Archive for the ‘Uncategorized’ Category
After a hiatus due to the November holidays, the T is for Training crew was back at it for the last show of 2016. On the call were Maurice Coleman, Andrea Snyder, Paul Signorelli and Jill Hurst-Wahl. Today’s topic built upon the Association for Talent Development‘s Employee Learning Week and was “who might be a champion of learning?” We began listing job functions and organizations that are champions. We noted that learners can become self-directed champions of learning. Along the way, we talked about the need for self-care (and referenced both Heather Plett and Episode 163). Self-care has been a recurring theme, as has been the power of networking. While we are all outstanding networkers, we are not always outstanding in terms of self-care (something which we acknowledged we need to pay more attention to).
Along the way, Paul mentioned the book The Nudge (his last book reference for 2016) and we engaged in a bit of “poking” at each other. Ah friends!
Our next call will be on January 6, 2017, then on Feb. 3, Feb 17 and Mar. 3. We’re skipping Jan 20 because many of the T is for Training regulars will be at the ALA Midwinter Conference.
At a recent workshop, Jill was shocked to hear that most of the techniques we use as learners to reinforce what we’ve learned do not work. She was referred to Dunlosky’s article for more information.
Dunlosky J, Rawson KA, Marsh EJ, Nathan MJ, Willingham DT. “Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology.”Psychol Sci Public Interest. 2013 Jan;14(1):4-58. doi: 10.1177/1529100612453266.
Dunlosky and colleagues looked at ten learning techniques which a student could do on his/her own. Those techniques are:
- Elaborative interrogation
- Keyword mnemonic
- Imagery for text
- Practice testing
- Distributed practice
- Interleaved practice
They assessed each technique for its utility or efficacy. Unfortunately, some of the techniques we have been told to use do not work unless they are implemented to support a specific way of studying. For example:
…highlighting does little to boost performance. It may help when students have the knowledge needed to highlight more effectively, or when texts are difficult, but it may actually hurt performance on higher-level tasks that require inference making.
Yikes! Clearly, there is more to know and this study provides that information. For each technique, the authors describe it, describe its effects, talk about issues for implementation, and give an overall assessment.
As teachers/trainers/instructors, it would be useful if we could recommend the best technique for the situation and this article could help us to just that.
The Dunlosky article is available from Sage Journals, which you may be able to access through your library. You can should also be able to order a copy through interlibrary loan.
Matt Abrahams did this 58-minute talk at Stanford University in which he gives techniques to help us communicate better in spontaneous situations. As trainers, one specific time we’re in spontaneous situations is during Q&A. His tips will work in that situation and in many others.
Julian Treasure has given several TED Talks all related to sound. This 10-minute talk is on how to speak so that people – a person, a small group or a large audience – want to listen. As trainers, we want our learners to pay attention and listen. This video may give you tips to help you be a better speaker.
Thomas A. Angelo and K. Patricia Cross co-wrote the book Classroom Assessment Techniques: A Handbook for College Teachers, 2nd Edition. Angelo was in Syracuse in mid-October to give a workshop on the topic, which T is for Training regular, Jill, attended. (Presentation slides. Handout.) Angelo is a truly engaging instructor. It can be tough to be an instructor teaching a roomful of instructors (because we’re opinionated and hard to impress), yet he showed us that we all could learn to be better in the classroom.
Assessing students in a classroom – or workshop – situation is something every trainer or instructor needs to do. Angelo provides ideas on how to make assessment part of the instructor. He also talks about how to obtain actionable feedback from our students.
If assessment is a topic of interest to you, go find this book at your library. If you interested in this topic, but don’t want to read a book, look at this handout for a few specific techniques.
“It’s the things you learn after you know it all that count.” – Coach John Wooden
Rarely do we hear about training from a student’s perspective long after the lessons have been given, and the real “training” has sunk in. This 25-minute podcast is an interview with NBA Star Bill Walton, who learned from one of the best coaches who ever lived, John Wooden. As a student, what did Walton learn from Wooden? And how did Wooden teach? And – in trivia – what is Walton’s connection to libraries?
Load this Growth Show podcast on your mobile device, go for a walk, and give it a listen. (It is available through Soundcloud, iTunes and Google Play.)
Kate Kosturski guest hosted episode 195 and found that she was the only one of the call. Having been to NYC ComiCon, she did a short talk on virtual reality. And left us with this question: What affect will virtual reality (VR) have on libraries and library training?
The groups talked about how do you pave the way for training to be well received? How to create effective resources for an unknown user group? They also talked about ALA and our dream cities for possible locations. One the call were Kate Kosturski, Andrea Snyder, and Maurice Coleman.
You can listen to the episode here.
Revolutionize Learning & Development. (2014). San Francisco: John Wiley & Sons and ASTD Press
Clark Quinn is certainly not the first to say he is mad as hell and to urge us to not take it anymore. But in this well-researched, highly- and finely-nuanced book, he does far more than recycle old rants. He builds upon research-based evidence to show where we continue to go wrong in talent development and, more importantly, offers suggestions for changing our course(s) to the benefit of those we serve. The real winners here are the learners we will better support by adapting Quinn’s first-rate recommendations to fit our learners’ and organizations’ needs.
–This brief review, originally written as a “shelf talker” posted in the conference bookstore at the ATD 2016 International Conference & Exposition in Denver (May 2016), is re-posted here with the permission of our ATD colleagues. A longer set of reflections is available on the “Building Creative Bridges” blog.
ASTD Handbook: The Definitive Reference for Training & Development. (2014). Alexandria: ASTD Press
Elaine Biech, editor
If the title doesn’t already say all it all, let’s go one step further: Elaine Biech is one of our great ATD (Association for Talent Development) resources, and the Handbook is a treasured, foundational part of my talent-development book collection. Well organized and comprehensive in its survey of all aspects of talent development, the book makes nearly 100 of our greatest colleagues/mentors accessible to us within one volume. Whether you use it as an encyclopedia (exploring topics on an as-needed basis) or decide to read it cover-to-cover (and there’s no reason why you can’t do both), it’s a cherished must-have book.
–This brief review, originally written as a “shelf talker” posted in the conference bookstore at the ATD 2016 International Conference & Exposition in Denver (May 2016), is re-posted here with the permission of our ATD colleagues.