Posts Tagged ‘Maurice Coleman’

Paul Smith (@paulsmithatd) discusses his new book Learning While Working which focuses on successful training while in a particular position.   I was lucky enough to hear his briefing and record an interview with him.  That interview is coming up soon on this same @tisfortraining station.

Paul Smith

NB — This is an edited stream of consciousness note taking.  This only scratches the surface of the book.

Many places treat OTJ (On The Job) training as an episode of survivor, sink or swim.

Organizations should treat OTJ training just like regular structured training.  It should have consistent goals and outcomes just like a successful n or outside of the traditional classroom setting.

Known objectives work to keep younger learners engaged.  Keep them in the drivers seat with upfront objectives shared at beginning of job cycle.

Good SOTJ (Structured On The Job) training program builds on a specific job role not the whole company. if there is just a sink or swim training mentality, the good people leave after four years.

Best to have specific tasks not just general Know excel but know how to x in excel.

There are two things that all good SOTJ training programs have:

Number One:

Sit down with specific role and identify specific and measurable things to be considered competent.  Doesn’t matter the size of the job.  Both learner and organization must know specific tasks to ensure learner success.  This list is a living document, not set in stone for eternity.

Must be specific measurable competencies in a position.

It can be a painful but beneficial journey to make organization position skills consistent throughout an organization leaving room for customization and local enhancement.

Once you do that you go to Two which is:

How do you know that they are competent?   Must evaluate observable output so someone else can evaluate position competence.

Don’t think of On The Job Training as that but think of a  competency based training.  While there is a place in the workplace for classroom training, job specific training is different from the information dissemination class training experience.

OTJ should be competency based learning to help you the worker establish a sense of competence in what you need to know to successfully do you job.   Use the measurable items to determine success of training and program.

You can use a competency based learning program that is completely  organized and viewed up front can be used as a recruitment tool.

Mentors love the list of competences so there is a consistent training foundation and expected outcomes with the benefit of helping a mentor guide the learner leading to project success.

What makes a good program works is accountability   Somebody must monitor and measure so the job gets done.  The employee has a list of measurables, the mentor has list, then there is an independent development coordinator to meet with the learner to evaluate the measurable items and what they have successfully completed in time x and what hey plan do to in the near future.

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Here is my report of the press briefing of author Chad Udell (@visaulrinse) discussing his book Shock of the New.

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Some notes:

  • The book is platform agnostic.  The tech and evaluation is important not the container.
  • The book has a 30 question rubric to help you evaluate your organization and how technology can be used by your organization.
  • Budget in Learning and Development should include money for R and D of new technology and how it can be leveraged in your organization to promote better employee engagement.
  • Organizations need build the capability of its workforce.
  • 10 years from now the workplace climate will be as different as our homes are now compared to 10 years ago.  Smart devices, connectivity and seamless knowledge access are becoming the norm not the exception in places.

Very approachable and accessible person, so I am assuming that his book is just as approachable and accessible.

Looking forward to a longer interview on T is for Training in the near future.

I have the current pleasure of attending the 2019 ATD International Conference https://atdconference.td.org/ in Washington DC for the next couple of days.

I have some cool new lightweight equipment to record some interviews (which I already have put to good use) and will be sharing some things here as well as on the feed for the show.

Highlights of today include a great presentation from Paul Signorelli, Koko Nakahara, Evert Prius and Amit Nagpal gave a presentation on Implementing Machine Learning and AI in Learning—Global Cases and Best Practices. 

Program highlights:

  • AI and Machine Learning is taking us from the construction industry in Japan, to India, to KLM Cargo in the Netherlands to URI in the United States. A truly global presentation.
  • Fail to Learn. You have to fail to learn. AI is not to replace but enhance the learning experience for the learners. AI does some stuff WITH us not as US.
  • Fact: 46% of job descriptions are obsolete. HR should move from workforce planning to WORK Planning. Need to create or be sure what work is coming in near future.
  • AI will impact ALL types of industries and learning. Even in places where the trainer never thought MY job could be in jeopardy. Change is coming.

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Also, I interviewed Paul after the program about his session and then interviewed @HalellyAzulay host of   and author of Employee Development on a Shoestring from ATD Press.    

The interviews will be on this page and on our Talkshoe page soon. 

Looking forward to more interviews and sessions tomorrow.  Follow @tisfortraining or @baldgeekinmd for my updates, or follow the twitter hashtag #ATD2019 for great content

 

Everyone brings something to their organization

If it’s ain’t you, it’s diversity. – Maurice Coleman

On the call were Paul Signorelli, Jill Hurst-Wahl, and Maurice Coleman.  We decided to focus on fostering cultural competencies through training and quickly moved to talking about diversity, inclusion, as well as being culturally competent.  We told some wonderful stories to help make our points and there was even some laughter.  Give the show a listen and leave a comment with resources you want to share or thoughts on this topic.

Resources:


The blog editor (Jill) has not been using the correct show numbers for about five episodes. She finally figure that out and corrected them!

Arrow TipsSexual harassment. State law.  Diversity.  Training.

Yes, we talked about all of those topics and they ALL were related to the idea that repetition helps to accelerate learning. On the call were Maurice Coleman, Paul Signorelli, Andrea Snyder, Jill Hurst-Wahl, and an unnamed guest.

We began by talking about spaced repetition, from the Psychotatics article. Then we quickly moved into talking about the new requirements in New York State for yearly anti-harassment training for everyone who works in NYS (see links below).  We talked about the requirements, the form that the training takes, and more.  Along the way, we wondered if library volunteers and board of trustees should also be trained.  Near the end of the program, we touched upon diversity and bias.  It was a lively hour!  And yes, the idea of spaced repetition is throughout.

This is a slightly longer episode than normal (63 minutes); however, there are 2:35 minutes of silence (oh, Talkshoe!) in the beginning, so skip ahead.

Resources

C. Ferguson and C. Lee. (2019) Faculty of color want tenacity in diversity, inclusion programming. Daily Orange.

C. Ferguson and C. Lee. (2019) ‘Viscerally aware’: Professors of underrepresented racial, ethnic groups on how their identities impact their experiences at SU. Daily Orange.

Psychotactics. How To Accelerate Client Learning (Using Spaced Repetition)

New York State. Combating Sexual Harassment in the Workplace

New York State. Workplace Sexual Harassment Prevention 21 videos with subtitles in various languages.

New York State. Minimum Standards for Sexual Harassment Prevention Policies

 

Two arrows formed into a circleOn the call were Andrea Snyder, Paul Signorelli, and Maurice Coleman. With Maurice back, the audio was guaranteed to go well!  The conversation began with the Disciplined Pursuit of Less.  Then they talked about some questions related to helping others realize that they need to keep on learning, how to sneak it in, and how to keep our selves motivated to continue to improve ourselves.

Education and the Workforce of the FuturePaul Signorelli, Jill Hurst-Wahl, and Maurice Coleman talked about the ShapingEDU 2019 Unconference.  What would learning and the workplace look like in 20 years?  What do current employers need from learners in order to prove what they know?  Are people willing to do life-long learning?

We touched on Jill’s recent blog post, Libraries have a People Problem, which is related to today’s topic.

The bottom line of today’s discussion is, learning is experience and experience is learning.

On the call were Diane Hackabay, Paul Signorelli and Maurice Coleman. Paul had proposed that the crew explore explore the changing nature of our onsite-online (blended) learning spaces today–and the tech tools that support/encourage the changing nature of those blended spaces.  But where did the conversation meander? Paul provided this blog post to kick off the conversation.

Dictionary entry for learning by Nick Youngson, CC BY-SA 3.0On the show today were Andrea Snyder, Diane Huckabay, Paul Signorelli, and Maurice Coleman, who discussed a recent article by Terry Heick for TeachThought, entitled “44 Alternatives to ‘What’d You Learn in School Today?‘”

Among the items discussed were:

  • What sort of things we do to follow-up with unsatisfied learners.
  • Ways we ask questions that engage learners as co-conspirators in the learning process.
  • Difficult questions we can ask at the end of a session to gauge where we were successful and where we could have been better as learning facilitators.
  • Questions we can ask that inspire learners to apply what they have learned during the time they spend with us.

You can listen to the entire episode on TalkShoe.  Our next show will be on March 1, 2 p.m. ET. All are welcome to join in.  Details for doing do are on the T is for Training website.

effective-learning-feedbackThis week we circled back to the article, 20 Ways to Provide Effective Feedback for Learning. We began by talking about #4, which gives us these for questions to ask:

  • What can the student do?
  • What can’t the student do?
  • How does the student’s work compare with that of others?
  • How can the student do better?

Then moved into ways of providing feedback and the role of feedback.  Near the end, we talked about focusing on the person receiving the feedback and what impact we want it to have.

On the call this week were Andrea Snyder, Jill Hurst-Wahl, Paul Signorelli, and Maurice Coleman.

Resources:

Rogers, Jenica. (2019) Define a “Natural.”

Reynolds, Laura. (2018) 20 Ways to Provide Effective Feedback for Learning.