leaders believe their organizations are effective at using talent data to inform business decisions.” ~Gartner (2019)

READ: Talent Analytics: How HR can leverage analytics to inform talent and business decisions via Gartner

Learner data can be captured in a variety of ways to measure and assess talent development. Whether its an end of workshop survey, online course questionnaire, focus group, or 1:1 follow up with a manager, here are a few common methods for analyzing learner data:

Correlation analysis
Multiple regression analysis
Significance testing

BONUS LISTEN/READ: Competing on Talent Analytics via Harvard Business Review
REPORT: 2019 Top 125 training and development organizations via T&D Magazine
Book referenced in this episode: Employee Training & Development, 7th Ed. by Raymond Noe (2017)

Are you studying for the CPLP now? Let me know and let's connect:
Podcast web space: https://techknowtools.com/learnperform-mixtape/
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AOE 7. Integrated Talent Management; 7.3. Career Development Theories and Approaches

Learning Objectives:

Define the balance between personal assessment and the market
Discuss Williamson’s trait-and-factor theory and how it relates to career development
Define the Super developmental framework
Summarize each of the personality or typology theories, including Roe’s theory, Holland’s occupational congruency model, and psychodynamic theory, and compare their value for the individual employee
Describe Krumboltz’s behavioral theory
Discuss Schein’s career anchors theory
Describe how generational issues affect career development
List development programs for key roles and jobs in the organization

Balance Between Personal Assessment and the Market: To determine the ideal future at work, in terms of our own career plan, is a process of considering different concepts and theories -- this is known as career development. Zandy B. Leibowitz (1986) sees career as a “vision must be realistic and provide a strong link between the present situation and future possibilities… real needs, structures, and cultures.” The goal is to offer a sense of direction and rationale for these career approaches and theories to measure actual results in your career journey.

Trait-Factor Counseling: is a cognitive career counseling approach based on the theory of individual differences. Known as the talent-matching approach, it assumes that each person has a unique pattern of relatively stable traits, interests, abilities, and characteristics that can be identified as an occupational profile. This approach originated in the early 1900’s and is associated strongly with vocational theorists Frank Parsons and E.G. WIlliamson.

This theory is often criticized throughout the industry; as it refers to a trait characteristic as an item that can be measured through testing and a factor characteristic are required for successful job performance
Traits include: intelligence, ambition, aptitude, self esteem; factors are statistical representation of these traits
Trait-factor counseling criticism: describes matching people to jobs as “square-peg, square-hole” approach

BONUS LISTEN: Satya Nadella: Don’t Be Brilliant, Be Curious episode from the Hello Monday podcast

Super’s Developmental Framework: D.E. Super’s career development theory includes the idea that our careers move through five distinct phases from childhood through adulthood; the choice of an occupation is highly influenced by each person’s self-image and how this self-image maps to people already in a particular occupation. 5 stages/phases:

Growth Stage
Exploratory Stage
Establishment Stage
Maintenance Stage
Decline Stage

READ/LEARN MORE: Super's Theory via the Government of NZ Careers Site

Personality or Typology Theory: some career theories match individuals to occupations based on their personality, strengths, interests, values, characteristics, and more. For example:

Roe’s Theory of Occupation: divides occupations into eight groups of service and six decision levels; can be used to assess individuals to determine best career choice based on interests.

READ MORE: Anne Roe’s Theory on Occupational Choice

This is similar to Holland’s Occupational Congruency Model that seeks to match individual sto the best career choice through interviews that deal with six types of work environments known as RIASEC:

Realistic: physical strength, motor connection, concrete problem-solving
Investigative: ideas and thoughts; intellectual activity
Artistic: less personal interaction; self-expression
Social: Interaction with others
Enterprising: use of verbal and social skills
Conventional: rules and regulations

READ MORE: Holland’s Theory of Career Choice and You

Assess: Holland Code (RIASEC) Test: https://openpsychometrics.org/tests/RIASEC/

Behavioral Theory: suggests that career-related behavior can be broken down into parts to better understand our own behavior at work. Here are a couple of theorists and their examples/models:

Behavior Career Counseling: is a scientifically precise approach to career decision making that leverages concepts from psychology; this approach notes that career-related behavior (e.g. a job interview) results from events from our past; the goal is to understand that behavior to move forward in your career decisions)

Krumboltz’s Model: is about planned happenstance, which makes it okay to not always plan because unplanned events could lead to good careers. He uses the DECIDES model as a decision-making process with seven steps:

Define the problem
Establish an action plan
Clarify values
Identify alternatives
Discover probably outcomes
Eliminate alternatives systematically
Start action

READ: Krumboltz’s Theory

Career Anchors Theory (Edgar Schein, 1961): A career anchor is one’s self-concept about one’s talents and abilities, basic values, motives, and needs as they relate to your own career; this theory was developed to determine how careers in management advanced and how well individuals fared with their employers (12 year study; n=200); self-awareness and personal insight contributes to your career choices; The basic drivers of these career decisions are we related to these tenants: talents, motives, values -- into these eight career anchors:

Technical/functional competence
General managerial competence
Autonomy/independence
Security/stability
Entrepreneurial capability
Service/dedication to a cause
Pure challenge
Lifestyle

READ MORE: What are the Career Anchors?

Issues Associated with Career Planning Theories

There are a few common issues that challenge career planning for talent development in organizations to ensure companies their financial return-on-investment (ROI) -- this includes balancing the needs of the organization goals and professional objectives, such as:

I. Organizational Need & Human Capital: describes the collective knowledge, skills, competencies, and values of the people in an organization; investment in employee development hopefully contributes to the company’s bottom-line/goals; More of this is discussed in AOE #5: Evaluating Learning Impact; Section 5.1.7. The Phillips ROI Methodology

II. Approaches to Work & Different Generations: In the US and Canada we have five generations working side by side these days in our organizations. Globally, there are currently 4 working generations:

Baby Boomers: 1946–1964
Generation X: 1965–1980
Millennials: 1981-1996
Generation Z: After 1996

For career development in the generations their might be different approaches, For example, the value of mentoring programs will be critical to support learning.This can be traditional mentoring (senior professional mentoring a junior professional) or peer mentoring on learning a new skill, adjusting to new technologies, institutional knowledge, applied experience, etc.

READ: Generations-Demographic Trends in Population & Workforce: Quick Take

BONUS READ: Which generation speaks to you?

III. Multicultural Influences: most organizations bring a rich diversity of multicultural and cultural issues that cannot be ignored when it comes to career development. There may be differences in customs, practices, or expectations depending on where and who you are working with.

BONUS READ: Multicultural Career Assessment Models e.g. Healy’s Career Appraisal Model

Development Approaches for Key Roles and Jobs (Actions: Values)

Action learning
Academic assignments
Advanced degree education
Assessment centers
Coaching
Committee and task force involvement
Cross-functional job rotations
Instructing others
Job shadowing
Loaned executive program
Management training courses
Mentoring
Professional associations
Sabbaticals

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AOE 7: Integrated Talent Management: 7.2. Workforce Planning & Talent Acquisition Approaches

Learning Objectives:

Identify ways to assess current talent capabilities
Outline a means to estimate future demand
Examine factors relevant to hiring internally versus externally
Summarize the relationship between workforce planning and strategic planning
List five job analysis methods and three Competency Model elements
Define the role of HR in workforce planning
Describe the roles of TD professionals in workforce planning

Current Capability Assessment: How do talent professionals match current skills to the organizations needs now and in the future? A capability assessment can help organizations and HR establish a baseline of understanding for comparing against future personnel requirements by looking at performance from these three perspectives:

What basic skills are needed just to maintain the status quo and keep the organization running?
What Skills are needed to improve the organization?
What are the new business drivers on the horizon, and what skills are needed to meet those future needs?

How Do You Estimate Future Demand? Talent development professionals need to determine the potential gaps and be cognizant of workforce supply and demand projections; this can be done by conducting an environmental scan, looking at workforce projections for the business (products or services in the organization), and being creative with how this workforce plan is developed, e.g. hiring temporary or P/T appointments, targeted recruitment planning, ways to reduce a surplus of talent or relocate professionals, etc.

BONUS READ: Workforce Planning via NIH Office of Human Resources

Internal vs. External Acquisition: These are the questions talent development professionals ask for their work in an organization to determine this choice/decision due to their participation in employee development programs. Factors considered when choosing to develop talent internally, includes:

Will the position be difficult to fill?
Is an internal selection strategically important?
Are there potential internal candidates?
Does the position have a steep learning curve?
Does the position require continually and institutional knowledge/
Do internal learning opportunities exist?
Internal promotions are great for employee morale

On the other hand, you can consider outside talent options if:

A change is desirable
The open position signals a new direction for the organization and requires a fresh perspective
Limited internal capacity exists
Organization is experiencing high growth
External hire could bring key relationships and intellectual capital
Outside hires can be motivation and inspiring from a new energy

Relationship Between Workforce Planning & Strategic Planning: Strategic planning is a process of systematically organizing the future, where HR will rely on past experiences to inform talent hires ahead. This helps all employees focus their attention on an organization's desired outcomes using four separate steps:

Formulation
Development
Implementation
Evaluation

WATCH: Trends in Workforce Planning: Aubrey Wiete via ATD

Urgent need: with good economy and increased employment demand will require you to have
The advent of data and technology: merging informed talent decisions integrated with technology
It’s bigger than HR: it’s not just about recruitment or HR; data from across the talent lifecycle will be informed from other places e.g. finance, marketing, external trends

Workforce plan: is a design that identifies the skill and knowledge gaps between today’s talent and the needs of the future as well as the actions required to meet the needs; it emanates from the organization's strategic plan and offers managers a framework for making staffing decisions based on an organization's mission, strategic plan, budget, and desired competencies

RESOURCE: Workforce Planning Job Aid [DOWNLOAD] via ATD

Job Analysis & Competency Modeling: A job analysis can be completed in a few different ways depending on the time available, access to subject matter experts, and the level of detail needed. Here are a few job analysis methods:*

Interview

Survey or Questionnaire

Observation
Focus Group
Work Diary or Log

More instruments might be found in AOE #2: Instructional Design; 2.5.2. Types of Data-Collection Methods* -- check out that episode, if you have not already heard it.

From a job analysis you identify the requirements of work, create a thorough and complete job description. Competencies will focus more on the skills, knowledge, and attitudes (KSAs) of those employees who are performing the jobs at a high level proficiency, specials apply to pintoin unique characteristics of successful employees that are typically mapped to a competency model. Ideally, talent development professionals will want to develop training that targets those competencies to create a sustainable workforce. Often these competencies guide the needed learning by the organization and often competency models include these 3 areas:

Executive: KSAs & behaviors required to create vision, lead, strategize, influence, plan negotiate, & recognize talent
Managerial or Supervisory: KSAs & behaviors required to supervise, direct, counsel, discipline, coach, organize, and development people.
Functional: KSAs & behaviors required to perform specific tasks

Role of TD in Workforce Planning: from education, training, employee/management development, executive leadership programs, organizational learning/development, and human performance technology -- the purpose is to improve performance by developing human expertise. This might be part of the succession planning process -- to identify and develop internal employees who will likely fill key business leadership positions in the organization -- and proactively planning for personnel demands/needs/shifts. This could include employ ability of current talent, preparing professionals for the future, etc.

Other roles for Workforce Planning in TD: To support some of this workforce planning there are a few prominent roles that TD professionals play as HR partners, including:

Analyst
Implementer
Evaluator
Business Partner

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Areas of expertise (AOE) 7: Integrated Talent Management“Builds an organization’s culture, engagement, capability, and capacity through the implementation and integration of talent acquisition, employee development, retention, and deployment processes, and ensures that these processes are aligned to organizational goals” (ASTD, 2013) -- in short, integrated talent management ensures organizations have the right people, with the right skills, in the right jobs, at the right time -- this means thinking about human resources, organizational development, talent development, more to bring a company's goals and missions forward to enhance their products, services, and output. Key knowledge areas or AOEs for section 7 include:

Key components of talent management systems
Workforce planning and talent acquisition approaches
Career development theories and approaches
Individual and organizational assessment tools
Talent management analytics
New and emerging talent management software solutions
Approaches to maximize workplace diversity
Legal and ethical issues related to integrated talent management

READ: 10 Ways to Build a Culture of Continuous Learning by Joanne Wells via ATD

Books read and referenced for AOE #7:

What Works in Talent Development: Starting a Talent Development Program by Elaine Biech (2018)
Employee Training & Development, 7th Ed. by Raymond Noe (2017)
ASTD Handbook: The Definitive Reference for Training & Development, 2nd Ed. Edited by Elaine Biech (2014)
Training and Development for Dummies by Elaine Biech (2015)

7.1. Key Components of Talent Management Systems

Talent Management Systems: What systems and processes organize how talent is managed within your organization? What are some critical factors and components that should be part of the talent management system? How can talent development professionals help to overcome some of the “mystery” in managing employees/talent? (AOE 7. Integrated Talent Management; 7.1. Key Components of Talent Management Systems)

Talent Management (Noe, 2017, p. 26): defines it as “the systematic, planned, and strategic effort by a company to use bundles of human resource management practices, including acquiring and assessing employees, learning and development, performance management, and compensation to attract, retain, develop, and motivate highly skilled employees and managers”; due to changes and evolution of our working roles, occupational trends, and needs within our jobs, there are needs for developing skills, obtaining knowledge, and apply concepts within our career journeys - shifts in emerging technologies, generational differences, leadership development, etc.

READ: Building a Talent Development Structure via ATD Research (November, 2015)

This report organizes talent development into 15 primary functions and 24 secondary functions

ARCHIVED: Building a Talent Development Structure Without Borders Webcast via ATD (2015)

Learning Objectives:

Describe two approaches to workforce planning and talent acquisition
Outline performance management elements necessary for successful talent management
Define the types of learning opportunities available for employee development
Identify viable succession plan actions
Explain the role of compensation and rewards in talent management
Relate organizational strength to engagement and retention strategy

Workforce Planning & Talent Acquisition Approaches: to ensure organizations have the human capability and capacity to meet strategic challenges you need to plan for and acquire the right talent. Here are the two approaches:

Targeted and Reactive: Conduct a gap analysis and determine the root cause or why the gap exists, select a potential talent solution, consider the costs to develop internal talent or acquire external talent -- get buy in for the solution and implement the solution, i.e. recruitment to attract the right talent and new professionals.
A Talent Shortage Lens: planning ahead to be proactive by these steps:
1. Clarify the business drivers, strategies and talent needed to support both
2. Research current and future labor markets (internal and external) for the talent supply and demand
3. Model future workforce scenarios to provide input for strategies aligned in the talent pool and business
4. Outline expected talent gaps beyond the obvious (e.g. skills or numbers) with critical insights on how to close these gaps
5. Develop a comprehensive, holistic, and measurable workforce plan to close the gaps before they limit the organizations’ ability to execute the business strategy

Performance Management: through strategy and process you will establish integrated expectations, developing capabilities, and ways to improve performance (e.g. retirements, new hires, emerging technologies, or new strategic directions) will have TD professionals management performance by:

Clarifying responsibilities
Establishing accountability for goals, standards, and expectations
Providing learning opportunities and building capabilities
Providing resources and required support for TD
Developing action plans
Reviewing progress
Providing feedback and coaching
Taking corrective action when necessary

Employee Development: leverages formal and informal learning opportunities to ensure that professionals have the right skills for their current jobs and are developing skills and knowledge for future career opportunities and industry needs; 70-75% of work-related learning happens informally outside a classroom or a course, including coaching, reading, mentoring, self-study, social media or internet surfing.

Other ways you can think about training and education programs:

Internal or External Training
On-The-Job Training
Self-Development and Self-Study
Online Learning
Job Rotation

Leader and Manager Programs: this is often part of succession planning for managerial and supervisory training; part of an integrated talent management program; this may include mentoring programs (or sponsorship); action learning (potential leaders study their own actions and experience to improve performance); and coaching programs. The most effective development program support these three key tenets:

Each person is responsible for his or her own development
Executives are responsible for guiding & supporting the development of their employees
The organization is responsible for providing opportunities for the growth of all

Succession Planning: Two key questions regarding talent management:

Do we have qualified people ready to fill key positions now and grow the business in the next 3-5 years (short-term emphasis)?
Will we have enough qualified candidates ready in 5-10 years to fill key positions (long-term emphasis)?

Succession planning is how you identify and develop potential talent for key positions in an organization through systematic evaluation process to fill these critical roles, and helping to:

Identify and analyze critical roles
Identify growth, decline, and other changes affecting critical roles
Identify potential attrition from critical roles
Identify high-potential individuals
Select talent for certain roles
Determine success program structure
Assess talent against job and personal requirements
Assist with creation of individual development plans
Encourage management discussions
Monitor attrition and candidate progress
Use outside information to fine tune plans
This is a living process; succession planning requires regular reviews

Compensation and Rewards: this can be a key component for any job candidate and important factor for retaining talent; this might include medical, vacation, retirement, stock options and more; work-life balance or flexible working schedules, access to technology, ability to work remotely, childcare, or other benefits.

Engagement and Retention: is a desire to create an environment where employees have the tools, resources, and professional opportunities to develop skills and fulfill their career goals; long-term career growth and opportunity strategies, employees are empowered to reach their full potential and add value to the organization. Seven key drivers of engagement:

Trust and integrity
Nature of the job
Line of sight between employee and performance
Career growth opportunities
Pride in the company
Co-workers/team members
Employee development

Interrelationships Among Talent Management Components: Through effective talent management, employees develop skills to work more efficiently and effectively, produce sustainable growth, grow professionally, and help the organization attain its goals. Success is all about planning for and acquiring talent, ensuring that people are performing to meet and exceed expectations, developing skills to move the organization forward, and ensuring a people of talent for the future.

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Why bother getting the CPLP credential? What exactly are you studying for? Why is it important?

Chapter 3: Importance of Certification (Kippen, Son Lee, & Toister, 2014)

Understand the value of certification and the Certified Professional in Learning and Performance (CPLP)
Identify the value to the employer, credential holders, and Training & Development (T&D) profession
Experience from employer and candidates

Reference: Biech, E. (2014). ASTD handbook: The definitive reference for training & development, 2nd Edition. Alexandra, VA: American Society for Training and Development.
What is CPLP certification?: involves the comprehensive evaluation of skills that are measured against industry standards, professional associations, and other industry-wide credentials for T&D -- with the following requirements for CPLP certification eligibility:

Knowledge Exam: 150 multiple choice on the 10 Areas of Expertise (AOE) + the Global Mindset foundational competency
Skills Assessment Exam: of 100 questions multiple choice that focuses on application of skills from ONE (1) AOE of your choice:
1. Training Delivery
2. Instructional Design
3. Managing Learning Programs
Recertification: CPLP is valid for 3 years and requires recertification points to maintain the CPLP status, e.g. professional conferences, training, leadership, etc.

More about the CPLP from this past episode: https://share.transistor.fm/s/debbd68e

Why is the CPLP certification so important?

Increased individual performance
Increased employee performance
Improved organizational results
Increased relevance of talent development (TD)
Benefits to hiring managers, employers, and credential holders
It offers credibility, continuous learning, and a community of professionals to connect within TD

READ: Joining Community, Gaining Respect Through a Credential by Patty Gaul via ATD

ATD RESOURCES: Why Should I get Certified?

Countdown to the CPLP Calendar: Here are a few steps to developing your own study plan for the Knowledge and Skills Application exams as you prepare for certification:

Assess your time resources - where will you find 80 hours to study before the first exam? What time can you dedicate to preparing for the CPLP?
Assess your study resources - what will you use to prepare? Do you have this ASTD handbook, the CPLP Study System? Or will you attend an in-person or online workshop to prepare for certification?
Set a deadline - break up what you want to know and how you plan to learn for each AOE for the CPLP exams -- what’s your “to study” list and how will you organize this
Plot your schedule backwards - map out what you will study when on your calendar and COMMIT to these study sessions; identify some room for flexibility and change in this schedule should things come at work, home, etc.
Predict the future - how does this CPLP certification fit into your future professional goals, life plans, or career objectives? What life/work events might occur while you are studying and preparing over the next few months? Be prepared!
Stick to the plan - once you have organized how, when, and where you will study be accountable to this certification preparation plan; make this a priority for you!

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3.8. Organizational or Cultural Differences in Learning Preferences and Communication

Cultural differences can impact the training delivery and how the learner receives the information. Around the globe, organizations and their employees think, work, act, learn, and lead in different ways -- these vary based on national, ethnic, and corporate cultures.

Learning Objectives:

Discuss how language, speech, environmental, and psychological factors can be barriers to communication during training delivery, & provide one example related to each factor
Explain how culture may affect and require a modification in training delivery

Barriers to Communication: to prepare for intercultural communication talent development professionals are recommended to know that there are differences when providing training. If left unattended to, cultural differences can cause misunderstandings, conflict, and poor learner interactions or involvement of participants in a training session. Culture as an “individual’s patterned ways of thinking, feeling, and reacting” -- how do people interact with one another? What are some attributes and characteristics of teams, groups, or organizations you work with?

READ: Understanding and Developing Organizational Culture via SHRM

Language and Speech: we might all speak the same language, but there are so many nuances, differences, and misunderstandings that can occur. From accents to how we pronounce words.There might also be differences with pace or linguistics for how language is used. Other challenges might come from gross translation errors or nuance errors.

Environment: relates to a culture’s existing technological level and physical environment; this is primarily based on knowledge rather than culturally intrinsic values. Examples of this include:

Personal space: some folks hug, while others might give more space or greet with a handshake
Technology: some countries use less technology based on their values to live without; unlike the always needing to be connected or tethered to a device like the Western part of the world.

Psychology: the way thoughts and ideas are process may also vary from different points of view globally, here are four ways cultures think and express themselves:

Social organization
Contexting
Authority
Concept

Nonverbal Behavior: Did you know that 65% of a message's meaning is conveyed through nonverbal behavior? It’s true This could be from eye contact to a laugh. Nonverbal behaviors include both your appearance (first impressions, artifacts, and physical traits) and body language (posture and how we talk, stand, walk, sit, etc. Types of body language include:

Emblems, e.g. Ok or peace sign
Illustrators, e.g. hand gestures with expressive talk
Affect displays, e.g. emoting your feelings
Regulators, e.g. nodding, shrugging
Adaptors, e.g. fidgeting, scratching, ticks

Patterns of eye contact include -- eye movements and their meaning:

Cognitive: associated with thinking & processing new information
Monitoring: associated with understanding
Regulatory: associated with responding to the communicator for what’s being said
Expressive: associated w/ the emotional responses of the people communicating (emo)

READ: Nonverbal Communication in the Workplace via The Balance Careers

Proxemic Zones and Difference Between Cultures: a term coined by anthropologist Edward T. Hall in 1977 defining the study of the cultural, behavioral and sociological aspects of spatial distances between individuals; this might vary by country and culture. For example, the four types of distance between adults in the US are:

intimate (18 inches)
personal (18 inches to 4 feet)
social (four to 12 feet)
public (more than 12 feet)

Some people feel threatened when others are too close to them -- but they also find people standoffish if the are too far apart. Fun fact: friend co-workers tend to sit beside each other at a table, where mere acquaintances or enemies in a work setting might sit opposite one another. (More to come on this topic AOE 11. Global Mindset)

READ: How to Create an Effective Cross-Cultural Training Program via SHRM

Basic Communication: information theory came from scientists’ interested in electronic communication systems (you're very welcome), it’s also called communication theory, computer mediated communication, human information processing, etc. just to name a few. Listening is one activity in a relational process -- speaking is the other. Together they make a dyadic (two-part) system -- so here are some common concepts and terms talent development professionals and researchers use in this area:

Environment: conditions or circumstances in which a system operates
Information: something that reduces uncertainty
Message: something that is communicated
Source: the sender of a message
Noise: something that hinders the flow of information between a source and receiver
Receiver: person/device that gets a message in communications & processes it through the filter of the mind
Feedback: a communication that gives people information about the effect of their behavior

Barriers to Listening: Listening -- it’s a challenge. Sure you can hear, but are you actually listening and understanding what is being communicated? An average person talks at about 140 words/minute and a listener can understand about 280-560 words/minute. That being said, most of us can think three times faster than the person sending the message. However, 15% of the spoken word is lost in a training situation where the speaker talks fast, is rushed with delivery or speeds up because they are anxious to get the presentation over with. Other communication problems may include:

Reluctant to convey the message
Hasn’t understood the message
Is misinformed or lying
Has speech difficulties
Has an accent different than that of the listener
Lacks the vocabulary to explain current matter or there’s jargon the listener can’t decode
Uses nonverbal communication that doesn’t support his or her words
Fails to immediately state why the message may be of interest to the listener

That being said this listener issues may include:

Might be preoccupied and not shift their internal dialog to the external conversation
Be distracted by reactions to the speaker's appearance
Be impatient/interrupt because they are busy or believes the message is a waste of time
Lack the vocabulary or understanding to interpret the message
Have impaired hearing or something is blocking the message

Preferences to Formal Vs. Informal Approaches

Informal Learning
Formal Learning

Individual Differences in Learning Preferences

There are many theories that distinguish or have set learning preferences and styles -- most have been debunked by now. You know this from what I already shared in episode 3.2. Individual Learning Preferences.

That being said, there are different modalities to learn and some people prefer a mix to fully understand -- I know I do. Here are some ways to offer individual choice and options for learning preferences -- consider these formats:

Lectures
Games and activities
Reading
Talking
Act as a leader or follower
Listen to music in the background or white noise
Silence to study
Brainstorming new ideas
Working alone or in groups
Creative vs. analytic styles
Computer vs. human interaction
Reflections
Need for closure or remain open for the unknown

How do you prefer to learn? Are you more of an informal or formal learner?

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3.10. Copyright and Fair Use LawsLearning Objective: Summarize how copyright and fair use laws relate to the production of materials for training delivery

It is important to get permission and give credit where it is due, so as talent development professionals creating materials for training delivery it is important to use copyright and fair use guidelines to do so. Whether it’s print or digital materials for training, it will be important to understand how laws and regulations impact the design, delivery, and measurement of learning or a performance initiative.

Fair Use: air Use is a legal doctrine that promotes freedom of expression by permitting the unlicensed use of copyright-protected works in certain circumstances. Section 107 of the Copyright Act provides the statutory framework for determining whether something is a fair use and identifies certain types of uses—such as criticism, comment, news reporting, teaching, scholarship, and research—as examples of activities that may qualify as fair use.” When considering if objects or materials are under fair use, you should examine the four requirements:

The purpose is for nonprofit, noncommercial educational use (typical cases):
The nature of the copyrighted work is consistent with the proposed use.
The amount of the original work involved some small uses can be considered an infringement, that is, a small portion involves the core idea in the copyrighted work.
The effect of using the copyrighted work is not likely to deprive the copyright holder of sales or market interests

There are also “Works Made for Hire” where the employer or the other person for who was hired for the work was authoring training instruments for an employer or organization as training materials to be designated their copyright.

Copyright Law: protects the expression of ideas but not the ideas themselves in some tangible form e.g. book, magazine, video, film, etc. Although the exact words in a book may be copyrighted the ideas in the book are not. Things that cannot be copyrighted: ideas, processes, procedures, methods of operation, concepts, principles, or discoveries; however, a tangible description, explanation, or illustration of these may not be copyrighted.

In the United States, registering the work with the US Copyright Office provides legal protection and redress in state and federal courts; a copyright holder has the exclusive right to:

Reproduce the copyrighted work
Prepare derivative works (adaption) based on the copyrighted work
Distribute copies of the copyrighted work to the public by sale or other transfer of ownership, or by rental, lease, or lending
Perform the copyrighted work publicly, in the use of motion pictures or other audiovisual works; and
Display the copyrighted work publicly, in the case of audiovisual work.

To avoid plagiarism, that is passing others works off as your own, give credit and recognition for knowledge and information you use for your training materials. It is important to obtain consent and permission for those items with copyright, and be prudent to include all citations or other attributions to copyrighted work. See more in AOE #6: Managing the Learning Programs; 6.8. Legal, Regulatory, and Ethical Requirements.Here are my thoughts and contributions to the topic, as I think copyright is really important and giving credit to creators -- artists, authors, and content makers.

BONUS: Public Domain: The public domain refers to creative materials or works that are not protected by intellectual property laws, including copyright, trademark, or patent laws. These materials are owned by the public, not an individual author, artist, or creator. Public domain materials and work may be used without obtaining any permission; however, no one is permitted to claim ownership for it. E.g. Pexels has Public Domain Images

READ MORE: Getting Started with Copyright, Fair Use, The Public Domain, and Creative Commons via @laurapasquini

As I think we ought to share and share alike, I thought I would offer some advice and guidance for how to license your work with a Creative Commons (https://creativecommons.org/) open license on it. E.g. Flickr Creative Commons

RESOURCE: To Share Your Work, You Gotta Put a @CreativeCommons License On It! By @laurapasquini

How do you share and license your training materials? Where might you find Fair Use other materials (e.g. images, audio or video clips, etc.) for your learning and training development? Tell me about it. I am always looking for a new resource.

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3.9. Preparing for DeliveryLearning Objective: Discuss the importance of adequate preparation to ensure effective communication during training delivery

Preparing for training for adult learners is key. You need to focus on the topic for the training and ensure you have the focus and interest for the professionals you are training. Getting this learning material ready and organized in advance will ensure effective communication and preparation for interactive training environment. To prepare training content, a talent development professionals should be aware of who is attending the training, know their backgrounds, work experience/industry, and motivations for the session so you know your key objectives in advance, by learning more about this information:

What is the job role of each participant and job level in the organizational hierarchy?
Why are the participants/employees attending the training session e.g. to learn new skills needed for the job or because it’s mandatory?
Have the participants/professionals had experience with the topic, or is this learning content new?

Presentation notes for training should think about what you will say and how you will deliver the knowledge and skills information by:

Using large font or type for notes
Double- or triple space between lines and paragraphs
Indent the first line of each paragraph or point based on topics
Keep thoughts, sentences, and ideas organized on one page
No run on sentences and clear spacing punctuation
Type words as they would be read like numbers $150,000
Use only one sheet of paper or cards for notes for speaking
Number your cue cards or notes or slides - for speaking notes organization
Mark where the visual aids are used to put keywords or sketches in the margins

Rehearsals: it is important to practice and practice for the training sessions. Trainers should consider these suggestions for rehearsing:

Rehearse enough to learn the presentation and then complete the entire presentation at each rehearsal - a 7:1 ratio of practice to presentation of training material
Reduce reliance on notes with each rehearsal
Audio record the presentation and try to achieve a pleasant, lively, and interesting tone with the right pace, tone, inflection, and pitch for delivery
Tape rehearsal to check visual appearance to observe gestures, eye contact, body movement, and interaction with visual aids
Rehearse in front of people
Practice speaking spontaneously to avoid reading a script during presentation.
Dress for a rehearsal in the actual clothes planned for presentation that is appropriate, comfortable, and professional.

Personality: For trainers it is critical to think about training delivery as a project to share confidence, enthusiasm, and competence to promote the mindset of the presentation focus and delivery:

Pretend to be brave
Focus on the subject of the presentation
Convert fear into positive nervousness by accepting rather than resisting fear
Enjoy yourself and think of fear as an opportunity to practice your training delivery skills
Avoid stimulants or depressants, e.g. caffeine or alcohol
Do isometrics while waiting to begin, breathing, or stretching while waiting
Pay attention to breathing and try to breathe rhythmically

READ: 6 Tips for Leading a Training (That They'll Actually Enjoy) via The Muse

RESOURCE: Training Preparation Checklist from Toolbox IT/Tech

How do you prepare to perform? What are your pre-training delivery techniques that help you facilitate learning? For my veteran speakers, presenters, and trainers, what tips and strategies do you prepare before you are going to deliver a training or information session?

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3.7. Facilitation and Presentation Tools & Techniques

Learning Objectives:

State 3 examples of how a trainer can create a learning climate that helps adults learn
Discuss the benefits of understanding the course objectives, learning the material, practicing the delivery, and creating good questions while preparing for a presentation
Discuss how basic classroom management techniques of starting and ending a session and setting expectations can enhance the learning experience for participants
Explain the difference among icebreakers, opening exercises, and closing activities, and provide one example of each
Explain how the use of voice and scanning the class for reactions can enhance the learning experience for participants
Define facilitation
List three activities that facilitate learning
Use questioning techniques to facilitate discussions
Summarize the differences in presenting online versus presenting in the classroom
Discuss one advantage of using flipcharts, presentation software, and other training aids
List one example of when not to use flip charts or presentation software

Creating a Learning Climate: defined as “the andragogical approach to learning climate as being relaxed, trusting, mutually respectful, informal, warm, collaborative, and supportive with openness, authenticity, and humility as key contributing factors” (Biech, 2015). You want to think about having combined strategies, relevant course materials, suitable facilities, and reliable instructional instruments to contribute to a successful learning experience.

Andragogy: the method and practice of teaching adults and is based on five key principles of adult learning from Malcolm Knowles theory based on five key principles of adult learning: self-concept, prior experience, readiness to learn, orientation to learning, and motivation to learn. (See 3.1. Learning Theories for more info)

Here are practical tips from Training and Development for Dummies (Biech, 2015), to make sure your participants learn in either virtual or physical training environments:

Create a safe haven for learning
Create a comfortable environment
Encourage participation
Facilitate more than lecture

Preparing to Delivery Training: Preparing for the presentation and training session provides trainers with guidance and preparation for learning and development, to include:

Clear understanding of the learning objectives
Learn the material
Practice the delivery
Prepare questions to stimulate learning

READ: 10 Tips for Better Presentations & Facilitation via ATD

Classroom Management for Training: For working with participants you want to hold their attention, create a safe space for learning, and build in some introductions or icebreakers so others get to know one another and interact with one another. To hold participants attention, it is recommended to:

Use effective openings
Setting expectations
Structuring and closing presentations effectively
Taking attendance and keeping records

Managing Difficult Participants: Sometimes you can have challenging participants in your training session that might disrupt the learning, so it’s important to know how to deal with it. Here are some potential disruptions you might encounter with participants who:

Talks too often, so you need to ask what others might think or want to contribute
Talks too long, so you should ask them to summarize their point
Talks to someone else at length to facilitate the training
Brings up personal or irrelevant issues you need to redirect
Talks too little or under participates
Recycle what’s already been decided
Challenges ideas or opinions without any evidence or merit

Keeping Energy Levels High -- The Strategies: when a trainer uses active training techniques, learners will get involved in the training experience and be active learners to construct personal meaning. Here are some examples of active training techniques to include:

Brainstorming: idea generation and group processing
Case study: example of an event or situation to model process, practices or behaviors
Role play: act out roles, attitudes or behaviors to practice skills

Energetic presentation + high energy:

Project vocally
Maintain an appropriate pace
Avoid using fillers
Enunciate clearly and distinctly
Use participants’ names
Use familiar terms and expressions
Use a lot of examples
Praise participants
Use appropriate humor
Maintain eye contact
Use positive facial expressions
Gesture with hands and arms
Move around the room with energy

Presentation Style & Behavior: for any presentation, what is said is as important as what is shown, for training delivery. There are a number of tips on delivering interactive presentations and keeping the energy level high and understanding these standards for success:

Verbal Communication and Use of Voice
Capture attention
Appearance
Mannerisms
Body Languages

Facilitating Learning Activities: for the training field, facilitation refers to guiding or making learning easier, specifically the materials, learning content, and application for training on the job. Solid trainers are facilitators first, and presenters or “sage on the stage” last. It’s not about you, but the information you are trying to deliver to the adult learner. Being intuitive about your audience and their understanding of what you are sharing cannot be taught, but you can learn the basics about how to be a more effective facilitator -- here are some tips:

Create an open environment by encouraging others to participate, contribute, etc.
Set guidelines for learners’ participation by respecting others’ thoughts, ideas, etc.
Acknowledge people who participate by praising and thanking them for their contributions and ideas
Create transitions between questions asked and answered by participants as well as between topic areas
Be honest about what they know and don’t know - identify opinion from fact
Express an opinion when appropriate by ensuring participants don’t feel judged or invalidated in their responses
Give everyone an opportunity to participate, but never force anyone to join in
Keep the discussion flowing and focused on the topic, while knowing when to bring this discussion to an end

Facilitation Techniques

Asking questions
Question-and-Answer Sessions
Transitions
Silence
Active listening
Discussions

READ: The Role of the Facilitator via MindTools

Facilitator’s Self-Check, always asks “Am I…”:

Giving people equal time?
Making people feel safe enough to participate?
Deterring people from dominating the discussion to allow others to speak?
Avoiding choosing sides?
Handling conflict?
Managing my time well?
Involving people who don’t participate?
Summarizing learning points and training takeaways?

Most good facilitators:

Be a good listener - you might want to take notes if necessary
Control the pace - slow the session down if needed to keep participants involved
Check in - ask for how people are doing? Check for understanding, pace, etc.
Avoid making judgemental comments, even if they are complementary - be aware of the positive and negative comments made; balance these
Support the process - keep the group focused and on task for training
Smile - be aware of your facial expressions and gestures when listening to responses, feedback or comments; practice a neutral face

READ: Top 11 Skills of an Effective Facilitator by The Design Gym

Icebreakers, Openers, and Closing Activities

Openers: warm up to the group by stimulating a challenging and motivating participants to be tied to the topic of training; prepare participants to learn; set the stage or energize a training experience to prime learning
Icebreakers: introductory activities to establish a safe environment for learning and allow participants to get to know one another and be involved in the learning process; it can introduce a topic, define personalities, establish group interactions or team involvement, build group or individual identity, identify skill or knowledge ability/awareness, set the tone of the training program, open communications, and evaluate learning styles; key notes to check: time, content flow, impact to training, logistics, meet objectives, feel for all at the end of activity
Energizers: activities used when the participants seem overly stressed, bored, or overwhelmed; allows for more dialogue, dig into issues, skills, etc.
Closing Activities: bring the training session or presentation to an end; a review for the learning objectives and key points; review of benefits for work; call to action; open up for questions; allow participants remember key points of training by: reflection, review of materials, self-assessments, checklists, clarification of questions, sharing one thing learned, or a game scenario to review knowledge/skills

Questioning Techniques:

Open-ended questions: longer, detailed responses
Closed-ended questions: short and brief answers
Socratic method: deep questioning and building on responses to question more
Participation engagement strategies:
- Encourage participation form the start
- Use cards or post-it notes for the shy participants
- Give away the trainer’s role: rotate facilitation, teams, small groups, etc.
- Participate, repeat, participate: thanks, restate, & expand on ideas/contributions
- Ask everyone to stand up & move around: activities, small groups, moving spots
- Say a lot without a word: move towards conversations, ideas, activities; proximity
- Remove the tables: rearrange the room; set the tables for interaction
- Seek more attention-getting answers: ask for more ideas/responses than just 1
- Select the quietest: encourage group/partner thinking and report outs
- Participate until the end: one action after; one fact learned; new questions from the training session

Engagement Strategies for Online Training

Is the training/course relevant, interesting, and effective as possible
Give frequent, personal, and helpful feedback to learners
Require practical final products that learners can show to their supervisors or use on the job after the training
Offer a certificate for successful completion
Contact participants' supervisor and notify them when the employee completes the training requirements
Personalize the training - messages, comments, feedback
Break the course or training up into sections
Help foster learners’ self-discipline by establishing firm deadlines

Other Considerations for Online Facilitation include:

Unique characteristics of communicating online
Tips for communicating information visually
Tips for creating interactivity online
Appropriate interaction with learners
Appropriate feedback
Keeping print media interesting

Presentation and Training Tools: flipcharts, slide decks, and other training aids...oh my! Here are the 5 MYTHS about use of visual aids for training:

The more visual aids the better - not so!
Any visual aid is better than none
The more high-tech the visual aids, the better
More things can go wrong when using visual aid in a session, so it’s better to just rely on oneself
Visual aids cost too much

Options for visual aids and training tools:

Presentation software (PowerPoint, Prezi, Keynote, Google Slides, etc.)
Flip Charts and easels
Whiteboards and other types of boards (chalk, blackboards, etc.)
Projection equipment
Wi-Fi Connection
Audio and video adds to your presentation

Books referenced and read in this episode:

Training and Development for Dummies by Elaine Biech (2015)
Facilitating with Ease! 4th Ed. by Ingrid Bens (2018)

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3.6. Learning Technologies

Learning Objective: Explain why it is important for talent development professionals to know the current and emerging learning technologies

Importance of Being Aware of New Learning Technologies & Leveraging Technologies to Train:

Instructional design techniques and training delivery options are evolving
Advances in digital learning/training offer talent development professionals more ways to offer learning solutions
It is critical to pair the appropriate instructional methods with the right training delivery method
Technologies leverage new ways to offer learning when, where, and how you prefer to train

Virtual Training Basic, 2nd Edition “Rules” by Cindy Huggett:

The term virtual training has many meanings; when discussing virtual training with someone, make sure you are on the same page and using the same terminology: online learning, digital learning, e-learning, webcast, webinar, blended learning, social learning (web 2.0), informal learning, virtual instructor-led training (vILT), synchronous virtual classroom, asynchronous training
Virtual training can be an effective learning solution; but it might not be the right training option for every learning initiative in every organization
Trainers should ask very specific questions during virtual delivery
Mobile devices, smart phones, tablets, etc.can offer some training classes; however the screen size and features might have limitations in a classroom app, as it does not always lend to facilitation.
Be sure to test your classroom software program prior to launching any virtual training program. You want to know about the set up features, access, and how participants will engage, interact, and use this digital platform.
Familiarize and play around with the tools and settings in your virtual class to identify the features you want to use for discussions, questions, interactions, and synchronous/asynchronous activities.
Have at least one backup plan or way to troubleshoot for any technology issues with software, hardware equipment, or the internet connection. Plan for multiple modes for learning. E.g. check your Internet connect; secure a phone line option; downloadable presentation slides, handouts, etc.
Engage participants: make it matter; keep it relevant; capture their attention from the start; say participants’ names frequently; create interactivity using technology; encourage networking; bring the training class to life; focus on the learners -- e.g. in a synchronous session (webinar/lecture) be sure to ask polling questions, encourage chat comments, pause for checks, breakout groups/room options; whiteboard drawing/contributions; see if hands are raised in webinars (every 4 minutes)
Practice with these technologies -- it gets complicated in multitasking

READ: HOW TO: Virtually Team and Facilitate Meetings by @laurapasquini

REVIEW: Checklist: Selecting Technology for Learning via @laurapasquini

RESOURCE: Choosing and using media in education: the SECTIONS model by Tony Bates

Modified questions for training delivery:

Who are the professional learners and employees your training?
What are the desired learning outcomes from the training?
What instructional strategies will be employed to facilitate the training/learning outcomes?
What are the unique characteristics of each medium/technology, and how well do these match the learning and training requirements?
What resources are available?

Be sure to check out AOE 6. Managing Learning Programs; 6.2. Learning Technologies and Support Systems to learn more about other options.

Books mentioned in this episode:

Virtual Training Basics, 2nd Edition by Cindy Huggett
Teaching in a Digital Age, 2nd Ed. by Tony Bates
Technology for Trainers by Thomas Toth

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3.5. Delivery Options and Media [For Training Delivery]Learning Objectives:

Define blended learning
Discuss two examples of when classroom learning or online learning are most appropriately used, and explain why
Define environmental considerations that ensure optimal classroom learning
Discuss the benefits of message boards and chat rooms to learning groups and online communities
State two benefits of online learning, and list two requirements for audio & video plug-ins
State the purpose of an electronic performance support system, and discuss when to use or not use one
Explain what is meant by self-directed learning, and describe two situations in which it is most appropriate
Identify the benefits of using games and simulations to deliver training

Blended Learning: “the practice of using several mediums in one curriculum. Typically refers to a combination of classroom and self-paced computer training” and it offers the best of both online and face-to-face experiences of learning environments (Biech, 2015, p. 49, 77)

Optimizes resources, providing the greatest impact for the least investment
Delivery format for a blended-learning solutions to solve a business problem
Technology characteristics will lend to the audience, location, content, & delivery of training for certain skills and knowledge
A marketing plan will inform and communicate this type of training program

Online Learning: describes how technology is leveraged via computers, mobile devices, Intranets or the Internet, etc. is used to apply learning concepts and delivery training. Other technologies that have been used: CD-ROM, DVDs, learning portals, learning management systems (LMS), email, collaborative tools, smartphones, wearable technology, electronic job aids, help systems, TV, etc. Here are a few things to help you determine if online learning is the best training delivery method before investing resources to develop it:

What is the performance deficiency or the learning opportunity that the intended program is expected to address? Is training the most appropriate solution? Would a performance support tool work just as well? Or better access to information?
Where is the target audience - all in one place or widely dispersed? How many people need to be trained? How quickly?
Is the budget adequate for online learning?
Is there technology available for online learning? Is there IT support?
Will the learning be developed internally or with the help of suppliers? Are there standards and protocols for working with supplier partners?

Asynchronous learning: learning/training where the trainer and learner do not participate simultaneously e.g. discussion board, email.

Classroom Training: a learning space set up like a traditional classroom environment led by an instructor/trainer/facilitator.

READ: Why Can’t Learning in the Analog and Digital Just Get Along? By @laurapasquini

Selecting the Facility & Preparing the Environment

The facility for training will require a process, a trainer, facilitator or program coordinator to identify what this space should look like to enhance learning goals and plan for the physical setting to enhance reaching those objectives, activities, etc. This space might be set up for reception, a meal, theater seating, conference seating, classroom set up, or U-shaped seating arrangements.

You will want to consider the following factors for the room, set up, and space:

Screen size is important to determine the distance the last row of your seats should be and how they can view the screen for potential presentations
Peripheral facilities will consider the Wi-Fi connectivity, access to speakers for sound, or other outlets needed in the room if people are bringing their own devices
Environmental factors to reduce distractions, obstacles, and remove any barriers for participants view, audio, etc.
Preparing materials and equipment: allow for set up time to move any furniture, technology, or equipment before the training starts
Room arrangements for Training Sessions: circle, broken circle, circular table, square table, rectangular table, u-shaped table, classroom/lecture style, theater style

READ: Preparing Your Training Environment by Elaine Biech

Distance Learning: educational delivery in which the instructor and students are separated by time, location, or both; can be synchronous or asynchronous; characterized by interaction between the learner and the trainer, among learners, or between learners and learning resources by using one or more learning technologies

READ: What is Distance Education? Via MSU Office of Instructional Technology

Ways to train with electronic presentation and distribution methods:

Presentation software: PowerPoint, Prezi, Keynote, etc.
Web conferences: Zoom, Adobe Connect, GoToMeeting, etc.
Distribution Channels: social media, microsharing, cloud-based, apps, podcasts, etc.
Collaborative spaces: wikis, Google docs, Slack, etc.
Engaging Activities Using Common Virtual Tools (Huggett & Corbet, 2009):
- Share documents, whiteboards, polling, chat, interactive discussions, multimedia

READ: 6 Tips To Design Interactive Virtual Classroom Training

Benefits of Technology-Based Training include:

Cost-effectiveness
Speed and precision
Access anytime, anywhere
Self-direction for learners
Synchronous vs. asynchronous options
Online communities: In episode 3.4., we talked about Communities of Practice (CoPs) -- where a group of people who have a common interest in an area of competence and who share their experiences of their practice - might also form informal networks and build learning communities online.

Technology-Based Terms and Definitions for Training:

Asynchronous learning
Audio
Blog (weblog)
Browser
Chat room
Collaboration technology
Community of practice (CoP)
Electronic bulletin board
Electronic performance support system
Electronic text
Mobile learning
Multimedia
Online help
Online learning 2.0
Podcast
Simulation
Teleconferencing
Video
Virtual classroom
Virtual world
Web 2.0
Wiki

This is what's listed in the ATD guide -- what needs to be added? Removed? Revised?

Talent Development Performance Support Systems

Job Aid: is like a cheat sheet or stage place for information that employees will want to refer to when performing a task. This could be a reference or check list of things to remember for steps or a process for functions of their job. Typically it offers step-by-step guidance for performing a task within their job e.g. pilots use a pre-flight checklist before take off

a task performed with relatively low frequency
a highly complex task
a task with high consequence of error
A task with a high probability of change in the future

Electronic Performance Support Systems (EPSS): is a computer application that’s linked directly to another application to train or guide employees through completing a task in the target application; a comprehensive computer-based job aid. Often the EPSS is used for training or as a job aid itself (just electronic format). The training and job aids are complementary solutions. Keep in mind that EPSS or a job aid is often less expensive than other training, and this is only when the employee needs this support. Also employees will not retain this knowledge or skills, but use the job aid or EPSS when they need it as reference.

Games and Simulations: are a way to model and represent real situations; they can introduce new skills, challenge current thinking, and guide new ideas for the future. This allows employees to practice, experiment, and apply learning in certain situations before encountering them at work. It is critical to debrief after the game or simulation with this training method.

READ: 10 Secrets of Successful Simulations

Experiential Learning: or discovery learning -- where learners encounter a problem in an activity, respond to the problem, identify useful knowledge or skills gained, debrief what was learned, and plan for transferring what they learned.

Self-Directed Approaches: self-directed learning or SDL refers to self-paced training programs that use a wide variety of media digital, print, etc. less formal types of learning e.g. team learning, knowledge management systems, and self-development programs

On-the-Job Training (OJT): happens in normal work situations using the tools, equipment, documents, or materials that employees will use during their regular work day. It often takes place with employees and using structured solutions like coaching and mentoring

Support of Personal Learning Networks: Check out episode 3.4. For more on PLNs and how you can use these communities to learn.

Books and articles referenced in this episode:

Training and Development for Dummies by Elaine Biech (2015)
Designing for the Virtual Classroom by Cindy Huggett & Wendy Corbett

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3.4. Ways to Facilitate Informal Learning & Build Learning Communities

90% of learning occurs outside of formal training settings and environments, so talent development professionals needs to foster these activities and encourage informal learning experience for training and learning.

Learning Objectives:

List at least 3 ways to facilitate informal learning
Describe 3 ways to encourage learners to develop their own personal learning network

Informal Learning: describes anything that’s not learned in a formal program or class; on the job through talking, observing others, trial and error, discovery, collaboration, studying or reading books, MOOCs, and seeking knowledge or information through social media. E.g. conversation, communities of practice or virtual communities, and the web (blogs, videos, social networks, podcasts, videos, discussion forums, search engines, etc.)

Formal Learning: defines learning as a behavior change and rooted in a philosophy of behaviorism

Constructivism: suggest that knowledge is built (or constructed) through experience and influenced by interactions with people; ways of knowing and learning from others

Learning Platforms/Applications: on the Internet there are a number of growing digital spaces that allow people to exchange information, develop ideas together, post questions, share advice, and disseminate things. e.g. blogs, tags, wikis, screencasts, communities of practice, instant messaging, podcasts, videos, etc.

Techniques for Encouraging the use of Informal Learning: WHY? It leverages existing materials and relationships without requiring a classroom, a learning designer, or training facilitator. To support informal learning, you will need to set clear expectations among stakeholders in the organization about what informal learning is and the potential for supporting employees in their work. Here are a few group activities that promote informal learning at work:

Orient workers to the technical aspects of a job
Onboard workers to the culture and values of the group
Expand the scope of assignments a worker can handle
Build workers’ proficiency
Help workers address undocumented challenges
Update workers’ skills and knowledge
Help workers for their next jobs
Address ongoing initiatives

READ: Thinking About Promoting Informal Learning in Groups by Juana Llorens

It’s important that talent development professionals coach employees and managers to accept and leverage informal learning by:

Setting clear expectations about informal learning among stakeholders
Gaining executive support for informal learning efforts
Building an internal repository of content that can be leveraged for informal learning e.g. policies, procedures, processes, etc.
Continually promoting the availability of resources for informal learning
Clarifying goals and desired outcomes -- which helps managers and employees focus on challenges
Assisting managers and employees in identifying gaps in their knowledge and skills
Providing resources and guidance to managers and employees to develop specific opportunities and skills
Letting employees lead their own learning efforts when possible
Helping employees develop skills in independent study, research, and collaboration

Developing Personal Learning Network (PLN): a PLN is an informal learning network that consists of the people a learner interacts with and derives knowledge from in a personal learning environment; From the theory of connectivism (Siemens & Downes, 2007), it purports that learners create connections and develop a network to contribute to their professional development and knowledge.

BONUS READ: Thoughts my My PLN by @laurapasquini

Types of Learning Communities: Groups of people who share a professional interests or background and discuss opportunities, challenges, and feelings related to it. These can meet in person or online or a combination of the two on a regular basis (weekly, monthly, annually, etc.) to share a common interest and share resources.

MORE ABOUT: Introduction to Communities of Practice

REVIEW: Networked Communities of Practice - Research Project

EXAMPLE: Connect and share with people in your industry: https://www.fishbowlapp.com/

BONUS COMMUNITY: Higher Ed Podcast Project

Ways to Grow and Foster Learning Communities in an Organization: informal learning is a journey and to grow or foster your learning communities within your own organization, here are a few suggestions:

Encourage employees to use internal proprietary, social learning tools, blogs, & so forth
Provide quick-reference job aids
Share success stories in company communications about how learning communities
Educate managers about the culture changes needed to support learning communities
Share strategies for engaging in a community
Use social software to enable employees to find communities of interest and of benefit to them personally or to their roles

A PLN you should join if you are studying for the CPLP Exam:

ATD Certificied Professional Learning & Performance (CPLP) Candidate Preparation LinkedIn Group: https://www.linkedin.com/groups/8664160/

Books mentioned in this episode and to read more:

Situated Learning by Lave & Wenger
The New Social Learning by Bingham & Conner
Cultivating Communities of Practice by Wenger, McDermott, & Snyder

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3.3. Instructional Methods

Learning Objective: Explain what is meant by instructional methods, and list five factors that talent development professionals should consider when selecting an appropriate method

Choosing an Instructional Method: science + art + feeling = decision; After you write the learning objectives to define the knowledge, skills, and attitudes, that professional learners should acquire as a result of training, the selective method or activity should relate to the LO and other factors, including:

Type of Learning: intellectual & cognitive skills, motor skills, attitudes
Audience: level, department
Demographics or Profile: age, gender, level of education
Number of Learners: individual, small groups, large groups
Media Available: select by appropriateness, number of learners, financial considerations
Budget: funds available for development as well as presentation
Physical Site: centralized, decentralized, specialized
Trainer’s Skills and Training Style

READ: Choosing and Using The Right Instructional Methods and Training Activities

READ: Selecting the Instructional Setting

Refer to more about choice for instructional methods for training, teaching, and learning in AOE 2. Instructional Design; 2.9. Instructional Methods.

Books mentioned in this episode:

Virtual Training Tools and Templates by Cindy Huggett

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3.2. Individual Learning Preferences

Learning objectives:

List the four elements of Ned Herrmann’s brain-based approach, and briefly explain each
Explain why it is important for trainers to understand the various intake methods
Describe Howard Gardner’s 10 multiple intelligences
List the seven preferred learning modes outlined in the perceptual modality model
Define characteristics of adult learners (CAL) and chain-of-response (COR) from Cross’s adult learning model
Explain the purpose of accelerated learning (AL) techniques
State three key principles of AL
List two factors that may affect the speed at which adults learn
List two considerations for identifying presentation styles

The Learning Style Neuromyth: A neuromyth describes fallacies scientists discover about how the brain functions (Biech, 2017). There are a number of misconceptions about your brain and how you learn -- specifically being there is no measurable proof that learning styles exist, all learners learn differently and have their own preferences -- even though we know that all of us learn well through all modalities.If you provide learning that encompasses many different modalities:

Accept that participants learn in different ways
Use different methods to facilitate learning for different preferences
When delivering training, strive to create a variety of approaches that use techniques and activities suited to all learning preferences

Herrmann’s Whole Brain Approach is related to the Herrmann Brain Dominance Instrument: a method of personality testing developed by Ned Hermann that classifies learners in terms of preferences for thinking in four modes based on brain function. This is a personality testing related to brain dominance to understand how people learn in terms of preferences for thinking in 4 modes based on brain function:

Left Brain (cerebral): logical, analytical, quantitative, factual, critical
Left Brain (limbic): sequential, organized, planned, detailed structured
Right Brain (limbic): emotional, interpersonal, sensory, kinesthetic, symbolic
Right Brain (cerebral): visual, holistic, creative

Multiple Intelligence: how people prefer to receive information, intelligence reflects how they process information. Gardner (1983) suggests that intelligence is multifaceted and the traditional measures such as IQ tests do not accurately measure all its facets and defines intelligence as:

A measurable aptitude
An aptitude that people use to create and solve problems
An aptitude valued by the culture

Multiple Intelligence Theory: (Frames of Mind, 1985) Gardner describes how intelligences reflect how people prefer to process information; believes that most people are comfortable in three to four of these intelligences and avoid the others. READ: Multiple Intelligences: What Does the Research Say? Via Edutopia

Perceptual Modalities: a learner’s primary perceptual modality and the preferred mode of learning may be one of these:

Print: learns from texts, pencil-paper, books, etc.
Visual: learns from slides, films, videos, exhibits, demonstrations, graphics, charts, etc.
Aural: learns from listening to discussions and questions-and-answer sessions
Interactive: learns from talking in discussions and questions-and-answer sessions
Tactile (manipulative/haptic): learns from hands-on activities, model building & sketching
Kinesthetic (enactive/psychomotor): learns from role plays, physical games, & activities
Olfactory: learns from and associates learning with smells and tastes

Cross’s Adult Learning: the barriers to adult learning, such as participation and development stages and conceptual frameworks to describe aspects of adult learning and stimulate related research:

Chain-of-response (COR): pertains to adult learning and the framework to identify the relevant variable and hypothesize their interrelationships.
Characteristics of adult learners (CAL): suggests ideas for further research and for implementation for adult learners; specifically difference between adults and children so that alternative teaching strategies could be developed.

Accelerated Learning (AL)Techniques and Principles: a method for speeding and enhancing both the design and learning processes. AL uses the techniques that maximize learners’ long-term retention by honoring the different learning preferences of each learner and using experiential learning exercises e.g. role plays, mnemonics, etc.
Myers-Briggs Type Indicator: an instrument to help determine personality type based on preferences for extraversion (E) or introversion (I), intuiting (N) or sensing (S), thinking (T) or feeling (F), and judging (J) or perceiving (P); used in career development and team building; the MBTI was not designed to assess the level of maturity, degree of motivation, state of mental health or intelligence. This is a jool based on the work of Carl Jung to ask people to self-report on preferences. READ: An Overview of the Myber-Briggs Types Indicator 16 Personality Types

Silver and Hanson’s Learning Style Inventory: MBTI was used to adopted as a spectrum of four distinct styles that help students learn:

Sensing-Thinking (ST): Mastery Style
Intuitive-Thinking (NT): Understanding Style
Sensing-Feeling (SF): Self-Expressive Style
Intuitive-Feeling (NF): Interpersonal Style

Adult’s Learning Rates: a variety of factors can influence the speed at which adults learn; factors that influence the time it takes for employees to learn includes: psychological, environmental, emotional, sociological, physical, intellectual, experiential, and age.

WATCH: The first 20 hours -- how to learn anything | Josh Kaufman | TEDxCSU

BONUS READ: Make Your eLearning Stick: 8 Tips & Techniques for Learning Retention

Identifying Training & Presenting Styles: this can impact the delivery of the learning and impact the training process; the key is to be a flexible presenter and consider how you facilitate learning to adapt the content in a manner that appeals to all learners.

READ: Don’t have 10,000 hours to learn something new? That’s fine - all you need is 20 hours

Books mentioned in this episode:

Adults as Learners by Patricia Cross
Let Them Choose by Jillian Douglas & Shannon McKenzie
The First 20 Hours by Josh Kaufman
Learn Better by Ulrich Boser

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AOE 3: Training Delivery

Delivering learning solutions in a manner that both engages the learner and produces desired outcomes; managing and responding to learner needs; ensuring that learning is made available in effective platforms and delivered in a timely and effective manner (ASTD, 2013). This section is weighted 13-14% of the exam; 20-21 questions)

This AOE for Training Delivery we are going to emphasize all about learning. To train effectively you need to build a culture of learning (ATD, 2016) -- as this results in a high-performing organizations that is:

5 times more likely than lower performing companies to have extensive learning cultures
2x more apt to say their learning functions help meet organizational business goals
Share knowledge with colleagues at a rate 4x greater than that at employees at lower-performing firms

Training Delivery: Deliver informal and formal learning solutions in a manner that is both engaging and effective (ASTD Handbook, 2nd Edition)

The Value of Training (IBM, 2014) report says that 84% of employees in the best performing organizations are receiving the training they need, compared with 16% in the poorest performing companies. Key knowledge areas for talent development related to training delivery includes (also related to AOE: 2 - Instructional Design):

Learning theories
Instructional methods
Ways to facilitate informal learning and build learning communities
Various delivery options and media
Existing and emerging learning technologies
Facilitation and presentation techniques and tools
Individual learning modalities
Organizing or cultural differences
Own personal training preferences
Familiarity with content
Legal and ethical issues related to training delivery

Books read and referenced for AOE #3 on Training Delivery:

ASTD Handbook: The Definitive Reference for Training & Development Edited by Elaine Biech
Training and Development for Dummies by Elaine Biech
Virtual Training Basics, 2nd Edition by Cindy Huggett
Employee Training & Development, 7th Edition by Raymond Noe
Technology for Trainers, 2nd Edition by Thomas Toth
Virtual Training Tools and Templates by Cindy Huggett
Telling Ain’t Training, 2nd Edition by Harold Stolovitch and Erica Keeps

3.1. Learning Theories

Learning Theory: What cognition and learning theories form the foundation for the talent development profession to improve skills, knowledge and performance deficits that support business strategy? (AOE 3. Training Delivery; 3.1. Learning Theories)

Learning objective: Discuss the importance of adult learning theories and techniques for delivering training.

Key goals for learning theories in talent development:

To motivate adult learners
Plan instruction for adults
Work with groups of professionals
Work with individual learners
Help learners transfer training/learning experience
Deal with the barriers adult learners face for training

Adult learning theories: attempt to explain how adults learn. Some look at what is observable -- stimulus and response; and other look at memory and propose environmental factors

To create relevance by mapping courses with perceived learner needs
To devise instructional strategies in alignment with real learning contexts
To choose the technology that best supports the instructional strategy
To plan instructional strategies relevant for digital-age and on-the-go learners

READ: 3 Adult Learning Theories Every E-Learning Designer Must Know via ATD

Andragogy: Tapping Into Prior Experience
Transformational Learning: Revealing Perspectives to Create Aha Moments
Experiential Learning: Tying Reality to Create Meaning

Stay tuned and/or check out Learning Theories in Section 2. Instructional Design -- there will be more of a deep dive there. This was just a teaser or follow up -- depending on the order you are listening to and reviewing my study notes.

READ: Applying Adult Learning Theory to Training by Elaine Biech

Books mentioned in this episode:

When by Daniel Pink
Nappuccino: A Scientific 5-Step Guide to the Perfect Nap by Daniel Pink

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AOE 8. Coaching; Sub-section 8.2. Ethical Guidelines and Standards of Conduct Related to Coaching

Learning objectives:

Discuss how ethical guidelines govern the coaching relationship
Detail the primary coaching issues with regard to privacy, confidentiality, conflicts of interest, and coaching-relationship limitations

Ethical Guidelines: talent development professionals must be conscious of the effects of their products, services, and actions on an organization’s employees they include the follow code of ethics for coaching conduct:

The Association for Talent Development Code of Ethics
The International Coach Federation Code of Ethics

Standards and practices related to ethical behavior include:

Trade practices - general standards & practices in different industries: contacting, developing, and maintaining
Self-governing behaviors: focus on values and consistent ethical behaviors, such as:
- Honesty
- Fairness
- Lawfulness
- Compassion
- Respect
- Loyalty
- Dependability

Privacy and Confidentiality Expectations: this includes offering objectivity and confidentiality; typically outsider coaches are welcome as they are unbiased and can focus on the client’s success without any hidden or personal agendas. Trust expectations allow developments and coaching to take place.

Conflicts of Interest: this might occur if a coach has an interest that impedes or interferes with the ability to act in the best interest of a client. To avoid any personal gain or interests, coaches need to engage in a coaching agreement that avoids a conflict of interest. The International Coach Federation (ICF) code of conduct and ethics guidelines offer coaches suggestions, such as:

Avoiding misleading statements about credentials and expertise
Being open about any conflict of interest
Disclosing any potential conflicts, such as third-party payments
Honoring all contracts and agreements made in the context of the coaching relationship
Maintaining a client’s confidentiality
Maintaining, storing, and disposing of records
Providing only the best advice and coaching
Refusing personal, professional, or monetary advantage
Respecting the client’s right to terminate
Setting clear, appropriate, and culturally sensitive boundaries governing physical contact
Terminating the coaching relationship when someone else could offer better services

Relationship Limitations: coach-client relationship it is important to establish an agreement about expectations and boundaries. It is important to manage and set up the boundaries for the coaching relationship to determine if/when the coaching relationship will be terminated.

Pitfalls of coaching:

Agreeing with the client when another response would be more helpful
Being judgmental or rigid
Going too fast or too slowly for the client

Tips for Successful Coaching:

Coordinate activities from the start.
Encourage managers to orient coaches & their clients about expectations for and benefits
Be aware that individual performer and senior management will approach coaching differently
Suggest follow-up activities to improve performance and increase knowledge between coaching sessions
Competency modeling & tools for performance improvement may or may not already be in place
Leverage various methods for collecting data for the clients you coach
Top management support for a coaching program is a critical success factor
Document the progress of the coaching relationship

Why ICF? https://coachfederation.org/why-icf

BONUS RESOURCES:
Coaching Training - Dr. Katie Linder https://www.drkatielinder.com/training/

An Introduction to the Coaching Training (episode) https://www.drkatielinder.com/ygt161/

Podcast: Coach to Coach https://www.drkatielinder.com/coach/

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Welcome to the CPLP Area of Expertise (AOE) 8: Coaching
Using an interactive process to help individuals develop rapidly and produce results; improving others’ ability to set goals, take action, make better decisions, and make full use of their natural strengths. This section is weighted 8-9% of the exam; 12-14 questions.

International Coach Federation (ICF): is a not-for-profit membership organization for professionals worldwide who practice business and personal coaching
READ: What is Coaching? Back to Basics via ATD
Coaching: defined by ICF “a professional partnership between a qualified coach and an individual or team that supports the achievement of extraordinary results, based on goals set by the individual or team. Through the process of coaching, individuals focus on the skills and actions needed to successfully produce their personally relevant results”
More about ICF and Coaching Certification: https://coachfederation.org/

AOE 8. Coaching; Sub-section 8.1. Core Coaching Competencies

The learning objectives for Core Coaching Competencies:

Define coaching
Discuss the role of the talent development professional as a coach
List the core competencies of effective coaches
List the techniques used to create effective communication in coaching relationship

Coaching: is not counseling or mentoring; it is a conversation focused on helped others (clients) move forward relative to their goals, hopes, and curiosities -- things they want to accomplish or achieve. The coaching practice believes that the clients have the answers within and the coach uses tools and techniques to draw it out

READ: The Difference Between Coaches, Mentors, Advisors, and Consultants by Mike Krupit

Role of a Coach: for talent development, coaches are designated to improve employee performance to impact the organization. A successful coaching client will be highly motivated and generally have some combination of the following characteristics:

Eagerness to succeed
Openness for support
Interest in trying different things
Learning orientation

READ: Boundaries in Coaching by Skh Mishraa, PCC via ICF

The Purpose of the Coach: typically it’s part of a larger strategy for helping individuals, units, systems and organization to improve performance; it gives 1:1 personal attention to focus on the client/employee for just-in-time needs for issues beyond a training/learning solution.

Single-Loop Learning
Double-Loop Learning
Triple-Loop Learning

Setting the Foundation for Coaching - the most important skills for a productive coaching relationship includes these skills for any coach:

Communication
Client motivation
Self-management
Technical skills

BONUS READ: Minimal Skills Requirements for what ICF assessors evaluate when reviewing recorded coaching sessions for ACC level certified coaches.

Co-Creating the Relationship & Building Trust: coaching requires a safe and comfortable environment that encourages open, two-way conversation. This includes verbal and nonverbal cues, when/where/how you meet, and creating a space to form this new coaching relationship. Elements of Great Dialogue shared by Lisa Haneberg from Coaching Basics, 2nd Ed, includes:

Play
Relevance
Inquiry
Freedom
Reception
Empowerment
Connectedness

READ: From the Toolbox: Trust and Intimacy Explained by David Ander via ICF

Effective Communication: helps to clarify clients goals and thoughtful communication can help move these goals to be meaningful and actionable.

Asking Questions: Two most common types of questions often asked:

Closed-ended questions for short or one-word responses.
Open-ended questions for longer individualized answers
1. Provocative questions should excite and stimulate conversation
2. Evocative questions pulls a client in to help bring things to mind

The Socratic Method: probing and open-ended questions; expose contradictions for thoughts and ideas to guide your clients toward solutions and their own actions. E.g. Can you give me an example? What does that mean? How does this relate to what you said before?

Setting Expectations: a coach should reach an agreement with the client that identifies the following aspects about coaching and the coaching sessions:

The format
The frequency and duration
The purpose and scope
The group rules about confidentiality, candor, coachability, and participation

Providing Feedback: for coaching feedback is a valuable tool to help the client improve performance, motivate, etc. If done poorly it can lead to demotivation or impact to their self-esteem. Two types of feedback for coaching:

Evaluative Feedback:
Developmental Feedback

Some guidelines around feedback:

Ask clients to self-assess performance
Be descriptive rather than evaluative
Be specific, factual, and actionable rather than general
Discuss only behavior that clients can change
Consider the coach’s and the client’s needs
Communicate clearly
Ask questions rather than make statements
Comment on the actions that clients did well, as well as areas for improvement
Observe personal limits

Creating Talent Development Opportunities

Maslow’s Hierarchy of Needs: a motivation theory from Abraham Maslow (1954) from his book Motivation and Personality that said people have complex needs, which they strive to fulfill and which change and evolve over time.

Theory X and Theory oY (McGregor): Theory X explains the importance of heightened supervision, external rewards, and penalties, while Theory Y highlights the motivating role of job satisfaction and encourages workers to approach tasks without direct supervision.

Career Building Options and Descriptions: There are a number of reasons why employees seek out 1:1 coaching to improve their learning and performance at work and beyond, here are a few ways clients seek to build their career:

Enrichment:
Reassignment
Job Rotation
Education or Training
Professional Organization Membership
Observation and Discussion
Personal Improvement
Volunteer Activities

Call to Action [Together]: an action plan* is written to acknowledge the current situation and outline specific goals with the steps to reach this outcome. Things to co-create in an action plan:

Brainstorming ideas for change/action
Putting the client in touch with others in similar situations
Role playing scenarios t o provide practice
Soliciting ideas based on a journaling activity
Urging the client to take on difficult situations or new challenges
Pushing the client to higher standards of performance/outcomes
Asking powerful questions that start with “what if,” “why,” or “how”
Ensuring that the action is written with dates, outcomes, & a plan to achieve the action
Helping with contingency planning

Debriefing, Reflecting, and Measuring Results: coaching requires specific goals and linking these objectives to measurable results for evaluation. For this you will want to consider using Kirpatrick’s Model of Evaluation Level 2 (Learning) and Level 3 (Behavior) measure with how it addresses Level 4: Results.

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AOE 1. Performance Improvement; Sub-section 1.10. Group Dynamics Process

Learning objectives for Group Dynamics Processes:

Explain group dynamics
Explain why understanding group dynamics is important in improving performance
Explain groupthink
List strategies to ensure full group participation in team decisions
List behavioral styles of individuals
Describe the Tuckman model
List the five stages in the Tuckman model
List the five stages in Cog’s Ladder

Group dynamics: the interaction of individuals working or learning together & includes things like setting goals, communicating, making decisions, providing leadership,& resolving conflict; facilitation strategies can affect and impact these dynamics, as shared in Ep. 1.7.

Personal identity issues: Will I belong? Will I be listened to? Will I have a chance to contribute?

Relationship issues: Will everyone get along? How will people from different departments and levels interact? Will the working atmosphere be friendly or businesslike? Will communication be open?

Inclusion Practices

Establish clear communication methods and styles
Establish agreement and maintain focus on the objectives, goals, and mission of the team and project with clear defined relationships
Assist team members with relationship building - introductions, social meetings, etc.
Ensure that team members remain connected to daily work
Become familiar with any cultural differences, and address these differences with individuals and with the team
Establish a code of conduct - communication style, conflict management, roles in the group, consequences of conduct, norms, meeting expectations, etc.

Groupthink “occurs when a group of well-intentioned people make irrational or non-optimal decisions that are spurred by the urge to conform or the discouragement of dissent. This problematic or premature consensus may be fueled by a particular agenda or simply because group members value harmony and coherence above rational thinking.”

Conditions that allow for groupthink: isolation of the group, high group cohesion, directive leadership, lack of norms related to methodical decision-making procedures, homogeneity of members, and high stress from external threats.

Ways to avoid groupthink:

Assign a member of the group the role of devil’s advocate to argue against the consensus view
Create avenues for anonymous feedback e.g. suggestion forms/boxes
Provide mechanisms in which any member of the group is free to appeal to someone outside the group
Ensure the group uses methodological decision-making processes

Decision-Making Processes — see Ep. 1.7.; allow others to contribute their ideas and perspectives and allow the group to avoid narrow thinking. E.g. brainstorming, nominal group technique, affinity & interrelationship diagramming

Social Psychology Dynamics: behavioral styles categorize personality differences, information-processing styles, and social interaction differences. One common way to identify behavioral style model is the DiSC Personality Profile (Marston, 1928) refers to the four basic behavioral styles:

Dominance (direct and decisive)
Influence (optimistic and outgoing)
Steadiness (sincere and cooperative)
Conscientious (concerned and correct)

What’s your DiSC Personality? Find out: https://www.123test.com/disc-personality-test/

Tuckman Model of Group/Team Development

Forming
Storming
Norming
Performing
Adjourning

Cogg’s Ladder: Model of Team Development

The Polite Stage
The “Why Are We Here?” Stage
The Power Phase; Bid For Power
The Cooperation Phase; Performance Progress
The Esprit de Corps Phase; Synergy

What sort of models do you use for team development? Are there assessments that you prefer for assessing individual and group dynamics? Let me know!

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AOE 1. Performance Improvement; Sub-section 1.9. Communication Techniques & Tools

Learning Objective Communication: Describe the importance of planning communication for a performance improvement initiative.

For performance improvement and solution implementation, you need to know the audience to communicate these initiatives and the appropriate communication style that will be the most helpful. This might be a verbal presentation or even clear and concise written communication. Consider the following communication items for performance solutions:

Stages in the process: the performance initiative, analysis, planning, and execution
Stakeholders to target this information and sharing
Best communication channels in the organization
Organizational culture and power structures from within the company
Communications channels external to the organization - media, press, broadcast, etc.
Conversations and meetings to adopt this change

READS:

How to Communicate Clearly During Organizational Change by Elsbeth Johnson
10 Tips for Communicating Change, Leadership, and Delegation via Inc.
Leading Change: Why Transformation Efforts Fail by John Kotter

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AOE 1. Performance Improvement; Sub-section 1.8. Project Management Tools & Techniques

Learning Objectives for Project Management:

Explain the importance of project management as it relates to a performance improvement initiative
List several project management tools and techniques that contribute to the success of a performance improvement initiative

The ideal way to support performance improvement is to have a pragmatic schedule of activities and steps to help with successful solution implementation. The last episode 1.7 discussed how to facilitate this process improvement methods; whereas this part of the performance solution will focus on seeing this process improvement through to project success.

These project management tools consists of planning, organizing and controlling work to attend to the needs of the project, tasks, phases, work, and resources. A project manager knows what happened from the past (learn from past mistakes) and plan for the future as you stay in the present (react to surprises).

A few project planning tools are:

Software tools
Planning worksheet
Time management
Project goals
Project life cycle
Project roles
Project tools

Certification in Project Management

Project Management Institute https://www.pmi.org/
Project Management Professional (PMP) Certification
FYI: the PMP Exam is Changing July1, 2020

RESOURCES:

42 Best Project Management Software and Tools (2019 Update)
The Best Project Management Tools for (Almost) Any Task
Useful Project Management Tools and Techniques
Project Management Skills and Techniques

Follow these stellar project managers I have learned from in higher ed:

Dr. Rebecca Pope-Ruark (@RPR_Agile) https://agilefaculty.wordpress.com/
Dr. Katie Linder (@Katie__Linder) https://www.drkatielinder.com/

My Recommended Project Management Tools & Tech:

ToDoist https://todoist.com/
GetToWork Book https://www.gettoworkbook.com/
Scrum Board
Asana https://asana.com/
Basecamp https://basecamp.com/
Trello https://trello.com/
Dropbox https://www.dropbox.com/
Google Drive https://www.google.com/drive/

More about this in AOE 6. Managing Learning Programs; 6.11. Project Planning Tools and Processes (future podcast episode).

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AOE 1. Performance Improvement; Sub section 1.7. Facilitation Methods

Learning Objectives for Facilitation Methods:

Explain the differences between training facilitation and process facilitation
Describe how a facilitator may assist in team development
List the key skills associated with facilitation
Summarize several tools that facilitators use to move teams from startup to productivity
List several questioning techniques that facilitators use to stimulate discussions
List the steps in an effective meeting process
Explain the purpose of process mapping
Describe process improvement methods
Discuss one reason that teams often have difficulty dealing with a problem
List several decision-making methods
Describe the goal and process of the nominal group techniques as a facilitation tool

Facile: translated from French: (adjective) easy,simple, quick, effortless, light

A facilitator is a guide for a group; and facilitation has many meanings we’ll get into for AOE 1.7 on this episode.

Training vs. Process Facilitation — what are the differences between these 2 ways to facilitate?
Training Facilitation

Customer is the learner of knowledge & skills
The practitioner/facilitator is flexible, supports learners to ensure training effective & it improves performance
Design & objectives are usually predetermined
Note: when facilitating process discussions you will want to define a quantitative goal to measure impact/results |

Process Facilitation

Customer is the performer/employee/team member in the organization and needs to learn a process
The practitioner/facilitator supports processes and teams by coaching performers/employees, selecting & integrating tools for learning & coordinating how the improvement will be developed
Engage the customers in creating the design and objectives to produce results
Relates to the tasks needed to lead a productive & impartial meeting e.g. decision-making or problem solving

Facilitators are responsible for the team/group they are working with and the organization they are supporting by:

Coaching the team in processes, roles, procedures, policies & goals
Attending team meetings as-needed to provide feedback to the team leader & members
Acting as a consultant to the team leader
Monitoring team dynamics, diagnosing problems, and recommending appropriate solutions
Promoting team building and facilitating team development

Three skills needed to successfully manage a team:

How to handle dysfunctional team members
How to use tools that facilitate team development
How to use storytelling

BONUS: Thomas-Kilmann Conflict Mode Instrument (TKI)

The TKI, outlines the basic dimensions of behavior as how others in the group want to respond to conflict situation, here are a few of the dysfunctional team members you might encounter:

Competing
Accommodating
Avoiding
Collaborating
Compromising

Tools for Facilitation

Listening
Agendas
Opening discussions
Shared framework of understanding
Summarizing
Brainstorming
Building agreement
Consensus building
Gaining closure

Storytelling is an effective way to communicate and present information as it helps to capture others attention, establish a rapport, build credibility, bring a team closer together, and deliver a message others will remember.

Questioning Techniques help to stimulate discussion, check for understanding, keep participants of the meeting involved, gain consensus for ideas, and allows for open thinking to brainstorm or offer potential solutions. More about this to come in AOE 3. Training Delivery.

Meeting Management

Adopt ground rules
Identify issues
Record issues
Prioritize issues
Get agreement
Share information
Brainstorm solutions
Refine options
Define points of agreement
Perform a reality check
Confirm agreement

Process Improvement Methodologies - often is from a result of a gap analysis identifying the components of the process that needs attention (as shared in Ep. 1.3.). To conduct a process-level gap analysis, you will need to design and recommend process improvement solutions with these four basic components:

Inputs
Process controls
Outputs
Resources

Suggested ways to get process improvement going when facilitating include:

Problem-solving or process improvement models
Flowcharts
Process control systems
Collection, Organization, and reporting of data and information
Process mapping: steps involved in establishing ___ within a company; e.g. customer profile questions, applications for items, sample loan files, print ads, etc.

Plan, Do, Check, Act (PDCA) Model is a standard process improvement model; READ: How to Apply the Plan-Do-Check-Act (PDCA) Model to Improve Your Business by Lucidchart

Also known as the Deming Cycle or PDSA Cycle

Decision-Making Methods & Processes — you need an organized process to solve problems so a good facilitator will ensure the team is following a specific & agreed-upon process for making a decision, like this problem solving model:

Define the problem
Research and analyze the problem
Establish a checklist of criteria for use in evaluating possible solutions
List all possible alternatives
Select the best alternative and discuss how to implement it
Monitor implementation and modify it if required

In Search of Solutions (Quinlivan-Hall & Renner, 1990), offers the following guidelines for creating the appropriate question to clearly define a problem:

How questions suggest a process
Where questions indicate locations
Who questions identify the people involved
When questions point to time
What questions sort process and content

BONUS READ: 7 steps of the Decision Making Process

Group Dynamics, Observations, and Interventions

Group dynamics focuses on the nature of groups, specifically urges to belong or to identify may impact attitudes and influence the group to become bonded. To observe a group, it will be critical for the facilitator to use all three types* of listening:

Passive
Attentive
Active

*There seem to be many more types of listening — these are just not identified in this section of the ATD Learning System for the CPLP exam.

Nominal Group Technique — helps with decision-making, like I shared in Episode 1.5, this exercise generates many ideas and lets the group evaluate each of these in a round robin approach to classify, rank, and identify critical suggestions of importance.

Books mentioned in episode 1.7.:

Facilitating with Ease!, 4th Edition by Ingrid Bens; Chapter 9: Meetings
Facilitator’s and Trainer’s Tookkit by Artie Mahal; Chapter 6: Tools
In Search of Solutions by David Quinlivan-Hall & Peter Renner

Passive listening music clip song was The Vendetta featuring Apoxode by Stefan Kartenberg from http://dig.ccmixter.org/files/JeffSpeed68/58628 with a Creative Commons license.

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AOE 1. Performance Improvement; Sub section 1.6. Change Management Theory Learning objective: Describe why change management is important to plan for and manage as it relates to performance improvement initiatives

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Change Management Considerations:

Introducing change is not easy and makes many uncomfortable
Change often disrupts employees environment, expectations, productivity, etc.
For real change to happen, employees must feel the need to change and see it as a benefit
Expect emotional phases for change: fear, anger, resistance, anxiety, sadness, etc.
Proactively plan for and be prepared to manage the change
Identify champions for the change at all levels to be successful in managing the changes in the organization
Expect resistance as change and having to learn a new way of work does not come easy for many; be prepared for barriers to the change

Three other roles that should be used as you plan/manage change initiatives:

Change sponsors: individuals/groups with political power/assets and resources to support the intended change
Change agents: individuals/groups responsible for implementing or facilitating the specifics of the change
Change targets: individuals/groups who must operate differently, i.e. change

READ: Change Management by MindTools to learn about the objectives and activities for managing change in your organization:

Sponsorship to Champion Change
Buy-in for Need/Reasons for the Change
Planning for Involvement
Impact for How and When It Occurs
Communication and Knowledge Sharing
Assessing Stakeholder Readiness
Responsibilities for Change Tasks
Identifying Success Measures/Indicators

*Stay tuned and subscribe to the Learn/Perform Mixtape podcast for when I talk more about AOE 10 - Change Management … coming soon!

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AOE 1. Performance Improvement; Sub section 1.5. Approaches for Selecting Improvement Solutions

This could be called a performance improvement solution, improvement solution, or solution —the terminology depends on what your client and what their organization uses.

The learning objectives for the Approaches for Selecting Improvement Solutions are:

List the 6 categories of interventions or performance improvement solutions available
List 3 decision-making matrices and methods along with their advantages and disadvantages
List 5 activities to build customer-client relationships and their benefits
Describe what talent development professionals need to know about budgeting and cost when recommending solutions
Explain why the choice of a specific improvement solution should fit the organizational culture and how to identify that culture
Explain why describing features, advantages, & benefits of a variety of solutions are important
Describe some ethical considerations that should be addressed when exploring potential solutions for an organization

Performance Improvement Selection Overview

When conducting a resource analysis as mentioned on 1.3. Business, Performance, & Gap Analysis episode — you can return to if you want to learn more — looking for:

Reviewing human resources, that is, the people and SMEs, needed for proposed solutions
Determining skills required for the solution(s) area available in-house or if an external vendor will be required
Identifying the physical resources, systems, and equipment to support implementation of the solution(s) and the availability of required facilities
The TD professional’s skills and knowledge have the right competencies, and experience or will need to refer out or find another partner for support
There may be multiple causes for the problem which will require many solutions so use the Pareto 80/20 diagram to figure out what the largest issues/causes are (see Ep. 1.3)

Behavior Engineering Model (Gilbert, 1996) from Ep. 1.2, looks at the systematic approach to identify barriers and difficulties that might occur in the workplace to block reaching the desired outcomes of the organization related to performance:

Recognizing current & potential problems
Educating managers and employees about performance success factors
Identifying & involving key stakeholders on performance results during each phase
Helping stakeholders identify strategies to use learning and performance support
Obtaining agreement on evaluation criteria that will measure success

Potential Solutions — There’s always room for improvement on the following:

Structure and Process: this is about how the organization is set up and may involve managing conflict to limit negative aspects of a situation, employee dynamics, etc.
- Suggested solutions: conflict management, culture reshaping, process leadership, performance appraisals/reviews/evaluations, staffing, process redesign, job interviews
Resources: this includes physical resources, like equipment, facilities, hardware, software, etc.
- Suggested solutions: ergonomic evaluation and human factors; automation, computerization, physical resource management plans
Information Exchange: specifically the management, storage, and distribution of information about individuals, teams, and departments in the organization
- Suggested solutions: knowledge management, networks for information, balanced scorecard, meetings and dialog, newsletters, public relations campaigns, debriefing
Knowledge and Skills: to improve the essential knowledge and skills required for optimal job performance
- Suggested solutions: accelerated learning; competency modeling; action learning/training; coaching; electronic performance support systems; job aids; on-the-job training; training that uses case studies, role plays and experiential activities; self-directed learning; social learning
Motivation: your employees’ levels of interest, enthusiasm, and commitment
- Suggested solutions: rewards and recognition; compensation systems; engagement efforts; motivation systems; team building
Wellness: factors related to employees’ physical or emotional well-being that impact performance; work-life balance is off, an employees’ career & ambition is competing with their health, family, leisure time, etc.
- Suggested solutions: energy management; work-life balance correction; employee assistance programs; counseling; win-win negotiating; workplace violence prevention

Partnership Creation and Support — to reach solutions are critical. Clients you work with can either enhance or block these solutions. Find expertise and specialists in the organization who have good listening skills, can build trust, and respect one another to reach the goals of the organization.

Decision-Making Matrices and Methods — the tools to help you aid in selecting a solution:

Multivoting (Nominal Group Technique) - a structured way to get a group or tram to brainstorm a wide range of responses to an issue, clarify these responses, and then vote or rank these from most to least critical
Affinity/Interrelationship Digraph - enable stakeholders to see what root causes have the largest impact on the organization — specifically with relationships and issues, as we shared in episode 1.3
Countermeasure Matrix - a decision-making tool to identify appropriate countermeasures for root causes of issues as well as identify and rank one to three potential solutions with the cost, time, and action; here’s an EXAMPLE to visualize this one; BONUS TEMPLATE MS Excel sheet from SixSigmaOnline.org
Common Mistakes made by TD professionals include:
- Failure to partner/collaborate with the client & org. stakeholders
- Failure to consider the organization’s culture
- Failure to manage change and the barriers for change (coming up in Ep. 1.6)
- Failure to adapt to the client and their needs/priorities

BONUS READ: Facilitator’s Guide to Participatory Decision-Making by Sam Kaner

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AOE 1. Performance Improvement; Sub section 1.4. Root Cause Analysis

This learning objectives for Root Cause Analysis for this episode:

Explain the importance of identifying & addressing the root cause of performance issues
List and define the categories of root causes
Describe three tools for determining the root causes of performance issues and how they are used
Explain the importance of gathering hard data and the importance of reinforcement provided by people through storytelling

To do this Root Cause Analysis you need both objective (a target or purpose that leads to a goal) and subjective (personal opinions, points of view, emotions, judgements, etc.)data to get a full picture of what is going on. Learning & performance professionals might use a process improvement tool, like a cause-and-effect (fishbone or Ishikawa) diagram to help identify all the likely causes of an issue or problem. Another technique you might try is the Pareto Analysis to prioritize problem solving work based on the 80/20 rule, where 80% of the problem may be the results in as few as 20% of the causes. And of course, you will be collecting data to identify the root cause of a performance gap, just as we discussed in the previous episode no. 6 about Business, Performance, and Gap Analysis (AOE 1.3.).

For performance improvement, we often consider asking the following issues:

How well do employees see the results of what they do?
How well are employees rewarded or offered incentives for desired performance?
How well are people given the data, information, or feedback they need to perform just when they need it?
Do employees have the ability and time to perform their job function and expectations?

BONUS VIDEO: Introduction to Root Cause Analysis via MindToolsVideos offers a nice guide to the steps for conducting this type of analysis:

Define the problem: What is happening? What are the symptoms of it?
Collect data about the situation: How long has the problem existed? What is its impact of this problem? What can you learn about it? Gather and analyze this information before moving onto the next step
Identify possible cause(s): What events led to this problem? What conditions allow this problem to occur? What other problems or actions seem to be related to the issue/problem? Use the 5 whys or cause-and-effect diagrams to identify all causal factors
Identify the root cause(s): What or who is responsible for the problems you identified in the previous step? Why do these causal factors exist? What is the real reason the problem or issue occurred? Find more information about each cause.
Recommend and Implement Solutions “Fix the problem”: implement a learning/performance solution to address the issue or problem; What can you do to prevent this problem from happening again? How will this “fix” be implemented? Who will be responsible for the solution implementation? What are the potential risks for this fix? Identify any changes needed to resolve the issues/problems

Examples of Root Causes found in performance gaps include (but are not limited to):

A lack of knowledge or skills on the part of the employee
A lack of appropriate resources to perform on the job
A need for more information for their role, about the organization, etc.
A problem or issue in the structure and/or process of the workflow
A lack of or a change in leadership/management
Issues with motivations or expectations
Poor incentives, rewards, and/or feedback
A hiring, selection, or promotion of talent problem

Root Cause Analysis Tools:

Cause-and-Effect Diagrams + Ms Office template (mentioned above)
Five Whys Technique via Buffer’s blog - focus the questions on when and where the problem occurs, and how to monitor the problem
Pareto Analysis - 80/20 problems vs. issues; separate the vital few from the trivial many
Brainstorming - come up with as many ideas as possible; ideal group number =7-10; the of brainstorming with a few helpful digital tools

Importance of Gathering Data

To make an objective and informed recommendation for a learning/performance solution, you need to ensure the data is measurable and the items identified in analysis have the largest impact on performance in the organization. To ensure the root cause analysis is complete, be sure the following questions have been answered:

How do employees see the results of what they do?
How well are employees rewarded, recognized, or offered incentives for their work?
What are the penalties for not obtaining the outcomes of performance?
Are employees given the data, information, or feedback they need in a timely manner? And how?
Do employees have the support tools and resources they need to do their job?

Books mentioned in this episode:

Facilitating with Ease!, 4th Edition by Ingrid Bens

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AOE 1. Performance Improvement; Sub section 1.3. Business, Performance, and Gap Analysis
This episodes learning objectives for Performance Analysis:

Describe how to use performance analysis to identify an organizational issue/need
List several factors that affect an organization that should be considered during an external analysis
Describe how goal analysis relates to the project scope
List four measurement criteria that show whether objectives were met
Describe constraints analysis, and list five limiting factors
Describe the importance of cultural analysis in performance improvement
List five components in a gap analysis
Describe the concept of workflow analysis and the elements involved in this analysis
Describe resource analysis
List five tools to identify a performance gap and describe how to apply them
Explain the purpose of a resource analysis

Business Analysis consists of 3 main tasks:

Identifying the critical goals for the appropriate business unit* that can be easy if the organization has a clear focus and distinct priorities;
Clarifying that these are the appropriate goals, which sometimes becomes an issue as leaders or organizations need to change targets, may claim allegiance to goals that aren’t realistic or appropriate, or may not be able to agree on organizational goals (or might be actively pursuing contradictory policies); and
Determining how/if these goals are specific and measurable; this may require refining objectives so that evaluation and measurement are possible.

During the business analysis phase, talent development professionals gather information related on a series of issues. E.g. external/internal factors impacting business goals; rationale for these goals; trends and forces in the industry; and relevant strategies to reach their goals. The business analysis has these three phases:

Entry: discussion of the perceived problem; focus on the strategic priorities of the organization and not any request to deliver specific solutions
Data collection: information-gathering such as executive interviews, document reviews (annual reports, strategic plans, etc.), surveys, or focus groups; competitors might know external forces or those in the industry
Commitment: with data, you return to the client to get clarification and agreement** on what the deliverables will be based on the evidence gathered; this data will be the basis for evaluating the results of the performance improvement effort and to establish the priorities and goals

Performance Analysis: “the goal of performance analysis is to measure the gap between the desired and actual performance” (Rossett, 1992); for talent development professionals conducting this analysis, your job is to determine what initiatives or combination of initiatives will close that gap to have the actual performance level reach the desired performance level. These performance improvement initiatives are more effective as you work in partnership and collaborate with stakeholders across the organization — this helps break down barriers and fully understand the issues and potential outcomes e.g. front line workers responsibilities and executive leadership suggestion/thoughts all matter; BONUS READ: Performance Analysis in Instructional Design

Project Scope should include answers to these three questions:

What should performance look like?
What operational results should the organization achieve?
Who are the stakeholders and other interested people, including management, team leaders, and individual contributors?

Measurement Criteria & Desired Performance Outcomes

ATD Human Performance Improvement (HPI) model uses two types of evaluation: formative and summative. Both use quantitative analysis (measurable data or the quantities of particular items present in a situation or event) and qualitative analysis (non-measurable data like individual opinions, behaviors, and attributes of the org, reputation, etc.) to support measurement and results.

The formative evaluation purpose (Brinkerhoff, 1998) are to:

Determine if the real root cause has been identified (we’ll talk about on the next episode)
Determine if the initiatives are properly designed and selected
Ensure that the client’s and the stakeholders’ expectations are being met
Check to see if the initiative is working
Identify lessons learned for the next performance improvement project

The summative evaluation measures:

The initiatives effect on the business goals and performance goals
The costs for the initiative
Expectations of the stakeholders and participants
Return on investment (ROI) — that’s the ratio of benefit or profit received from a given investment to the cost of the investment itself; cost-benefit ratio

Constraints Analysis: identifies what factors might limit the potential project; barriers to consider, e.g. budget, time, scheduling, space, resources availability, competing priorities in the organization

Cultural Analysis: you can complete a culture audit — an assessment to examine current practices, programs, and processes and identify how culturally appropriate they may be for multicultural or global audiences; you can look at corporate histories, documents, data, internal/external studies, sources of information on finances, etc. Find the beliefs and values through research methods, e.g. interviews, surveys, focus groups, direct observation, etc.; READ: Basics of Culture Audits via TD.org

High-performing cultures in organizations typically encourage intrinsic motivation; flexible work environments; results-oriented; inclusive; collaborations and partnerships; values talent; encourages creativity/play; promotes trustworthiness; enables transitions; build knowledge; reinforces participation and engagement.

Performance gap analysis: is a profess that measures, describes, and compares what employees currently accomplish and what is required in the future; it should define these 3 factors:

Driving and restraining forces: Kurt Lewin (father of organization development) coined this term as part of his force field analysis, designed to assess two types of forces related to introducing change within an organization — driving: those that help implement change; and restraining: those that prevent the change; explained further
Current state vs. desired state: need to understand the discrepancy between actual and preferred performance levels by asking these questions -- clarifying: why?; specific: who, what, how?; listen for what people say about what isn’t being done; determine who the customer is and what the customer wants; learn more here
Methods for change: change will happen either through the HPI cycle or with evaluation of the issues/needs in the organization; The course of change in an organization and its effect on people are influenced by (Russell & Russell, 1998): 1) Change and the forces for change introduce disruptions that can significantly diminish both the organization's and the performers’ capacities to envision a clear and positive future; and 2) the path of change is unpredictable. Ultimately, for change management plans to be successful, you have to establish the need for change, involve people, and sustain commitment.

BONUS READS: Performance Gap Analysis; Choosing Strategies for Change via HBR

BONUS TOOL: Gap Analysis SWOT Template; 5 Change Management Tools & Techniques

Workflow Analysis: is a process for how people, materials, methods, machines, and the environment combine to add value to a produce or service; workflow or process analysis looks at how the work is completed, individual roles and responsibilities in this process; and all resources and systems used.

Analysis tools:

Block diagram- drawing of a system in parts or functions are represented by geometric shapes (squares, rectangles, etc.) connected by lines that show the relationships of each part to one another; HOW TO: Create a block diagram in Visio or SmartDraw
Flowchart - a visual representation of the process steps using standards symbols connected by arrows that show the flow of the process from step to step; HOW TO: Use Draw.io in Google docs with set templates
Affinity diagrams - used to organize a large number of ideas/brainstormed concepts into logical groups based on a natural relationship among ideas; helps with decision-making; HOW TO: Easy Guide to Affinity Diagrams with Editable Templates
Interrelationship digraph - similar to affinity diagrams; charts the cause-and-effect relationships among groups of ideas; a network diagram; HOW TO: 7 M tool options
Interviews - 1:1 questions and discussions for researching what is going; HOW TO: Research, Interviews, and Asking Good Questions (from my blog)
Focus groups - group of people brought together for inquiry; HOW TO: Conducting a Focus Group
Surveys and questionnaires - paper or digital option to seek out data from a wider group of people in the organization; you may be able to collect “soft data” (opinions, attitudes, belief), but there could be cause for reliability for achieving consistent results from a measurement over time and face validity, subjective views of what is being asked; HOW TO: Questionnaire vs. Survey

External Analysis: to take inventory of the economic, social, political/legislative, workforce, technological, and competitive factors that might influence the way an organization functions and forces them to evaluate or even realign their goals and priorities.

Resources Analysis: to identify the available resources in the organization that can be used to determine a performance gap or to help with designing a potential performance improvement solution.

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AOE 1. Performance Improvement; Sub section 1.2. Systems thinking and theory
This episodes Learning Objectives for Systems Thinking and Theory:

Explain why systems thinking and theory are important for improving performance
List three cultural and global factors the practitioner should consider during a performance improvement initiative
Describe mergers and acquisition management
List and describe two sets of factors related to industry knowledge
List four factors related to broad company knowledge
Explain the concept of a system archetype

Systems thinking looks at problems in a holistic way and puts them into context of the whole to find objective performance solutions. When taking a systems approach to projects, you need to look at the entire organization with regards to the ramifications of all decisions and strategies. For example, you might question the types of behaviors that are being rewarded or incentivized — and how this might look if people were rewarded for long-term systematic changes. More on what systems thinking involves: what, why, when, where, and how?

The goal is to determine the underlying and fundamental relationships causing the problem. It’s a proactive way to avoid the continual reaction and need to manage issues. General principles of systems thinking includes:

Identifying the problem and separates the issue into parts; actions taken may have other consequences that make the overall situation worse
With complex systems there may be many interdependencies, so it is key to identify the best places for performance solutions to be effective at solving the problem; keep in mind the interconnectedness of all people, process, equipment, and materials in a system will matter
System boundaries need to be defined to reduce the scope of the problem to focus the analysis and simplify the problem; keep in mind that a narrow scope (most common error) also gives a limited perspective of analysis and understanding of the variables creating the problem
An open system, one that interacts and learns from its environment, can be influenced by outside events and need boundaries; a closed system is self-contained

Characteristics of systems thinking:

Understand complex relationships and interdepencies
Take responsibility for fixing problems
Balance short-term and long-term needs and perspectives
View an issue or problem in another way
See the entirety of a situation
Discern patterns of recurring problems not created by daily events
Question any and all underlying assumptions
Develop understanding and compassion

Principles of Systems Thinking (Kauffman, 1980; Senge, 1994):

There are no final or right answers
Cause and effect are not related to time and space
Solutions require careful consideration
Behavior gets worse before it gets better
There are limits in every system
Foresight benefits the organization — especially with complex systems who are not linear, but are self-organising

READ: The Six Systems Thinking Steps to Solve Complex Problems

Levels of Systems Thinking Problems — involve the understanding how how you view the problems in terms of events, patterns, and structures. Ways to unlock systems level change you need to unpack the systems mindset, identify the right tools or process for the job, and understand the impacts of human dynamics. How does systems thinking impact a collective mindset? What are the ways we can solve issues with these considerations?

Cultural and global factors that can affect the organizational system include:

Economic factors, e.g. pricing and local currency
Social interactions, e.g. societal norms
Traditions, e.g. holidays

Systems thinking helps to identify and respond to a series of changes before those changes lead to failure — especially as organizations experience transitions (e.g. mergers and acquisitions). People experience these transitions in four stages — here are their reactions to change:

Disengagement: an individual appears to lose interest and initiative.
Disidentification: employees feel they have lost their identities and become vulnerable
Disorientation: employees feel lost and confused, do not know where they fit in, or what they feel; their priorities or direction are gone and often spend time determining what should be done instead of how to do it.
Disenchantment: distinguished by the feeling of being disappointed with something and not longer believing that it is good or worthwhile; employees may become negative or angry and seek support during change

Other factors to benchmark during a business analysis include:

Industry Knowledge-the organization’s rationale for a goal and why it is a priority

-other organizational goals, that may be competing or contradictory

-other strategies that have been identified or tried previously to meet the goal

Industry factors to understand:

--the competitive environment

--compliance issues

Broad Company Knowledge:

-the industry segment

-the organizational structure

-the formal and informal power structures

-knowledge transfer

Business awareness: key factors impacting the organizations current situation, influences in the market/industry, and factors affecting health.

System Archetype: is a pattern of behavior of a system which can be used to identify the type of system one is working with. Here are eight system archetypes and their storylines as mentioned in this episode. Examples discussed include: Fixes that fall; Shifting the burden; Limits to success; Drifting goals; Growth and underinvestment; Success to the successful; Escalation; and Tragedy of the commons

Books mentioned in this episode:

The Fifth Discipline by Peter Senge
Systems One: An Introduction to Systems Thinking By Draper Kauffman

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Area of Expertise (AOE) 1: Performance Improvement; Subsection 1.1.: Performance Improvement Process
Learning Objectives for Performance Improvement Process:

Explain the importance of understanding multiple performance improvement models
Describe the ATD Human Performance Improvement Model
Describe the steps of the performance improvement process and how they related to each other
Describe Rummler-Braches’ nine box model
Recall one alternate performance model

The purpose of performance improvement is to strengthen the organizational processes, systems, products, or services, specifically aims to:

Identify the goals of the organization
Define the gap between desired performance and actual performance
Identify the causes of the performance gap
Select appropriate solutions that will address those causes
Implement the solutions
Evaluate the results

A few things mentioned on this Learn/Perform “track”:

Performance Management -- example of a cycle
What is Human Performance Improvement (HPI)?
Overview of the Performance Improvement Process
What is Human Performance Improvement (HPT)?
- Human: the individuals and groups that make up our organizations
- Performance: activities and measurable outcomes
- Technology: a systematic and systemic approach to solve practical problems
Backward Design (Wiggins & McTighe)
- E.g. Backward Design with TED Ed
Design Thinking is a process for creative problem solving
Competency-Based Education
Performance Improvement/HPT Model: Guiding the Process [links to PDF]
Overview and IMAGE of the ATD (formerly called ASTD) HPI Model
Performance Improvement/HPT Model (image for change management)
HPI under ATD; HPT under ISPI
Root Cause Analysis: explained with examples and methods
Factors that Affect Human Performance: knowledge, skill, desire (motivation), environment, opportunity

Models Mentioned

Gilbert’s Behavior Engineering Model
Mager & Pipe’s Model for Analyzing Performance Problems
Rummler & Brache -- Process Improvement with the 9 box matrix & 9 Box Grid
Harless Model - Front-End Analysis
Using Performance DNA to guide HPI Project Success + Performance DNA Leadership Model Report [slides]
Fundamentals of HPI - Performance Info-line PDF (2000)

Shared Principles of Performance Improvement

Use of a results-based, systematic approach
Focus on outcomes rather than behavior
Organizations are systems

Key areas of focus for performance improvement: organizational goals and initiatives + changement skills (impetus skills, communication channels/information networks, group dynamics, process, facilitation skills, etc.)

Books mentioned in this episode:

HBR Guide to Performance Management (2017)
Handbook of Human Performance Technology: Principles, Practices, and Potential, 3rd Edition (2006) Edited by Pershing & Stolovitch --Chapter 38: Making the Transition from a Learning to Performance Function
Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd ed). NJ: Prentice Hall.
Serious Performance Consulting According to Rummler (2007)

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Now that we're past eligibility, it's time to review what is in the Knowledge Exam for the CPLP. On this episode I give an overview of the Content Outline of the Knowledge Exam (also found on pp. 40-44 of the 2019 CPLP Certification Handbook). You can download your copy directly from the bottom of this web page: https://www.td.org/certification/cplp/eligibility

Have you just stumbled upon this podcast? Here's the trailer to give you an ideas about what the Learn/Perform Mixtape is all about.

Are you studying for the CPLP now? Let me know and let's connect:
Podcast web space: https://techknowtools.com/learnperform-mixtape/
Twitter: @laurapasquini
LinkedIn: https://www.linkedin.com/in/laurapasquini/
Areas of Expertise (AOE)

AOE 1: Performance Improvement (Weighted 13 - 14% of the exam)

Applying a systematic process of discovering and analyzing human performance gaps; planning for future improvements in human performance; designing and developing solutions to close performance gaps; partnering with the customer when identifying the opportunity and the solution; implementing the solution; monitoring the change; evaluating the results.

AOE 2: Instructional Design (Weighted 13 – 14% of the exam)

Designing, creating, and developing informal and formal learning solutions to meet organizational needs; analyzing and selecting the most appropriate strategy, methodologies, and technologies to maximize the learning experience and impact.

AOE 3: Training Delivery (Weighted 13 - 14% of the exam)

AOE 4: Learning Technologies (Weighted 11 - 12% of the exam)

Identifying, selecting, implementing, and leveraging a variety of learning technologies; adapting learning technologies; applying appropriate technologies to a learning opportunity or challenge.

AOE 5: Evaluating Learning Impact (Weighted 11 - 12% of the exam)

Gathering, organizing, and analyzing information regarding the impact of learning solutions against key business drivers; presenting the information in a way that is meaningful to the organization; using learning metrics and analytics to inform organizational decision making.

AOE 6: Managing Learning Programs (Weighted 8 - 9% of the exam)

Providing leadership to execute the organization’s strategy; planning, monitoring, and adjusting learning and development projects or activities. Strategic and Tactical areas of knowledge

AOE 7: Integrated Talent Management (Weighted 8 - 9% of the exam)

Building an organization’s culture, engagement, capability, and capacity through the implementation and integration of talent acquisition, employee development, retention, and deployment processes; ensuring that these processes are aligned to organizational goals.

AOE 8: Coaching (Weighted 8 - 9% of the exam)

Using an interactive process to help individuals develop rapidly and produce results; improving others’ ability to set goals, take action, make better decisions, and make full use of their natural strengths.

AOE 9: Knowledge Management (Weighted 5 - 6% of the exam)

Capturing, distributing, and archiving intellectual capital in a way that encourages knowledge sharing and collaboration in the organization.

AOE 10: Change Management (Weighted 8 - 9% of the exam)

Applying structured approaches to shift individuals, teams, and organizations from a current state to a desired state.

Foundational Competency (FC) 11: Global Mindset

Having an openness and awareness of cultural differences; working effectively across borders and cultures. Cultural, global theories & issues -- self-awareness and looking at different dimensions of learning, communication and dynamics.

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My Study Notes for this Learn/Perform Mixtape episode:

Here's a message I received ATD after being "accepted" as being eligible to sit for my exam --

There is no prerequisite study/preparation requirement for the CPLP program; however, most candidates find it necessary to do so. Depending on your learning style and preference, there are a variety of additional study/preparation options available. Here are just a few suggestions:

Create your own materials using the CPLP Knowledge Exam Content Outline, found in the back of the CPLP Candidate Handbook.
Take the free Practice Exam and other prep products just uploaded new practice items this week.
Become a part of an ATD Chapter Study Group.
Connect with people on your same journey in the CPLP Candidate group on LinkedIn
Practice exams and a Study Guide for the Skills Application Exam are now available. They can be found on the CPLP Certification Handbook webpage - https://www.td.org/certification/do-i-meet-the-requirements (See bottom of the page)

The CPLP registration fee covers the cost of all testing and test related materials for a one time sitting. Fees do not cover the cost of study or preparation materials, study group support, travel expenses to and from the testing center, transfers, or retesting fees.

I've decided to become a member to get a discount on the ATD Learning System: CPLP Edition. Get ready to put aside 80+ hours of study just to prepare for the first exam -- the Knowledge Exam. Here are a few other prep resources from ATD: https://www.td.org/certification/preparation

Here are a few helpful resources I found to prepare before I signed up for the first exam (January 24, 2020) that are open or accessible for free, specifically two previous webcasts from this year from ATD on the CPLP and SAE exams:

How to Prepare for the CPLP (Panel) https://webcasts.td.org/webinar/3165
Tips to Prepare for the Skills Application Exam (SAE) https://webcasts.td.org/webinar/3363
Collected Quizlets -- other people's digital CPLP Flashcards by Chapter

p.s. The ATD Competency Model is changing mid-2020 -- as they are reviewing this now. This podcast series is relevant for the current model and prep for the CPLP exams scheduled for early 2020.

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Study notes from this episode:

The Association for Talent Development (ATD): https://www.td.org/
The ATD Competency Model: https://www.td.org/certification/atd-competency-model
The Certifications offered by ATD
Are YOU eligible for the CPLP? Find out and download the form: https://www.td.org/certification/cplp/eligibility
Testing details for the TWO (2) CPLP Exams - Knowledge & Skills Application https://www.td.org/certification/cplp/exam

More blogged about this at: Getting Certified in Learning & Performance with the CPLP
More about Learn/Perform Mixtape and host at: https://techknowtools.com/learnperform-mixtape/

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The Learn/Perform Mixtape are a series of podcast episodes I'm recording as I prepare for the Certified Professional in Learning and Performance (CPLP) by reviewing the Association for Talent Development (ATD) Competency Model. Welcome to my podcast study playlist for the CPLP exams.

More about Learn/Perform Mixtape and host at: https://techknowtools.com/learnperform-mixtape/

This podcast features the song "I dunno" by grapes featuring J Lang, Morusque (c): http://dig.ccmixter.org/files/grapes/16626 under a Creative Commons license. The music has been modified to fit the length of this podcast.

Learn/Perform Mixtape: Recent Episodes

Laura Pasquini

GetToWork Book https://www.gettoworkbook.com/