Posts Tagged ‘Jill Hurst-Wahl’
For this 200th episode, Maurice Coleman, Kate Kosturski, Jill Hurst-Wahl, and Buffy Hamilton. The four (including Buffy in chat) talked about the history of the program and what has changed in training since 2008. For example, there have been technology changes since 2008 that have truly impact training/teaching/learning.
At the end of the episode, we talked about the ALA Midwinter conference. A list of future ALA conference sites is here.
A bit Hat Tip to everyone – EVERYONE – who has ever been a part of this show. Thank YOU to EVERYONE who listened to this show. This show continues to ALL of you!
You can listen to the show here.
On the call were Paul Signorelli, Maurice Coleman, Diane Huckaby, and Jill Hurst-Wahl. We talked about ALA Midwinter and the role of libraries as a place of facts and reliable information. Libraries – as an institution – can be community beacons. You can listen to the show here.
We also talked about if there have been changes in the activity levels in public libraries, since the inauguration. Maurice noted that they are compiling their January statistics now and hopes to report on them during the next show.
Finally, we want to thank those who are willing to engage in conversations and actions, and to bring facts into those conversations. Also thanks to ALA and other associations for the statements they have issued. The ALA statement is here.
Our 200th episode will be February 17. We hope more of our T community will come and help celebrate!
On the call were Maurice Coleman, Kate Kosturski, Jill Hurst-Wahl, and Paul Signorelli (three with coughs and one with a “busted” foot).
Paul started us off on a conversation about the Communities That Work Partnership Playbook (Nov. 2016), focusing on page 11 (see image). We focused on “balancing customization and standardization” in terms of training and education. In self-directed learning, students (and trainers) need to know that the correct skills are being learned which are necessary for the workplace.
Maurice brought up a wonderful image of a honeycomb, where you provide some structure and people are free to then fill-in the structure.
We moved eventually to a long conversation about conference planning and changing from sessions to tracks. And we ended by talking again about customized learning, with a slight detour on the topic of “ambivert.” (See “9 Signs That You’re An Ambivert.”)
You can listen to the show here.
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.
On the call were Andrea Snyder, Kate Kosturski, Michael Porter, Jill Hurst-Wahl, and Maurice Coleman. We began with the topic: How do we connect with our learners, whether it is a workshop or a speaking gig or webinar? What tips or tricks do we use?
As background, Jill has been listening to a nearly two-hour interview with Seal (the singer). At one point, Seal talks about advice he was given early in his career. He had a hit (“Crazy“) and was on a popular music TV show in England. A colleague told him that the performance was “good”, but that he hadn’t connected. She said Seal would know when he had done it.
Tips mentioned were:
- Provide some background on yourself to help build rapport.
- Give the learners power by engaging them in the conversation.
- Food! – In all seriousness, it helps people be comfortable and know that their needs will be met.
- Assigned seating, so that people aren’t with their usual cliques.
How do you know that you “lost the room”?
- Are people looking at you, every once in a while?
- Scan the room. Is the behavior in the room changing?
- Is there someone who is a “canary”? For example, someone who unconsciously will nod her/his head “yes” when the person gets it.
Reading the room is a soft-skill. Can it be taught?
It was pointed out that sometimes you have to power-through a training, even if you’ve lost the room.
Can you have someone in the audience that gives you feedback or ensures that there is engagement?
Managing the flow of the training is a soft-skill that a trainer needs to learn. Managing the flow means the person needs to be flexible and nimble. The person needs to know the content well and be able to alter priorities on-the-fly, if necessary.
One other soft skill is learning how to hide the butterflies (or worries).
What do you do before you present to an audience that you don’t know?
- Take a few deep, focused breathes.
- Close your eyes and do deep breathing.
- Put on lip balm and hand lotion, and check your zipper.
- Empty your pockets. (Your pants or outfit will look better.)
- Go to the bathroom. If you have a lavalier mic, turn it off or take it off.
- Take some time to yourself right before. Center down and calm yourself.
You can listen to the show here.
This week, we welcomed Dr. Steve Albrecht, who wrote the book Library Security: Better Communication, Safer Facilities. Steve is a member of the Association of Threat Assessment Professionals and is an ATAP Certified Threat Manager. He’s on Twitter at @DrSteveAlbrecht. Also on the call were Maurice Coleman (@baldgeekinmd), Paul Signorelli (@paulsignorelli), Andrea Snyder @alsynder02), Laura Fothergill (@laurafothergill), and Jill Hurst-Wahl (@jill_hw). The show can be heard here.
Why did Steve write this book? A group knew that he wrote about workplace violence and asked that he think about this topic from a library perspective. He has done workshops and webinars on the topic. After a umber of years, he wrote a book on the topic.
What are the three keys to a safer library?
- An assertive use of the library’s code of conduct. He believes the code of conduct should be posted and visible. The language should help people understand what they can do.
- Create partnership relationships with people in the larger community who can help the library address specific issues (e.g., homelessness).
- Talk with staff about issues and do training, and group problem solving. Have an incident reporting system.
Do many libraries have an incident reporting system? Many do. the incident report needs to be in a format – and in enough details – to be useful for people inside and outside of the library (e.g., law enforcement). The law of documentation may stop you from getting the help you need in handling a specific situation.
Is it true that the more urban your library, the more likely you’ll have security concerns? It doesn’t matter where the facility is. What matters is that the culture has demonstrated what the library will tolerate. A culture that is inviting and supportive, where people self-police, is best.
Steve noted that people often don’t talk about what has driven them away from the library. If someone’s behavior has stopped people from coming to the library, you need to know that.
What is your experience with libraries in terms of reaching out to teens? The library needs to be best people talking to the teens. “Best” means the person who is aligned with the teens. It might be someone their age or someone who has a connection with the teens.
Steve cautions to be aware of peer pressure. Rather than talking to kids as a group, talk to them individually. Perhaps talk to one, who can take the message back to the other teens. Also one on one, you might really hear what the problem or situation is.
Steve noted that a security guard’s job is customer service.
What advice does Steve have for helping us work with staff who have challenging patrons? We know that we have patrons who have idiosyncratic behavior. How does that person’s behavior impact the business? The fact that a person is homeless is not the issue; the person’s behavior might be an issue.
What are some key staff do’s or don’ts when dealing with security (challenging patrons)?
- Have a consistent message. For example, enforce the code of conduct consistently throughout the week and year.
- Understand the idea of space and distance. Give people space and distance. Be aware of violating someone’s space. Space can also provide safety.
Does this relate to cultural competency or diversity training? Steve relates this to the three C’s: consistency, community, and communication. He noted that diversity training can be a loaded top and so trainers need to be purposeful in how they approach the topic.
Lecturing versus experiential learning? Steve likes doing both.
In terms of a code of conduct, should it be more do’s or don’ts? Steve believes it should be more do’s. If written legalistically, it becomes don’ts. Turn the language around so it is engaging and is not lecturing. It should be friendly and short. People should be able to say what the code is and how it is enforced.
What should be considered a threat? Maurice noted that some staff members don’t know what a threat is. There is research into who makes threats versus who carries out threats. There are people who are howler, who make a lot of noise and who are verbally provocative. Then there are hunters, who are rare, who will do the the most damage. We run into howlers much more frequently than hunters. A concern are those people who tell a third party and make an indirect threat. He is more concerned about indirect threats versus direct threat. However, Steve noted that being aware of all threats – direct or indirect – is important and assessing them.
When a howler is confronted and expresses remorse, that is a good thing. A howler who is not remorseful could be problematic.
Should sites have their facilities assessed for security? Yes. Use a checklist or have the police do a walk through. You do not necessarily need to hire a security consultant.
Steve believes in a delineated barrier between the staff and patron side of the building.
How do you confront someone? Do it in pairs, so that you have someone to support you and to be a witness.
This week’s topic was inspired by the blog post “Attention, distraction, deep work and burnout” by Jill. On the call were Buffy Hamilton, Paul Signorelli, Jill Hurst-Wahl, Laura Fothergill and Maurice Coleman.
Buffy noted that some K-12 school districts do allow students to bring their own devices into the classroom. However, she did notice some students this past year who became very engrossed in their mobile devices during lunch and never did anything else during lunchtime.
One other distraction is when people monopolize the conversation. See “What teens resent: Classrooms controlled by students rather than teachers“.
Paul pointed to his post Social Media Feast and Fast: Disconnecting for a Day.
We talked about distraction in library training, K-12, and higher education. Paul and Laura provided tools that people can use for digital note-taking which include Twitter, Prezi, OneNote, and Sway…and a myriad of other things.
The show – which contains much more than what’s in these notes – can be listened to here. The unedited chat – or as we say…the back channel – from the show is here. Paul felt that others might want to read the chat, which was very focused this week.
- Handout from Cris Tovani, http://stephanieharvey.com/sites/default/files/CT%20Afternoon%20Breakout.pdf
- Buffy’s favorite notebook, https://www.amazon.com/gp/product/B000UE9LQA/ref=od_aui_detailpages00?ie=UTF8&psc=1
On the call were Andrea Snyder, Kate Kosturski, Jill Hurst-Wahl, Paul Signorelli and Maurice Coleman. The topic for today was “The Size of the Room.” How do we extend and expand a conference conversation easily, quickly and at a low cost (or free).
- Using social media, one easy why is to create a unique hashtag and use that hashtag for a Twitter chat after the event is over.
- Do post-conference recap sessions for librarians in your area (geographic or topic). This could be done face-to-face or online (virtual).
- Do pecha kuchas for staff. One group creates a slidedeck with slides from different sessions that people want to to discuss.
- Rather than being at a distance and saying that you’re not there, consider asking how people at the event want you to interact with them in the moment.
Paul reminded us that it is a room with an open door, which means you can enter or not, and enter when you want to.
Paul’s takeaway from the Association for Talent Development (ATD) Annual Conference is to end conversations with action plans, so that things occur. This moves people to be doers. This is actually something Paul has had us do on T is for Training.
Paul mentioned the closing keynote by Jeremy Gutsche. A version of his talk is in Youtube:
Andrea’s takeaway from the Public Library Association (PLA) Conference, included these topics:
- Cultural awareness and inclusivity as topics of sessions
- Libraries as creation spaces, which is not just technology
- The fact that everyone has biases
PLA organized a handout and post-conference conversations through Facebook so help people extend the learning.
Andrea mentioned this talk from Verna Myers, who was the “Big Ideas” keynote speaker:
Recaps of the conference are at http://rcplpla2016.blogspot.com/.
BTW we invested a new term, which is “pottycast.” You’ll have to listen to the show to understand why or how.
You can listen to the show here.
- Common Modifications & Accommodations for Learners, https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/common-modifications-and-accommodations
- Supporting Students with Dyslexia: Standards, Accommodations, and Strategies, June 2, 2016 webinar, http://www.ctdinstitute.org/events/event-details/supporting-students-dyslexia-standards-accommodations-and-strategies
- Center on Technology and Disability, http://www.ctdinstitute.org/
- Accessible Technology Coalition (ATC), http://www.atcoalition.org/
[Or…Training is an Art…]
- Define Business Outcomes
- Design the Complete Experience
- Deliver for Application
- Drive Learning Transfer
- Deploy Performance Support
- Document Results
One of the problems discussed was “learning scrap”, which is when training participants don’t use what they learn. (Learning scraps are like food scraps.) We also talked about how we might assess training.
The group then talked about creativity, Prince, and making training better. This led to a conversation on the art of training.
And somehow we ended with a free flowing conversation including an injury flow chart!
You can listen to the show here.
- The Six Disciplines of Breakthrough Learning (read the summary)
- Revolutionize Learning & Development: Performance and Innovation Strategy for the Information Age