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  • May 08, 2019 6:16 AM | Eileen Terrell (Administrator)

    Lean Change Management:

    Aligning Executive Leaders the Lean Change Way

    Date:  Friday, May 10, 2019

    Time:  8:30 - 10:00 A.M CST (30 minute networking before and after)

    PLEASE NOTE: This session will be presented IN PERSON AND VIA WEBINAR. We will be meeting at Schneider Electric, 200 N. Martingale Road, Schaumburg, IL 60173. Coffee will be served.

    Topic:

    Today’s change managers and leaders want to know how they can change faster to keep up with a constantly increasing pace of change and disruption.

    Lean Change Management takes the best ideas from agile, lean startup and design thinking to help you create an approach to change management that is compatible with your organization, and the change you’re working on.

    Inspired by the book, "Lean Change Management," by Jason Little, Barbara Heller and Maria Odiamar Racho from Allstate, will be discussing a new, leaner way of aligning executives around key foundational elements of your change initiatives.

    Jason will also be joining the conversation virtually to share his own insights.  

    In this highly interactive session, participants will walk away with simple tools and flexible methods of applying them to your change initiatives.

    Our Speakers:


    Jason Little

    Jason helps organizations discover more effective practices for managing work and people.  Sometimes that means plucking tools from the Agile world and sometimes that means using more traditional management practices, such as The Rockefeller Habits. He is passionate about the people side of change, and focuses on bringing meaningful change into organizations that will improve the lives of people. He is author of the new book call “Lean Change Management: Innovative Practices for Managing Organizational Change” and also released a video series titled:  “Agile Transformation – A Guide to Organizational Change” on Safari Books Online and InformIT. 



    Barbara Heller

    Barbara has been with Allstate for 20 years in various roles.  She is currently Allstate’s Practice Lead for Change Leadership & Navigation with deep expertise in leading change efforts and building capabilities.  Barbara regularly provides thought partnership and delivery on enterprise-wide projects as well as to individual clients and other Allstate market-facing businesses including Esurance, Allstate Canada Group, Allstate Technology, Data & Analytics, Strategic Operations, Claims, Allstate Life and Retirement, Human Resources, and Agency Operations.  Barbara has Masters of Science in Organization Behavior from Benedictine University and a B.S. in Management Information Systems from National-Louis University.



    Maria Odiamar Racho, MSOD

    Maria is an Organizational Effectiveness Practice Lead at Allstate Corporation, where she specializes in culture, complex systems and networks, leader effectiveness, strategy and change.  She is also the founder of two Employee Resource Groups, the Allstate Asian American Network (3AN), and Intrapreneurs@Allstate (I@A).  Her passion centers on enabling human systems to tap into and unleash potential so that they can achieve their purpose and mission. Maria also finished her Executive Masters of Science in Organizational Development at Pepperdine University.


  • May 08, 2019 5:13 AM | Eileen Terrell (Administrator)

    Because coaching can help an organization save up to 87 cents on every dollar spent on training or leadership development, the Executive, Team, and Group Coaching PDN is designed to link Chicagoland members with the knowledge, skills, and resources to improve the effectiveness of their coaching and/or coaching initiatives within their organizations.  The Executive, Team, and Group Coaching PDN welcomes ALL ATDChi members, including those who supervise coaching or talent development initiatives within their organization, those who use coaching skills in their job roles, those who simply have an interest in coaching, as well as those who are coaches internal or external to an organization. 

    The Coaching PDN meets virtually (via Zoom) on a quarterly basis, making it easily accessible to all ATD Chicagoland members.

    Mark your calendars now!  The next virtual meeting of the Executive, Team, and Group Coaching PDN will be July 10th at 1 pm.  “Group Coaching: Tips and Techniques to Get The Most From Your Talent Development Dollars” will be facilitated by Dan Johnson, Performance Consultant and Certified NeuroTransformational Coach with Performance Mastery.  Future meetings include “Conscious Leadership” with author Alan Seale and  “Sticky Coaching Situations” with International Coach Federation Ethics Chair Sue McMahon.

    There is a nominal fee for Executive, Team, and Group Coaching PDN meetings. All registration monies benefit ATDChi directly.

    For more information see Dan Johnson or check out the PDN under the “Learn and Develop” tab on the ATDChi website.


  • April 09, 2019 4:52 PM | Ben Cardenas

    By Jimel Razdan

    The story is not for you, it’s for the learner.

    This theme permeated Hadiya Nuriddin’s ATDChi session on March 21, 2019 at the Lake Forest Graduate School of Management in Lake Forest.

    Throughout the evening, Ms. Nuriddin talked to a full room of TD professionals on the importance of story in the learning process. “The lessons of your life shape you,” said Ms. Nuriddin.  They make you who you are and are entrenched with lessons. If we are aware and are open to learning from these lessons, then we can then share our stories with others, imparting the knowledge we have.

    Why stories?When we share our experiences we tap into emotions, memory, and impact. Stories make an impression because they connect people in empathy, on a deep level of understanding. Good storytelling helps others feel safe to tell their own stories, building on that deep connection.

    But how do we tell a story that engages learners and delivers the message we intend?Intention is the first step. What is it that we want the learner to learn? The answer to this question must guide how we build our stories. We must identify a story that will support the point we’re trying to make. 

    In combing through the stories of our past, we must be careful to look for “lessons, not legends.” According to Ms. Nuriddin, a legend is a story where you’re 100% the hero or 100% the victim. In legends, there is no growth. There needs to be balance between hero and victim to show personal development. We learn more from “growth than glory.” For the lesson to have impact, we need to connect via the lesson being similar to that of the story andby demonstrating change with a theme that is relevant to the message we want to impart.

    To assist in building a good story, Ms. Nuriddin shared tools such as guidelines for selecting stories, timelining to structure your story, and the story spine.

    Selecting stories - listen with empathy; storytelling is about you, but not for you; the learner is risking more than you; the goal is to motivate transformation.

    Timelining - draw a line; identify the key event; identify leading events that allow the key event to be possible; identify consequential events that occurred as a result of the key event. You want to anticipate reactions to the story and determine where the lesson appears in the story - beginning, middle, or end. Always lead with what people can relate to, or what is true vs. what is the truth.

    Story spine - the building blocks for creating your story:

    • Once upon a time…beginning
    • Every day…beginning
    • But, one day…the event
    • Because of that…middle
    • Because of that…middle
    • Because of that…middle
    • Until finally…the climax
    • And, ever since then…end

    You can practice using the story spine by going to https://www.storytrainingonline.com/storyspine.html

    Last, Ms. Nuriddin urged participants to focus on keeping it REAL:

    • Release - you have to let your story go
    • Engage - talk to your learners about your story; ask questions first to make sure you’re telling the right story; listen with empathy
    • Adapt - if it’s not what they’re talking about, stop
    • Learn - if you haven’t learned anything, you’re doing it wrong

    Ultimately, the stories we tell can entertain, but by focusing our intent, a well-structured story becomes a training tool that engages learners with lessons that will stick with them long after the training is over.

    To learn more, read Storytraining: Selecting and Shaping Stories that Connect by Hadiya Nuriddin at http://www.hadiyanuriddin.com 

    Jimel Razdan is a Sociologist, instructional designer, trainer, and author. She has over 15 years of training and development experience, and her specialty is building training programs to support customer service in a variety of fields. 

    Connect with Jimel via LinkedIn (https://www.linkedin.com/in/jimel-razdan-1217a15) or e-mail (jrazdan@gmail.com).

  • March 04, 2019 9:16 PM | Ben Cardenas

    By Susan Camberis

    Editor, Training Today

    ATDChi’s first webinar of 2019 was a rich discussion of three certification journeys. 

    “Broaden Your Talent Development Career Opportunities: Add the CPLP or APTD Certification to your Development Plan” was facilitated by ATDChi’s President, Eileen Terrell.  The session featured a conversation between Eileen, Dave Lee, and Kirsten Walker, each of whom recently became ATD certified professionals.

    There are many reasons why TD professionals choose to pursue certification. 

    A self-described “accidental trainer,” Kirsten Walker (ATDChi’s VP of Communications) chose to pursue the Associate Professional in Talent Development (APTD), ATD’s newest certification.  Kirsten wanted to gain more knowledge and lend more credibility to her role as a Sr. Training Specialist.  Kirsten was part of the ATD’s APTD pilot program and earned her credential in December 2017. 

    Dave Lee, Certified Professional in Learning and Performance (CPLP), came to the TD field from Accounting.  Wanting to certify the knowledge he gained on the job over many years of doing talent development work, Dave viewed certification as a way to expand his employment options.  Dave (ATDChi’s Director of Member Engagement) earned his CPLP in March 2018.    

    Having already earned several degrees in Instructional Design, for Eileen Terrell the initial question was:  why get another “piece of paper”?  Eileen determined that what she really wanted was to expand her knowledge base as a TD professional, and she saw the CPLP as the best way to do it.  Eileen earned her CPLP in March 2018. 

    If you’re considering certification in 2019, here are 6 helpful steps to begin your journey:

    1.  Determine which certification is right for you.  ATD currently offers two certification options:

    The APTD focuses on 3 Areas of Expertise (or AOEs), including Instructional Design, Training Delivery, and Learning Technology.  It requires 3-5 years of related experience and consists of one 2-hour Knowledge Exam. 

    The CPLP covers the 10 AOEs that comprise the ATD Competency Model [https://www.td.org/certification/cplp/introduction] and requires 5 years of experience.  It consists of a Knowledge Exam and a Skills Application Exam.  You have to decide up front which AOEs you wish to include for the Skills Application exam.  ATD estimates that there are currently 2,000+ CPLP credentialed professionals and 4,000+ CPLP-preferred jobs. 

    2.  Set aside the time needed to prepare.  ATD recommends that APTD candidates allow 40-60 hours to prepare, depending on your prior knowledge.  Recommended study time for the CPLP Knowledge Exam is 80+ hours, with 40+ additional hours needed to prep for the Skills Application Exam (SAE).  Total recommended time for the entire process is six to nine months.

    3.  Choose a preparation method (or two).  ATD offers various preparation methods, including learning systems, on-demand and instructor-led courses, live online options, and LinkedIn Groups.  Several ATD chapters also offer study groups and some candidates choose to work with accountability partners (i.e. “study buddies). 

    When Eileen discovered that the prep course she was interested in conflicted with existing commitments, she opted to purchase the CPLP learning system and work with a study buddy.  They met regularly either in-person or via Skype.  Before each meeting, they each took the related online quiz. They also used note cards and a quizlet app.  

    Dave chose to join the Rocky Mountain Study Group (https://www.atdrmc.org/CPLP-Study-Group), which meets online once a week for 12 weeks.  He found the regular meeting times helpful for staying on track.  He also used the CPLP study system and practice tests. 

    Whichever option you choose, holding yourself accountable to your study plan and choosing methods that align with your learning preferences are keys to success!

    4.  Select a testing window.  ATD offers multiple testing windows for both exams.  Based on personal experience, Kirsten does not recommend trying to do all of your studying in the summer.  In hindsight, Walker would have chosen a spring or fall testing window instead. 

    5.  Plan for the cost.  If you’re an ATD member, the cost to take the APTD is $400 ($600 for non-members).  Preparation fees typically cost around $200.  The exam fee for the CPLP is $900 for ATD members ($1,250 for non-members).  Preparation fees for the CPLP typically cost around $300 – depending on which options you choose. 

    6.  Seek support.  If you would like to find out about local resources to support your certification journey, ATDChi’s Certification Champion, Erin Blanchard, can help.  Erin is sitting for the APTD in this spring and can be reached at eblanchard6@gmail.com. 

    Good luck with your certification journey! 

    To get in touch and learn more about ATDChi resources, visit https://atdchi.org

    To learn more about the APTD, visit https://www.td.org/aptdlearnmore

    To learn more about CPLP certification, visit https://www.td.org/certification/cplp/introduction

  • February 04, 2019 9:28 PM | Ben Cardenas

    By Heather Adams, the Arbinger Institute

    There is so much advice out there for L&D leaders and professionals:

    • Become learner-centric!
    • Incorporate micro-learning!
    • Use virtual reality!
    • Employ design thinking!

    The list goes on. And the advice is good. These are all ways to make it easier for learners to engage with, absorb, and implement learning content.

    Mindset Drives Behavior

    It’s generally clear that behavior drives results: our actions lead to the outcomes we achieve. What’s less well understood is that mindset drives behavior. Our mindset—how we see ourselves, others, our work, and our organization—determines how we choose to respond to our environment. 

    Two Mindsets

    Based on decades of research into the psychology of human behavior, the Arbinger Institute identified two mindsets from which people and organizations can operate: a self-focused “inward mindset” and an impact-focused “outward mindset.” 

    With an inward mindset, we think only about our own needs, challenges, and objectives, without consideration for our impact on others. We see others not as people with their own needs and goals, but as objects. We see them as:

    • Vehicles to achieve our own objectives
    • Obstacles that are in our way or causing problems
    • Irrelevancies that can be ignored

    Because our mindset drives our choices and behaviors, having an inward mindset leads to all kinds of challenges for both individuals and organizations. Inward-mindset organizations, for example, tend to have low levels of innovation, poor employee engagement, and poor collaboration. 

    Inward Mindset in L&D

    In learning and development, the self-focus of an inward mindset invites many employees to resist or disregard learning opportunities. When we fail to see the larger context of our work, we can ignore or dismiss the need for learning: “I’ve always done things this way and it works just fine. Why should I learn this new system?” Or, “My performance is already great! I don’t need this new content.” 

    What’s more, an inward mindset invites L&D professionals to see learners as objects. We might see them as vehicles if they’re learning the way we want them to, or as obstacles if they’re not. The problem is that if we are seeing our learners as objects, we can implement the best instruction available—we can even invest in virtual reality, install the latest LMS, implement design thinking, etc.—but we will never be able to truly support their learning needs and goals. Which is too bad, because all those tactics are designed to do precisely that: help us speak more directly to learners’ needs, objectives, and challenges in order to deliver the right content, in the right format, at the right time for maximal learning. With an inward mindset, though, we will apply these tactics in service of our own needs and goals rather than our learners’. 

    The same principles apply to leaders of L&D functions. One of the most widespread pieces of advice to talent development leaders is, “Become a strategic partner to business-line leaders and the C-Suite.” This isn’t possible with an inward mindset. To the extent that we are self-focused, we fail to see what others in the organization are trying to accomplish. Rather than strategically partnering with them to move the business forward, we tend to go about our work in ways that make it harder for others to achieve their goals. Overall organizational performance suffers as a result. 

    Outward Mindset: The Foundation for Effective L&D

    With an outward mindset, individuals and organizations focus on collective results. We see others as the people they are, rather than as objects. We are alive to the impact we have on them—especially to our impact on their ability to do their jobs effectively. 

    When we have this awareness of our impact on others and on organizational results, we become curious about how we might adjust our efforts to be more helpful. It becomes easier for us to change. This applies to learners, instructors, and leaders alike.

    Wipfli, an accounting and business consulting firm headquartered in Milwaukee, Wisconsin, has achieved incredible results by incorporating outward mindset into “the Wipfli Way.” A senior learning leader at Wipfli commented: 

    "Wipfli’s learning philosophy has always been to offer the right training, at the right time, with the right focus. To do this, we focus on the learner…what dotheyneed? In addition, we see learning as a critical part of the larger organizational strategy. To this end, we established a learning and development strategy based on the competencies necessary to achieve two major organizational goals: growth in the markets we serve, and greater engagement for all associates, from entry level to partner. Shifting to an outward mindset as an organization and building that mindset into our day-to-day work has been a huge enabler for these new, improved ways of thinking and operating.”

    Imagine if everyone in your organization were alive to each other’s goals and challenges. What would become possible? What could you accomplish? 

    The Arbinger Institute’s two-day introductory workshop, Developing and Implementing an Outward Mindset, is being offered to the public on April 3-4, 2019, in downtown Chicago. Learn more: www.arbinger.com/chicago.

  • February 04, 2019 3:58 PM | Ben Cardenas

    By Susan Camberis

    Editor, Training Today

    ATDChi’s 2019 kick-off event featured a hot topic in Talent Development (TD) circles today:  Design Thinking. 

    Hosted by ATDChi and Lake Forest Graduate School of Management (LFGSM), the sold-out dinner & networking event was highly interactive, encouraging participants to reflect on their business challenges and engage in group problem solving using design thinking tools. 

    During her presentation entitled “Design Thinking:  A Solution-Based Approach to Solving Problems,” Michelle Humes shared examples of historical figures (e.g. Thomas Edison), who used design thinking before the term had been invented.  Humes recently joined LFGSM as their new Director of Delivery and Learning Solutions from Harvard Business Publishing, where she worked on blended learning solutions. 

    What is Design Thinking? 

    Design Thinking is a methodology that provides a solution-based approach to solving problems. It’s useful in tackling complex problems that are not well defined.

    “The team at Stanford refers to the process this way:  ‘You can think of a design process as an oscillation between engaging with people and experimenting…In between engaging and creating, you reframe how you are thinking about the challenge and generate new ideas,” stated Humes.    

    Humes used an Apple case study as a backdrop for the session and shared Stanford’s model as a useful approach for design thinking.  Stanford’s model includes five steps:  Empathize, Define, Ideate, Prototype, and Test.  

    Here are 5 actionable take-aways from the session:

    1.     Start with customer-centricity.  Humes shared examples of companies that went out of business due to a lack of customer-centricity (e.g. Netflix didn’t kill Blockbuster, excessive customer late fees did).  Empathizing with your customers (or learners, in the case of TD professionals) begins with placing them at the center of your design (or instructional design).  How customer/learner-centric are your current projects?  What one step could you take today to ensure that your next project starts with customer/learner-centricity? 

    2.     Define the need.  One of the tools that resonated with participants is a simple yet powerful framework for defining your               problem statement.

    How might we help __________________________ (consumer/user) attain/be/do/have/realize _______________________________________________ (a critical benefit) by [INSERT YOUR IDEA]________________________________________________?

    How might you use this template to better define a strategic challenge your team or business is currently facing? 

    3.     Consider alignment with organizational culture.  Companies like Apple use design thinking both an organizing principle for culture and a methodology.  Apple, which in 2012 became the most valuable company in history, seeks to deeply understand customer needs and wants.  They focus on user desirability, technology possibility, and market viability.  How aligned is your current organizational culture with the five design thinking steps?  Where do you see the strongest points of alignment?  Which steps would be a stretch? 

    4.     Develop the right skills.  Humes shared the critical skills needed for design thinking, including: 

    • Empathy – take a people first approach
    • Integrative thinking – the “opposite mind”
    • Optimism– one potential solution is better than existing alternatives
    • Experimentalism– ask questions
    • Collaboration– diversity of thought

    If your organization is interested in experimenting with design thinking, how are you currently developing these skills?  As you reflect on your current culture and development efforts, where might you already be ahead of the game with regard to these skills? 

    5.     Focus on the “What.”  Humes shared a number of helpful questions and tools that can be used throughout the design thinking process, including:    

    • What is?  (e.g.  journey mapping, brainstorming)
    • What if?  (e.g.  rapid concept development)
    • What wows?  (e.g.  rapid prototyping)
    • What works?  (e.g. customer co-creating, learning launches, MVPs = minimum viable products)

    Which of these questions and/or tools could you immediately begin incorporating into your 2019 learning projects? 

    If you or your team is looking for a better way to approach business challenges and generate new ideas, identify a project where you can experiment with design thinking this year and get started!

    To learn more about the five-step process, here’s a link to a process guide from The Institute of Design at Stanford that outlines the “what, why, and how” of each one: https://dschool-old.stanford.edu/sandbox/groups/designresources/wiki/36873/attachments/74b3d/ModeGuideBOOTCAMP2010L.pdf

    For additional tools and resources, here’s a link to a Stanford’s Virtual Crash Course in Design Thinking: https://dschool.stanford.edu/resources-collections/a-virtual-crash-course-in-design-thinking

  • December 03, 2018 10:52 PM | Anonymous
    As 2018 is coming to a close, we asked our current and incoming Chapter leaders to share their perspective on the year and what lies ahead.



    Anthony Dudek, 2018 ATDChi President


    Eileen Terrell, 2019 ATDChi President

    Q: Anthony, Eileen – you two are quite a dynamic duo. What do you like most about working together as President and President Elect this year? 

    Anthony: It's been a great opportunity to work more closely with Eileen this year as we worked on the transition. Eileen has great focus and commitment. I know she is as busy, if not more busy, than I am, but she is on top of meeting the needs of ATDChi. Her professionalism,  considerable technical acumen, winning people skills, and work ethic will hold her in good stead as we go into what will surely be a jam-packed year for ATDChi and for the Board. Seeing her work with and lead the team as she has I can say that I'm confident that the Chapter is in good hands.

    Eileen: It's been nice to have the opportunity to learn the business side of the board. Anthony's style of being open and direct has prepared me to build on the strengths and tackle some of the opportunities we have as a board. The continuity between presidents helps to ensure that we continue  providing value added connections and experiences for the Chicagoland Talent Development community.

    Q: Anthony, the Chapter has been very successful this year, what do you see as our biggest win in 2018? 

    Anthony: The ability of the 2018 Board to join together and become one team dedicated to the mission of the Chapter has been the big win that enabled all the other wins we saw this year. It's a very talented team of some of the best talent development professional in the Chicago area. Every success we realized this year flowed from the team working together, putting the needs of the Chapter ahead of all else.

    Q: Eileen, what do you see as your most exciting challenge for you as a President and for ATDChi overall in 2019?

    Eileen: Continue the momentum with laser focus on ensuring that every interaction with ATDChi yields a positive experience for the board, members, and our sponsors.

    Q: Both: Any yearend wishes for our members as 2018 comes to a close?

    Anthony: Keep on learning, keep on growing, keep on working together to realize your dreams to make a better Chicago community and a better world.

    Eileen: Reflect on your individual growth using the ATD  Competency model as a framework, be intentional about nurturing the connections you've made, and where you will focus your growth in 2019. Finally, share feedback with the board and how we can help you connect, learn, and grow as a Talent Development Professional.

    Thank you, Eileen and Anthony! It's been wonderful working under your leadership this year! 

  • November 03, 2018 9:03 PM | Anonymous

    By Dan Johnson, Director of New Members

    Earlier this year ATDChi surveyed 122 chapter members who were new to the chapter (those who had been a member of ATDChi a total of 4 to 11 months).  An electronic survey was emailed to all 122 new members via SurveyMonkey. Board members and chapter volunteers then followed up with these same new members by making 109 phone calls, reaching out to each new member who included a phone number in his or her ATDChi member profile.  The goal of the survey was to gauge new member participation and satisfaction with ATDChi.  

    A total of 36 survey responses were received, with 14 new members responding to the online survey and 22 responding by telephone. Below are some highlights from the New Member Survey.

    New Member Participation and Access to ATDChi Benefits:

    • 51% of those responding to the survey had attended at least one evening program
    • 46% participated in the ATDChi member orientation webinar
    • 38% reported having networked or made a connection with one or more ATDChi members
    • 30% had searched job opportunities on ATDChi’s Career Center
    • 16% had already volunteered at least once for the chapter

    New Member Satisfaction:

    • 59% of those surveyed were satisfied or highly satisfied with their membership in ATDChi 
    • 41% stated they were “neutral” on their member satisfaction (many stating they had not been a member long enough to gauge their satisfaction)
    • 0% were dissatisfied with their membership

    In general, survey respondents most appreciated the opportunities for networking, meeting colleagues, making connections, and feeling like part of a community.  The most challenging aspect of the membership experience was attending programs that were held in an area of Chicagoland that was not close to where the new member lived or worked.  This feedback will be helpful as the chapter plans programming for 2019.  

    Based on survey feedback, one change the chapter is undertaking is to upload a recording of the Member Orientation to the chapter’s website, making it accessible to new members “on demand”.  To keep the information current, the uploaded Member Orientation will be updated periodically.  The chapter will continue to hold regularly scheduled “live” Member Orientation/Q&A sessions.


  • November 03, 2018 8:54 PM | Anonymous

    By Susan Camberis
    Editor, Training Today

    This past month, ATDChi hosted an all-day workshop at Lake Forest Graduate School of Management in Lake Forest with workplace learning analytics expert Trish Uhl.  

    Trish is the co-founder of the Talent & Learning Analytics Leadership Forum and a former ATDChi President.  She works with heads of Talent & Learning Development globally on setting and executing strategy for learning transformation and data-enablement projects.  

     “Putting Analytics into Practice in Your Learning Experience Design” was a highly-interactive workshop focused on leading-edge work Trish is currently doing with L&D teams to engineer dynamic learning systems leveraging data science, AI & machine learning, advanced analytics and predictive modeling to promote positive people impact and drive organizational outcomes.  

    Here are 7 key take-aways as you consider your organization’s approach to workplace learning analytics:

    1. All analytics projects start with a question.  What are the factors driving behavior?  What are we trying to improve, and why?  How do we start to head off problems?  A change in mindset is really the biggest difference between how we are measuring now and how we will do so in the future.  “We should be curious experts about anything related to people – because this will drive our focus,” according to Uhl.  As you think about a current project you are working on, what’s the data overlay?
    2.  Workplace learning analytics is really about us collectively being able to measure “yardage.”  L&D must be able to provide more value…faster.  Part of our challenge in doing this is that we don’t have a consistent way to measure progress.  “Analytics gives us ‘yardage’…a way to measure short-term progress toward long-term goals,” according to Uhl.  It also gives us a way to improve our measurement efforts whileevolving our evaluation maturity.  If you need a place to get started for standard measurement, Uhl suggests the Center for Talent Reporting (http://www.centerfortalentreporting.org).  ATDChi hosted Dave Vance, Executive Director for the CTR, in September 2017.  To review a related recap, visit:  http://sco.lt/7eA3JB
    3. When it comes to workplace learning analytics, engagement matters.  As discussed during Chief Learning Officer’s Fall symposium in Houston, the number one issue for today’s CLOs is employee engagement.  Measuring it, supporting it, and growing it, are key concerns for today’s L&D leaders. If your current workplace learning analytics approach does not include employee engagement, how might you start to move in this direction?
    4. Applying learning analytics to leadership development programs is important and necessary.  Uhl cited a September 2018 Forbes article discussing the failure of leadership development programs to provide return on investment.  Despite an annual spend of $46 billion annually by companies around the globe, the results are simply not there.  As a result, most companies are now looking to apply workplace learning analytics to leadership development programs.
    5. All aspects of L&D are being affected by digital transformation. According to Uhl, analytics is part of a digital transformation that is changing all aspects of L&D.  Uhl has been working with the Learning & Performance Institute on a new capability map that outlines how each aspect of Learning & Performance is being affected by digital transformation.  The map and a related assessment are free to use.  To review the map and take a self-assessment, visit:  https://www.thelpi.org/resources/capability-map/
    6. The Internet of Things (IoT) is expanding exponentially.  According to a recent and very conservative estimate from Gartner, by the end of 2018 there will be an estimated 8.6 billion devices giving off data – including beacons, sensors, and wearables – which is why everyone wants you to download their apps. Gartner estimates this number will grow to over 20 billion by 2020.  What this means for L&D professionals and employees is that the types of data available and how organizations utilize data is changing rapidly.
    7. What’s already possible may be more than you realize.  In the context of understanding how quickly technology is changing, Uhl shared a YouTube video produced by Siemens called “More Than Reality.” The video demonstrates how Siemens is using augmented reality to create training environments.  If you have note seen the video, you can review it here. It’s an amazing example of what’s already possible with VR.  Uhl also shared that VR is now embedded in Adobe Captivate, through partnership with SAP and Microsoft.

    Reflecting on the important role that L&D professionals play in helping people get ready for change, Uhl cited Toffler’s famous quote from Future Shock:  “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. ”

    Uhl suggested that participants develop action plans to help prepare their organizations and themselves for the future. Specifically, she recommends thinking through three time horizons:  0 – 12 months (What can you do to become more familiar with that is already out there?);1 – 3 years (What can you and your organization begin/continue to leverage and automate?);4 – 10 years (What scenario planning can you do now to prepare for different alternatives?). 

    “The thing about transformation and transcendence is that you get to take the things with you that still serve you,” according to Uhl.  

    As you contemplate your future as an L&D professional, what will you take with you?  

    To learn more about Trish Uhl, visit:  http://www.owls-ledge.com  You can also follow Trish on LinkedIn (https://www.linkedin.com/in/trishuhl/), Twitter (@trishuhl), and Facebook (https://www.facebook.com/OwlsLedge).  

  • August 27, 2018 1:33 PM | Anonymous
    By Eileen Terrell, VP, Communications and 2018 ATDChi President Elect
    Dejuan Johnson, Statistician with the Membership Team
    Susan Camberis, Editor, Training Today

    The 11th annual Chicago eLearning and Technology Showcase (CETS) was held at Northern Illinois University’s Naperville campus on Tuesday, August 14, 2018.  Co-hosted by ATDChi and STC Chicago, this year’s event was a well-attended exploration of eLearning and how people interact with technology. 

    Sessions discussed a range of topics from designing eLearning and ways of making it more engaging to using different (less traditional/ less obvious/ emerging) technologies in eLearning. There were also learning spark sessions, in which speakers had a very limited amount of time to present with timed slides!

    “I sat in on a session entitled ‘A First-Timer’s Guide to Building eLearning.’ It was an appropriate session for me considering that I’ve never completed an eLearning project. I left the class with a better sense of how to plan out an eLearning project, and [am] pretty excited to do so,” said Dejuan Johnson. 

    One of the day’s highlights was the keynote address by David Kelly entitled “The Now & Next of Learning & Technology,” during which Kelly discussed the importance of looking at innovations in technology and in our lives so that we can understand how we learn with technology.  According to Eileen Terrell, “The key takeaway was to look outside of the L&D world at other industries to expand how one thinks about how technology can be used…what I am doing differently is seeking to understand how others are using technology. For example, I am asking questions from my Marketing and Healthcare friends to learn more about what type of technology they are exposed to, and how.” 

    According to Terrell, “[One of] my other favorite sessions was ‘Podcasting, the On-Again Trend in Audio Content: Tips, Tricks & Techniques’ with Nancy Munro.  [Nancy] really made it simple to understand the process for creating a podcast and shared a variety of interesting ways that podcasting can be used. I am now looking for opportunities to create podcasts, for the sales organization, since they spend a lot of time driving.”

    CETS will return in 2019, location and date yet to be finalized.

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