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: 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. 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: 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: 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 ServicesOpen Licensing ToolkitTo Share Your Work, You Gotta Put a @CreativeCommons License On It!

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: 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: 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?

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: Here are a few suggestions of where and how to stay connected to learning technologies within talent development from the CPLP training system: https://www.td.org/https://www.td.org/td-magazineLearning Circuitshttps://www.td.org/eventshttps://www.td.org/topics/learning-technologiesarchived webcasts https://www.elearningguild.com/https://usdla.org/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: https://onlinelearningconsortium.org/https://www.aect.org/https://www.educause.edu/https://www.iste.org/https://wcet.wiche.edu/https://www.alt.ac.uk/https://upcea.edu/https://podnetwork.org/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.

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: 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 1. F: Flexible Environment 2. L: Learning Culture 3. I: Intentional Content 4. 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 model9.2 StudentsChecklist for Selecting Technology for LearningHow do you make your decisions about media, mediums, and delivery options for instructional design?

2.3. Individual Learning Preferences Learning Objectives for Section 2.3.: 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): ModulesCharacteristics of Adult Learners (CAL) Chain-of-Response (COR) 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): Senses & Design Considerations Seeing Hearing Touching 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?

AOE 2. Instructional Design; 2.2. Learning Theories Learning Objectives for Section 2.2.: Maslow’s Hierarchy of Needsandragogygoalsbehaviorism, cognitivismconstructivismmultipleintelligence theoryThe 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: 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: BehaviorismCognitivismConstructivismREAD 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: 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 learnerPrior experience of the learnerReadiness to learnOrientation to learningMotivation to learnIndividual 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: MotivationGoalsExperienceCultureApproaches to Motivating Learners: 4 foundational principles to motivate adult learners are: How Culture May Influence Learning: this might impact the training experience and ability for participants to learn, specifically related to these differences: Questions the learning designer should ask before developing training: 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 spe...

The Area of Expertise (AOE) #2: Instructional Design refers 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: 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. Teaching in a Digital Age, 2nd Ed.Training and Development for Dummiese-Learning and the Science of Instructionhttps://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: 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: 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: Note: More will be discussed in AOE #6 Managing Learning Programs; Section 6.1: Business Model Drivers, and Competitive Position in an upcoming episode

AOE 7. Integrated Talent Management; 7.4. Individual and Organizational Assessment Tools Learning Objectives: multi-rater feedbackpersonality inventory instrumentspersonality testscareer profilesleadership assessmentsfairnessHuman 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: 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 Audits Multi-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: 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...

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 : 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. 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/

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: 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: High Power Distance | Low Power Distance Formal relationships | Informal relationships High dependence | Low dependence Teacher oriented | Learner oriented Impersonal | Highly personal Status emphasis | Equality emphasis Fixed approach | Variable approach Conformity | Experimentation 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 & UnderpaidEp. 36: Beyond Diversity & Inclusion TrainingEp. 40: Gender Equality in Higher Ed WorkRace 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: 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: 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...

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: 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: 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/ Twitter: @laurapasquini LInkedIn: https://www.linkedin.com/in/laurapasquini/

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: 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/ Twitter: @laurapasquini LInkedIn: https://www.linkedin.com/in/laurapasquini/

AOE 7. Integrated Talent Management; 7.3. Career Development Theories and Approaches Learning Objectives: Super developmental frameworkHolland’s occupational congruency modelpsychodynamic theorySchein’s career anchors theoryBalance 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. 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 StageExploratory StageEstablishment StageREAD/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: RIASECREAD 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: 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: READ MORE: What are the Career Anchors? Issues Associated with Career Planning Theories There are a few common issues...

AOE 7: Integrated Talent Management: 7.2. Workforce Planning & Talent Acquisition Approaches Learning Objectives: 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: 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: On the other hand, you can consider outside talent options if: 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: FormulationDevelopmentImplementationEvaluationWATCH: Trends in Workforce Planning: Aubrey Wiete via ATD 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:* Survey or Questionnaire *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: ExecutiveManagerial or SupervisoryFunctionalRole 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...

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: READ: 10 Ways to Build a Culture of Continuous Learning by Joanne Wells via ATD Books read and referenced for AOE #7: 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: 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 ReactiveA Talent Shortage LensPerformance 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: 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 TrainingOn-The-Job TrainingSelf-Development and Self-StudyOnline LearningJob RotationLeader 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: Succession Planning: Two key questions regarding talent management: Succession planning is...

Why bother getting the CPLP credential? What exactly are you studying for? Why is it important? 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/ Chapter 3: Importance of Certification (Kippen, Son Lee, & Toister, 2014) 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 ExamSkills Assessment ExamRecertificationMore about the CPLP from this past episode: https://share.transistor.fm/s/debbd68e Why is the CPLP certification so important? 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 -Assess your study resources Set a deadlinePlot your schedule backwards Predict the future Stick to the plan -

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: 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: 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: ocial organizationContextingAuthorityConcept 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: Patterns of eye contact include -- eye movements and their meaning: 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 (lSome 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: EnvironmentInformationMessageSourceNoiseReceiverFeedbackBarriers 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...

3.10. Copyright and Fair Use Laws Learning 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: 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: 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.

3.9. Preparing for Delivery Learning 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: Presentation notes for training should think about what you will say and how you will deliver the knowledge and skills information by: Rehearsals: it is important to practice and practice for the training sessions. Trainers should consider these suggestions for rehearsing: 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: 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?

3.7. Facilitation and Presentation Tools & Techniques Learning Objectives: 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: 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 objectivesLearn the materialPractice the deliveryPrepare questions to stimulate learningREAD: 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 openingsSetting expectationsStructuring and closing presentations effectivelyTaking attendance and keeping recordsManaging 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: 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: BrainstormingCase studyRole playEnergetic presentation + high 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 VoiceCapture attentionAppearanceMannerismsBody 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 environmentSet guidelines for learners’ participationAcknowledge people who participateCreate transitions between questions asked and answered Be honest about what they know and don’t knowExpress an opinion when appropriateGive everyone an opportunity to participateKeep the discussion flowing and focused on the topicFacilitation Techniques Asking questionsQuestion-and-Answer SessionsTransitionsSilenceActive listeningDiscussionsREAD: The Role of the Facilitator via MindTools Facilitator’s Self-Check, always asks “Am I…”: