2009 ...On a Mission!

This year I have been reading a lot about the following strategies and methodologies currently used to enhance learning.

Mobile Learning

Gaming for the teaching of facts and concepts

Virtual Learning environments

For 2009 I am still focusing on self development. These are the areas that I want to continue to delve into. All are fascinating. Some are old hat, just repackaged in a 21st century way...gaming has been around forever. However, corporate America and the government are now starting to embrace it. Karl Kapp does a wonderful job addressing effective learning techniques to use with gaming. Additionally, last year there was a fantastic workshop at the ASTD conference on Virtual Learning using Second Life (Where are my SLers?? raise your arm...your whole arm, lol).

I especially would like to explore mobile learning more. I just recently discovered that there were training videos on Youtube.com that can be viewed on your mobile device...duhhhh (Ok, I had a ditz moment with that one). My son and I actually learned how to change a front headlight on a car. It was a comical scene; me, him, the car, the headlight, and my Blackberry. Surprisingly, I think it is actually training that will stick with us. I don't know why I didn't realize that earlier... Nevertheless, I am sure there has been research of how to effectively train using mobile devices. In fact I am 100% sure of it.

Anyway, this is 2009's mission. So expect to see more information about these trends.

Good Times...Good Times

I once worked at a place where employees in our group had such a good time at work that it really didn't seem like work at all. Now mind you all team goals were achieved, all deadlines met, and all clients were ecstatic. However, the work culture and chemistry of our group created a dynamic environment where we all were happy to do our jobs.

• Teams were not micromanaged
• Self development was embraced
• Individuals set their own work schedules within a set of core hours
• Time lines were realistic
• Creativity and new ideas were embraced

Even if we disagreed with one another, there was a willingness to listen. We all knew that in the end the quality of the work was what mattered. Sadly, once our government project was delivered most of the group's employees were moved to new projects, moved to new companies, or fell to the downsizing axe that is so prevalent these days. However, the picture is reminiscent of the good times.

Its a Different World Mom!

Here is a wonderful article from The Gig, with Nadira A. Hira,

http://thegig.blogs.fortune.cnn.com/2008/11/10/planning-your-career-curve/

It reinforces my whole concept of going backwards to go forwards. I was speaking with my mom about some of these points and her generation just does not get it...its a different world.

2008 Training Magazine Salary Survey - The Buck Stops Here

For your enjoyment...
http://www.managesmarter.com/managesmarter/images/pdfs/trg_20081001_salaryreport2008.pdf

Moving Backwards to Move Foward

Fear is a real aspect of our professional lives. In some cases fear inhibits us from making the hard choices we need to make in order to progress professionally. For instance, the fear of failure may prevent an employee from voluntarily taking on new tasks and responsibilities. Additionally, this same fear may cause employees to remain in the same non-growth position without looking to move outside their boundaries. However, there is another type of fear that needs to be addressed: the fear of going backwards.

As learning professionals we have always looked at movement forward as the meter of professional growth and success. However, in some instances moving backwards, when done correctly, promotes growth and success. There are three instances where moving backwards will benefit your move forward. However, the trick is to not remain in the backward motion. Always have a target goal you are trying to achieve by moving backwards and a time frame:

Gain experience in an area where your resume is lacking
Why? Many employers look for specific experience for specific industries. If you would like to make a move into training within a specific industry, it would be worth your while to look at mid level or consulting positions. Keep in mind when doing so stress your experience in the Learning field. Once the experience is obtained, you may then target the job you want in the industry with your combination of previous learning industry experience and the new experience you have gained.

Reduce duties to gaining higher lever education
Why? Adding some extra letters to your name always adds depth of knowledge and credibility to your background. If your goal is to be in upper management in the Learning field, it is essential that a post graduate degree be obtained. While earning the degree it is ok to reduce duties or take a sabbatical. Once obtained, the combination of the degree and your past and present experience will assist in gaining your target position.

Reduce duties or take a job in a different job function to attend to personal affairs
Why? In most cases when a person has personal affairs to attend to, their mind is focused on those affairs. As a result, quality of work suffers. Do not jeopardize your brand by allowing personal affairs to impact the quality of your work. A reduction of duties, reassignment or sabbatical would benefit your professional reputation in the long run.

Remember the key is to target the goal that is to be achieved by moving backwards, have a time frame to reach that goal, and do not stay in a backwards momentum. Don't fear moving backwards to move forward.

Bloom's is Blooming

The illustrious Bloom's Taxonomy, well used by educators and trainers worldwide, was revised in 2001. There are several significant changes to the taxonomy's first and top two layers. Click the link to view a nice comparison of the new taxonomy to the old one, courtesy of Old Dominion University, one of my home town's university's. A colleague and I discussed this and came to the conclusion that this is one of the best kept secrets in the world. Both of us have been in the field for an extensive amount of years and we missed this one...oopsies

New Bloom, Old Bloom comparison:
http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

Learning Objectives based upon the story of Goldilocks and the Three Bears using the Revised Taxonomy:*

Remember: Describe where Goldilocks lived.
Understand: Summarize what the Goldilocks story was about.
Apply: Construct a theory as to why Goldilocks went into the house.
Analyze: Differentiate between how Goldilocks reacted and how you would react in each story event.
Evaluate: Assess whether or not you think this really happened to Goldilocks.
Create: Compose a song, skit, poem, or rap to convey the Goldilocks story in a new form.


*Courtesy of Omaha Public Schools Teacher's Corner

Rule of Thumb

"If you don't provide adequate practice, if you don't have an adequate knowledge structure, if you don't provide adequate guidance, people don't learn." M. David Merrill

Show Me the Money!

Clarity Consultants has provided a copy of the Learning Professionals Salary report published by T+D Magazine. Check it out to make sure your pay is in line with your position, experience and education. If it is not, you have the following options:

1. Find another job.
2. Go to your current employer and ask for a salary review (Best option). Some employers may give push back. However, be persistent. Also be prepared to be able to speak to why what you bring to the table is worth the pay.
3. Just accept the fact that you are underpaid. However, don't let me hear you complain, when you surely can do something about the situation.

http://www.clarityconsultants.com/downloads/What_Drives_Pay_for_Learning_Professionals.pdf

Tips for Relating Across Generations

The National Oceanographic and Atmospheric Association Office of Diversity did a White Paper, TIPS TO IMPROVE INTERACTION AMONG THE GENERATIONS. From this paper I have gleened some communication tips that address each generational group....quite helpful once the target audience for training has been determined.

Supportive Behaviors and Tips For Communicating with Traditionalists

• By nature Traditionalists are private, the "silent generation". Don't expect members of this generation to share their thoughts immediately.
• For the Traditionalist a educator's word is his/her bond, so it's important to focus on words rather than body language or inferences.
• Face to face or written communication is preferred.
• Don't waste their time, or let them feel as though their time is being wasted.

Supportive Behaviors & Tips For Communicating With Baby Boomers

• Boomers are the "show me" generation, so your body language is important when communicating.
• Speak in an open, direct style but avoid controlling language. Answer questions thoroughly and expect to be pressed for the details.
• Present options to demonstrate flexibility in your thinking.

Supportive Behaviors & Tips for Communicating With Generation X

• Use email as a primary communication tool.
• Talk in short sound bites to keep their attention.
• Ask them for their feedback and provide them with regular feedback.
• Share information with them on a regular basis and strive to keep them in the loop.
• Use an informal communication style.

Supportive Behaviors & Tips for Communicating With Generation Y (Nexters)

• Use action words and challenge them at every opportunity.
• They will resent it if you talk down to them.
• They prefer email communication.
• Seek their feedback constantly and provide them with regular feedback.
• Use humor and create a fun learning environment. Don't take yourself too seriously.
• Encourage them to take risks and break the rules so that they can explore new ways of learning.

Honolulu Community College is on Point

As most of you know, in our Internet driven world a lot of research in done online. As a rsult of searching the web for information for a course I am designing I happened to stumble upon Honolulu Community College's staff development resource page. While I have seen other university's staff development sites that are a little more snazzy, I think they did a pretty good job of applying K.I.S.S. in the layout. Its a gold mine of resources for faculty members. Check it out for yourself.
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/teachtip.htm

We Worked Hard

Click the link below to read the CSC article about the U.S. Army's shift to Guided Experiential Learning(GEL) using Instructional Design for Performance (IDP) and Army Performance Improvement(API).

Shout out to me and my team who worked on this HUGE project. The final team included: LaCrecia Williams, and myself Tammy McClain as the lead.

http://www.csc.com/features/2007/256.shtml

Shot of the Day

Anyone Can Design Training.....Sike!
Fool yourself if you want when making the statement, “Anyone can design training.” However, what you will find is that anyone can put something together. However, will it be effective and reap positive ROI for the organization? As a senior instructional designer, one of the most irritating things I face in my profession are those who think that if you can write a coherent sentence, you can design and develop a training program…NOT. As, a result people who clearly do not have the background, education, experience, or even common sense are tasked with creating training programs. Surprisingly, when the programs are implemented and evaluated, both the summative and formative evaluations show the program to be a complete failure. This results in the need for retraining, which in the end makes the entire endeavor cost more than if the training would have been initially designed by a qualified instructional designer. What seemed to be the cheap and easy solution ended up being very costly.

Please stop tasking the creation of training to Julie at the front desk or Bobby, the Excel spreadsheet guru, or Dave the retired military officer who wants to start a new career with his degree in accounting. Do this and you will find that anyone can design BAD training.