By Susan Camberis
Editor, Training Today

 

ATDChi’s May event was the Chicagoland Talent Development Leadership Forum. 

Featuring some of our region’s top learning leaders, the event centered around a panel discussion entitled, Learning and Development Today:  How are Learning Leaders Preparing for the Future of Learning?  The event was co-sponsored by ATDChi, The CARA Group, and Lake Forest Graduate School of Management, and was held at LFGSM’s Schaumburg campus. 

Michelle Reid-Powell, VP of Talent Management and OE with The Cara Group, shared opening remarks and moderated the panel discussion.  Panelists included:  Jenny Massoni, Director, Global Lead for Learning and Change Enablement with Astellas; Teri Hart, Sr. Director of Learning Strategy with Discover Financial Services; Don Stanley, Director of Leadership Development with W.W. Grainger; Peggy Degnan, Director of Leadership Development with AJ Gallagher; and Mary Clare Healy, Global Director of Learning and Development with Informa. 

Before the panelists shared their perspectives, Reid-Powell highlighted key trends and CARA’s own market research on Learning and Development (L&D).    

The evolution of L&D has happened blindingly fast – moving quickly from Talent Management to Digital Learning and heading for Intelligent Learning (i.e. intelligent, personalized, machine-driven), according to Bersin by Deloitte.

CARA’s client research has found that companies are innovating their approaches from event-based design to learner-centric design and are utilizing different ways to access content (e.g. interactive PDFs, YouTube channels).  Many are considering learners as “consumers”, adapting “customer experience” and “design thinking” approaches to learning (e.g. mapping the learning journey, focusing on moments of truth, using net promoter scores to rate learning departments).  Micro learning remains in high demand and is usually part of a blended learning approach. 

Here are 6 smart insights from the evening’s discussion:

1. It’s not “Field of Dreams.”  When discussing learning challenges, Don Stanley shared that business transformation can put added stress on organizations.  His team’s approach at W.W. Grainger has been to look for ways to encourage front-line leaders and team members to “pull” on development – to utilize the resources available.  According to Stanley, “It’s not field of dreams.”  The organization has to perceive a business need before it will build a new solution.
2. Less is more.  “Helping different teams and vendors to curate is key when it comes to content,” according to Mary Clare Healy.  At Informa, Mary’s team seeks to offer content that can be consumed in 5 minutes or less.  According to Healy, “People won’t click onto Lynda.com to search.”  In line with this reflection, Reid-Powell shared a 2016 Microsoft study that found the human attention span is now less than 8 seconds (= less than that of a goldfish). 
3. Micro learning is not always the right solution.  Despite the trends regarding attention span, “deep” learning is still important when it comes to developing capabilities, according to Teri Hart.  At Discover, Hart and her team are discussing the trends in micro learning and developing learning strategies that balance the need to be efficient with the need to ensure Discover is developing the capabilities required to drive the business. 
4. Ask the right questions.  Reflecting on the critical skills that L&D team members need now and will need in the future, Jenny Massoni shared that she is trying to cultivate a “performance consultant” mindset with her team.  “You have to have effective questioning skills,” said Massoni. 
5. Flexibility is key.  Discussing the impact of learning trends on teams and approach, Peggy Degnan shared that AJ Gallagher is moving towards a shared service model.  The organization’s desire is to have team members (e.g. designers and facilitators) that can be leveraged across the organization – as a way to maximize flexibility.  This includes having a pool of resources to support leadership development.
6. Packaging matters.  According to Reid-Powell, “look and feel” is becoming as important as content itself.  For this reason, many L&D departments are shifting towards a marketing communications approach vs. a pure instructional design approach. 

With investment and C-level support for learning on the rise, it remains a great time to be in learning and development. 

And, while the landscape will continue to evolve and present new challenges, today’s learning leaders are up to the challenge. 

 

How are you preparing for the future of learning? 

 

By Susan Camberis
Editor, Training Today

ATDChi’s March members-only skill building clinic and networking event featured Talent Development (TD) expert Megan Torrance. Megan is the CEO and Founder of TorranceLearning, an award winning consulting firm in Eastern Michigan.

Sponsored by Benedictine University in Lisle, the event was held in Benedictine’s new Sorensen Hall of Leaders, named for long-time faculty member and TD/OD leader Dr. Peter Sorensen. Before Torrance took the stage, Dr. Sorensen and fellow professor Dr. Therese Yaeger, both long-time friends of ATDChi, welcomed participants and discussed the important connections between TD and Organization Development.

The clinic highlighted several instructional design tools that Torrance and her team have successfully used with client companies across industries. Megan highlighted the idea that you won’t necessarily use all of the tools in a tool kit for each project, but that it is important to have the right tool when the need arises.

Here are three actionable learnings from the event:

1. Align learning objectives to business results. Torrance highlighted Brinkerhoff & Apking's high impact learning map (2001) as one useful way to drive alignment. Brinkerhoff and Apking suggest aligning learning objectives first to critical job tasks, then to key results, then business unit results, and finally to organization goals. This alignment drives the “why”. The “how” comes in the form of helping learners understand how individual learning objectives align to organizational goals and objectives.
   
   
2. Design for “moments of learning need.” Torrance has expanded upon Gottfredson & Mosher’s 5 Moments of Learning Need (New, More, Apply, Problem Solving, and Change), adding four of her own (Before, Prepare, Remember, and Teach). Considering each moment and how training will (or will not) help to address the need can be a valuable exercise when designing learning experiences.
   
   
3. Make MVP your BFF. Given the rapid pace of business today, Torrance is a proponent of the Minimum Viable Product (or MVP). This means cycling more rapidly through the traditional ADDIE model (Analyze, Design, Develop, Implement, and Evaluate), so that evaluation takes place earlier and more frequently. Megan’s rules for iterations are: it does real work; someone else has to use it; you gather data, and data informs the work in the next iteration.

For more information about the tools shared in the session, visit: www.torrancelearning.com/toolkit

To stay up to date on the latest with Megan and TorranceLearning, follow @MMTorrance, @xAPIGnome, and @Tlearning

ATDCHi's 2017 CPLP Scholarship Winners Dave Lee and Eileen Terrell share their experience of becoming CPLPs.

What was your motivation to pursue CPLP?

Dave: Honestly, I decided I wanted certification to demonstrate the knowledge and skills I have gained over my career. I chose the CPLP because it seems to have the most visibility among the various certifications. I chose the Managing Learning Programs SAE because my experience has been in managerial positions.

Eileen: I decided to pursue the CPLP after speaking with a couple of people that I met in the Fall 2016 Workplace Learning and Performance Institute (WLPI) session. I wasn’t sure how the CPLP would complement my existing education and experience. I have two Master’s Degrees and over 25 years as a Learning Professional. I spoke with several people that had received their CPLP credential and everyone had similar responses. It really enhanced their ability to broaden their conversations with their clientsn. So, I decided to pursue the CPLP to in order to expand my body of knowledge in others areas of Talent Development.

How did you study for the Knowledge Exam?

Dave: For me, studying for the KE was a challenge of time management and gauging what I knew and what I needed to learn.  The ATD practice test was vital in setting a baseline, checking me at midway, and final check two weeks before the test.  I also did the virtual study group by ATD Rocky Mountain.

Eileen: I partnered with one other person and we scheduled ongoing study sessions meeting face-to-face and virtually. We leveraged the ATD Learning System as our primary resource. We completed the quizzes and the practice exams. We also leveraged tips and suggestions mentioned in the book “Mastering the CPLP” by Trish Uhl, PMP, CPLP.

How was your experience taking the Knowledge Exam?

Eileen: This was straightforward. I made sure that I read each question slowly to understand what was being asked. Most of the questions were definitely written to assess comprehension versus just recall . Different terms were used than what was in The ATD Learning System, so you really needed to know the concept. Waiting for the results was the longest two minutes.

Dave: The KE was straight forward. Even with reviewing around 30 questions, I finished in 2 hours. My main tactic was to track questions that I “knew” I had correct.  As I worked through the test I could check to see how I was doing toward the 70+/-% passing score.  You can see more detail about my KE experience in One Down, One to Go.

And what about preparation for the Skills Application Exam?

Dave: This was far harder than studying for the Knowledge Exam. It took me several frustrating months to come to a process I felt comfortable with. See Keep Calm. Don’t Panic! for details. The key to my success was applying the Key Actions to my experience or creating scenarios where I hadn’t experienced the specific situations.

Eileen: This was very challenging as the case studies within the ATD Learning system contained the answers, so the value was really in the practice exams. I re-read my selected AOE a few times and reviewed the key actions. I also leveraged materials provided by Tish Uhl. The biggest takeaway is that although you select one AOE to focus on, your approach should be an integrated one. You can’t execute “one” AOE without considering others.

Tell us about taking the SAE

Eileen: This was super hard because of the integration of many AOEs at one time. My selected AOE, Instructional Design, still had me thinking about Training delivery, Learning Technologies, Global Mindset, and Evaluations. I really had to divide the time equally between all of the case studies and I used the entire three hours. You can’t focus on one AOE, it is important to consider all of the competencies.

Dave: Holy moly! This was the hardest test I’ve ever taken. I used all 3 hours. This test is about knowing how we work. It is about experience in the practice of managing learning programs. Best tactic, suggested by a colleague, was writing down target times for each case and each set of questions. Without this, I would likely have not completed the test.

And finally, how was waiting for and finding out the results?

Eileen: I tried to not to think about the results waiting for the 10 weeks to fly by. I focused on the experience and glad that I had gone through the process. Whether I had passed the SAE or not, I felt that I could have even better conversations with my clients. I felt 50/50 about passing. I told myself that if I didn’t pass, I would retake it as soon as administratively possible. Then the email came and I looked at it for a few hours because the subject line tells you nothing. I finally got the nerve up to open it, I passed. I now have the CPLP credential and I added those letters to my name with a sense of pride and accomplishment.

Dave: 10 weeks of wondering if I was done or if I would need to go back to studying. My tactic of tracking questions I had right for the SAE had me expecting I would be right on the pass/fail line. The email that came didn’t give specifics on score. I don’t know how close it was. But I passed. I’m a CPLP.

Congratulations, Dave and Eileen!

Consider becoming a CPLP in 2018? Reach out to Bill Cupuro to learn more about the certification, its benefits, and resources available for ATDChi members.

By Susan Camberis
Editor, Training Today

ATDChi’s February Networking Clinic featured an orderly conversation with ATDChi Past President, Greg Owen-Boger and long-time ATDChi friend, Dale Ludwig about their latest book Effective SMEs: How to Help Subject Matter Experts Facilitate Learning (ATD, 2017). Pro tip: use ATDChi code CH5009 when purchasing the book.

Effective SMEs features real-life examples and tips based on Greg and Dale’s experiences at Turpin Communication and builds upon the key concepts described in their earlier book, The Orderly Conversation (Granville Circle Press, 2014). 

My key take-away was a better understanding of the “orderly conversation” – both how it applies to training design and delivery, and how the framework can be used to work more effectively with SMEs.  

The authors believe that training should feel like an “orderly conversation” where: 

• “Orderly” refers to preparation, accuracy, and structure = instructional design (planning); and
• “Conversation” refers to engagement, spontaneity, and interactivity = instructor-led training (presenting).

According to Dale and Greg, “People tend to gravitate in one direction or the other.”  They asked participants:  Who are you more like?

• “Writers” tend to prefer the “orderly” side of the framework.  They thrive on organization and preparation; they can sometimes seem inflexible and strict during training delivery.  When designing for writers, be sure to include lots of prompts on your slides. 
• “Improvisers” are individuals who tend to prefer the “conversation” itself.  They thrive on forming connections and can sometimes lose focus during delivery.  When designing for improvisers, provide cues to help them manage their time. 

The model is easily applied to TD professionals and to the SMEs we work with.  And, when we better understand our SMEs, we design more effective training. 

Building on this idea, Greg and Dale shared a few additional practical tips for working with SMEs:

• “Slides are really about giving the SMEs visual cues,” the shared.  For this reason, make sure slides include specific titles and include key points.   
• Facilitator guides should be built with this same idea in mind – with a visual on one side of the page, and the “intent” of the slide (not a script) on the other.  You need some structure for your “writers”, but if you are overly prescriptive, you’ll lose your “improvisers.”
• Learning objectives are great for instructional designers, but not always as helpful for SMEs and learners. 
• Activities should be optional – provide a few alternatives for SMEs to determine what leaners need…or offer two options.  Don’t assume that including icebreakers, games, or humor will be welcomed by SMEs.
• Help SMEs debrief.  If you’re going to do an activity, it is crucial to spend the time to debrief.  Listen for nuance, dig deeper, it’s not always about the right answer.   

Greg and Dale concluded their orderly conversation with ATDChi by sharing the following:  “Perfection in a conversation is never going to happen.  It doesn’t have to be perfect; it just has to be a conversation.” 

 

To learn more about Turpin Communication and The Orderly Conversation, visit: http://www.turpincommunication.com

By Susan Camberis
Editor, Training Today

Do you enjoy writing and blogging?

Are you interested in volunteering with ATDChi this year?

In support of ATDChi’s strategic initiative to serve regional, national and global communities by being a leading catalyst for creating and sharing workplace learning and performance knowledge and practices, ATDChi is starting up a Contributors-at-Large program.

Contributors-at-Large will write unique, value-added content for ATDChi’s online publication – Training Today.

Contributors-at-Large will be asked to volunteer in the following ways:

• Write at least one special feature for Training Today per program year
• Write at least one ATDChi event summary for Chatter Blog
• Participate in quarterly conference calls with Training Today’s Editor and other Contributors-at- Large
• Help source content aligned with ATD’s competency model

Contributors-at-Large should be current ATDChi members who enjoy writing, editing, collaborating, and keeping their industry knowledge current.

To learn more or to indicate your interest, please email Susan Camberis at susanecamberis@att.net.

To review recent articles and sign up to follow Training Today, click here

By Susan Camberis
Editor, Training Today

ATDChi’s January kick-off event on January 18, 2018 featured a compelling discussion about global communication with ATDChi Presidential Advisor and long-time Board Member, Stephanie (Leese) Emrich. 

Stephanie’s organization, Service Speaks Solutions, infuses the sought-after language of hospitality to non-hotel organizations.  During her talk with ATDChi, Stephanie shared stories from a lifetime spent in the service industry.  The main question she posed for attendees was:  How do we connect with each other universally?

• 1.     Know your audience.  Stephanie has worked extensively with teams in Saudi Arabia, developing 180 hours of content for a project she was leading.  She shared the importance of understanding how to present content that will resonate with your particular global audience.  Through her project, Stephanie learned that listening was more valued than reading, reading was more highly valued than writing, and that her audience was highly visual and very hands on.  This information allowed Stephanie to tailor her content in a way that would be most impactful. 
  
  
• 2.     Know the culture.  In her extensive work with the University of the Bahamas, Stephanie learned about the strong influence of tradition on the Bahamian people.  Almost 8 in 10 jobs in the Caribbean are related to tourism, and employees are eager to learn, according to Leese.  Stephanie shared how she found empathy and being genuine as two qualities that come very naturally to employees there.
  
  
• 3.     Understand where you’re coming from.  Stephanie’s global experiences have given her a unique “outside in” perspective on the U.S.  She described that our focus on demographics and the pressure from numerous angels to succeed, don’t seem to exist in the same way in other places.  Those from the U.S. tend to be more perfectionistic and frequently demonstrate “unrelenting enthusiasm” when a particular topic strikes a chord. 
  
  
• 4.     Know when accreditations matter.  Stephanie is the only service professional in our area who is “China Ready & Accredited”, a special designation given to select product and service providers that Chinese consumers can trust.  She shared that Chinese customers tend to value quality and unique experiences over quantity.  It is one of the reasons that China Disney has a more significant focus on interactive character experiences than Disney’s other parks.  Chinese customers want to “take the selfie,” according to Leese. 
  
  
• 5.     Speak clearly…and use less industry-specific jargon and colloquialisms.  Americans tend to speak very fast and use a lot of jargon, which often makes for more challenging communication when working globally.  Be aware and use less when you can.

Ultimately, according to Leese, “We are people wherever we are.”  An important question to always ask is:  How are you connecting in a deeper way to everyone you are serving? 

When you stay present and focus on moments that matter to customers, you will be a more effective global communicator. 

As the next session of ATDChi's Workplace Learning & Performance Institute is approaching, we have an interview with a recent graduate here on the blog. Ben Cardenas, Leadership Development Specialist at Lexington Health Network,  completed the program in 2016. Ben and has shared his experience with us. Thank you, Ben!

Q: Please tell us a bit about your experience and why you decided to pursue WLPI.

A: At the time when I decided to pursue WLPI, I had recently transitioned back into learning and development. I spent most of my career in the banking industry and have held various positions such as retail banking manager, banking operations, and learning and development. I wanted to expand my knowledge in the field mainly to understand training and learning theories further.

Attending WLPI was such a precious and rewarding experience. I learned a great deal of new industry specific information but also discovered how to continue to stay current with trends in adult learning. During WLPI I learned more about human performance improvement, I discovered different methodologies and approaches to learning design and incorporated new techniques into my facilitation style. WLPI was more than just a seven-week program; it was an experience that has served me and will continue to help me to grow in our field.

Q: What was your biggest "aha" moment in the program?

A: During WLPI my biggest “aha” moment was realizing that a trainer is more than just a trainer. We are consultants and designers; I learned how to shift my mindset and my approach from a facilitator/trainer to the mentality of a consultant that can facilitate but also discover and recommend learning solutions.

Q: It's been over a year since your WLPI graduation, how has this experience influenced your work/career/professional trajectory?

A: WLPI influences me on a daily basis. Having the opportunity to spend seven weeks with learning professionals gave me the chance to build a reliable network that I can tap into for advice. WLPI has also given me the tools to continue to grow in my career; Since then, I have transitioned into a role that focuses on the development of leaders in my organizations. I have the tools and confidence, thanks to WLPI, to identify training solutions and influence leaders to continue to learn and develop. Since my WLPI graduation, I have also been pursuing other opportunities to continue to learn and grow professionally. I am now working on my APTD certification.

Q: Were there any other benefits of the program not directly related to what you learned/skills your acquired?

A:  An opportunity to join the ATDChi Board!

Q: Any advice you would give to those who are considering WLPI?

A: Have an open mind, have fun, and participate. Anyone who attends WLPI regardless of their background, has so much to contribute that can help other attendees learn and grow. Take advantage of this rewarding experience. Even if it’s only a refresher for you, it will give you a chance to meet many talented and wonderful professionals.

I am a believer that learning never stops; regardless of our roles in the professional industry we always have the opportunity to learn and continue to develop our skills.

Learn more about WLPI and register here.

As we kick off 2018, our first blog post of the year is a welcome message from this year's Chapter President Anthony Dudek. Thank you, Anthony!

We’re looking at a great year filled with events and learning and I invite you to join us for what will surely be one of our best years yet.  I personally am very grateful for the chance to lead such a dynamic team for such a great Chapter! Our compass is Advance, Build, Connect, and Engage and this is how we’ll be living that in the coming year. Our goal is to be the Chicago area’s one-stop shop for all things talent development. How can we help you achieve your dreams?


Advance
We will continue our work in advancing the science and the art of talent development in the Chicago area. That’s really at the core of what we do. Ensuring that ATD’s Competency Model and its Areas of Expertise is widely understood and used in the Chicago area is a multi-year mission of our Chapter.

Build
We reach out to the larger community in the Chicago area building relationships with companies, our sponsors, our fellow associations through the Chicago Alliance, and of course the universities that we partner with to bring the message home to Chicago’s students.

Connect
We connect on a personal level with our members through a variety of methods. If you come out to one of our events this year make sure that you meet our very active Board Members who want to hear about your ideas and needs for our Chapter and for our profession.

Engage
We will engage with our membership and with the larger Talent Development Community by our activities we promote: our Mentoring program, the Events that we design, and the Workplace Learning and Performance Institute.

All the best,
Anthony Dudek, MS, CPLP
President 2018
Chicagoland Chapter ATD

Experienced and trusted. Two words that apply to the benefits of the ATDChi Mentoring Program. This is where talent grows.

The ATDChi mentoring program is looking to expand services by adding another dimension to the mentoring program. It's called peer mentoring. And we need your help.

Peer Mentoring brings together peers with similar learning interests or needs. It takes responsibility for  crafting its own agenda and for managing the learning process. So that each member's mentoring needs are met and everyone derives maximum benefit from each other's knowledge, expertise, and experience.

If you are an expert in forming and administering social media groups (LinkedIn, Facebook, Twitter, Basecamp), we'd like your help in making ATDChi Peer Mentoring begin to soar.

Email us at atdchimentor@gmail.com. You will receive a response in 2 to 3 days.

Thank you for your future participation.

ATDChi Mentoring Committee