The Massachusetts Chapter of the International Society for Performance Improvement presents our Fall workshop, Informal Learning: Are We Missing a HUGE Opportunity? On Thursday, October 21, from 7:30 AM to 11:30 AM at the Westford Regency Inn & Conference Center, Westford MA^*

What’s happening

Led by Bob Mosher—internationally recognized pioneer in e-communities, electronic performance support systems, and informal learning systems—participants will vigorously explore the paradox that—despite convincing research that shows 80 percent of all workplace learning is informal—most organizations devote 80 percent of their resources, dollars, and efforts to formal learning programs. For directions to the Westford Regency and more about the workshop and Bob, go to www.mass-ispi.org 

Why you should be there

The workshop gets right to the heart of learning and performance challenges that every organization, large or small, has tried to overcome for years. It is central to the profession and practice of human performance strategies in today’s continually changing organizational environment.  

At the end of the workshop, participants will be able to:

·         Get leadership buy-in for informal learning

·         Recognize the tools that create effective informal learning environments

·         At the end of this session you will be able to:

·         Recognize learners who are best served by informal learning and then plan programs accordingly

·         Integrate informal learning techniques into existing learning models

 How to register

It couldn’t be easier. Register on-line at http://www.mass-ispi.org/   

ISPI Conference Chapter Contest

Each year, ISPI International offers a one free registation to the annual International conference to each chapter. Just for being a member of the Massachusetts Chapter of ISPI, you are entered for a chance to win a free conference registration for THE Performance Improvement Conference in San Francisco, CA on April 19-22, 2010. That’s up to a $1000 value! 

Register at www.mass-ispi.org. Advance registration is required to gain logon information to webinar.
Posted in Uncategorized ]]> http://massispi.wordpress.com/2009/12/14/mass-ispi-webinar-lets-blow-up-the-training-department/feed/ 0 Wendi Braun http://massispi.wordpress.com/2009/12/09/technical-training-specialist/ http://massispi.wordpress.com/2009/12/09/technical-training-specialist/#comments Wed, 09 Dec 2009 01:03:52 +0000 Wendi Braun http://massispi.wordpress.com/?p=163 ]]>  Our client in Burlington, MA needs a seasoned Technical Trainer for internal and external training for web based applications. Trainer must be able to provide education for end users on-site at various clients both regionally, nationally and possible international sites. The Trainer will incorporate and provide assistance to internal employees for end user support.

Job Description

Develop, schedule, and deliver training programs for applications software and related products. The incumbent will work with Software Engineering and the Engineering Support team to write and provide training solutions to internal staff and clients.

Responsibilities

• Develop interactive instructor-led training materials for software applications: o PowerPoint presentations o CBT courses o eLearning materials o Lab exercises o Tests o Train-the-trainer materials
• Deliver training to internal staff and clients via classroom training and WebEx sessions
• Provide voice-overs for training materials as appropriate
• Schedule training sessions
• Manage new and existing training curriculum to ensure quality course development and rollout, including the maintenance of updates, and distribution of course materials
• Administer a training records/database

Requirements Experience and Qualifications Required

• Bachelors degree in business, organization development, communications, or a related field. Masters degree preferred
• 3-5 years training or organization development experience, including developing and delivering technical training to adults in a business setting
• An understanding of adult learning theory and practice
• Ability to measure how well the students are absorbing material and to adjust presentations accordingly
• Planning and project management skills
• Experience with the following tools: Captivate; Camtasia; Articulate; PowerPoint
• Ability to travel up to 50% of the time

Matt Kaighn

Director Technology Practice

Daley and Associates

One Financial Center, 4

th Floor Boston MA 02111

617-697-0033 (c)

617-832-2049 (o)

617-832-2066 (f)

 mkaighn@daleyaa.com

www.daleyaa.com

• Power Point Conversion Tools
• Desktop
• Server Based
• Systems Training
• Games
• Virtual Worlds
• Open Source
• Accessible

Cammy presented the attributes of the 12 selected tools including cost, ease of use, and specific use. A few tools were familiar to me such as Captivate (lightweight), Lectora (expensive) and Articulate (easy to use).  A few new to me: Atlantic Link (pricey), Mohive (server based), eXe (free), Flypaper (server based) and Thinking Worlds (virtual world).  Cammy had examples of each, showing us the possibility of the software with existing elearning. A lively discussion was had, as we had many experts in the audience. I’m always impressed with the expertise of our members.

For first hand reaction and more information, Cammy is has posted a blog about her presentation at Mass ISPI. http://learningvisions.blogspot.com/  Cammy also suggested Tom Kuhlman’s blog “The Rapid elearning Blog”, as a good source for more information.  She also used a mind mapping slide in her presentation which she created using MindMice. Check it out.

Speed Reading.   Abby taught us how to “discipline your eyes” by grabbing phrases of sentences as we read across a line of text. To me, this exercise felt similar to a dance; 1-2-3, 1-2-3, 1-2-3 as we scanned each line.  She encouraged us to practice after the meeting to train our eyes to jump in this waltz-type dance.  I can see how this approach would increase my speed of reading.

Email.  Abby gave us 10 ingredients for great email, including creating captivating text and indicating if a response was requested in our Subject lines. She also suggested adding abbreviations in brackets in the Subject line, such as adding [NFB] for email too large or incompatible for Blackberries. NFB stands for Not For Blackberries.  She cautioned us to check for tone, content, and spelling errors not identified by Spell Check before pressing Send.  If attaching a file to your email, do this first before creating the body of text to eliminate that ‘oops’ when we forget to attach the document. Just tell me you have never done that!

Abby continued with 25 tips for managing email time. Some examples:

1. Check your email 2 to 3 times per day at predetermined times of the day. This eliminates the urgent need to continually be looking at your in-box.
2. Learn how to use all the tools and functions of your email program. They have many time saving tools.
3. Limit the number of online mail lists from which you receive information.  Remember, you can’t read it all!

Abby concluded the evening with other suggestions. 

• Don’t get latest software/ gadget just because you can
• Know you can’t research / read /do it all
• Your brain is programmed to forget: use repetition over time to help remember
• Get outdoors / regular exercise / enough sleep
• Use voice mail and / or out-of-office function to let people know your schedule

Abby has a wealth of information around speed reading and time saving tips on managing information. Though she could not share all her knowledge in our evening program, can be contacted for follow up.  Abby Marks Beale is a corporate productivity specialist and founder of The Corporate Educator. To see more examples and information, visit Abby’s website. www.TheCorporateEducator.com

Delicious is an online tool that allows categorization of websites by tagging them with words you will remember. Can access from any computer.

Twitter is like being at a cocktail party where everything you say is head by everyone in the room. (I love this analogy!)

Tweet Deck sorts your Twitter groups into categories and displays in columns. If you are serious Twitter, you need this app.

LinkedIn is a place t put your business accomplishments (sort of like a resume) and connect with former colleagues.

TweetChat filters by hashtags (#) so you can follow a single conversation. One is #lrnchat on Thursdays from 8:30 to 10 pm. http://lrnchat.wordpress.com

Facebook allows interpersonal communication between individuals and organizations and can be public or private.

Check out Jean’s handout SoMe Job aid.

How would you use these tools in a workplace environment to aid in learning and performance improvement? Post your thoughts below.

https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2009-06-23.1002.C.24F20E8E3E84F24B8EFA9C37434729.vcr

In a previous role, I created a infrastructure that involved multiple people in the learning transfer process. Employees’ work was primarily administrative in nature with accuracy and speed extremely important business goals. To start, before training programs were developed, I involved managers and supervisors in the selection of SME’s for both content input and validation of materials. This may sound obvious, but the existing training team were also experts in the content, so it was expected that the training folks would just develop the materials in isolation. I developed a validation process of the content that included multiple reviews by SMEs, myself, and ultimate sign off by the manager.  Sign off on training materials was required prior to delivery of the class. No sign off – no class. You may think this is just good instructional design (which it is) but it is also setting the stage for the transfer of learning back on the job. It forced the organization to review the content and invest time in its development, hence its investment of learners. These actions ensured the involvement and time commitment in the course by management.  They now had a personal investment in the class beyond the business goals.

I created briefings for managers, supervisors, and coaches to discuss their role in the learning process. Along with reviewing the material, we laid out the expectations of management during and after class. These were not just ‘telling’ sessions. I engaged them in the benefits of following up with learners and shared best practices on how to help learners after returning from class. If the course was to be delivered to all within the organization, I drafted communication emails for the senior leader to distribute, announcing the program and setting expectations of employees, such as attendance and performance standards. Supervisors were responsible to select employees appropriate for the training and enroll learners in each course, depending on their skill level and job responsibilities.

During the class, we agreed that learners would not be pulled from class for crises back on the floor. No emailing participants either. We set the expectation that time in the classroom was sacred for learning. An assessment was given to all participants and results shared with the supervisors.

After class, learners were assigned ‘coaches’, who were knowledgeable in the content. Using the end-of-class assessment, coaches were able to address specific areas of concern or confusion. Working on assignments selected by their supervisor, learners began to apply their new skills. Coaches responded to questions and set up specific time to review learner’s progress. Learner’s work was reviewed to ensure accuracy. Managers followed up to make sure everyone was acting as agreed upon. Only after a few months was speed assessed and measured.  Again the coaches shared tips on gaining speed. Trainers were available for questions, but with the coach role, it resulted in a reduction of calls to the trainers.  To ensure the instructional designers received feedback about the course, specific separate conversations were held to gather feedback on the course from learners, coaches, supervisor, and managers.

And as a way to keep us all honest, I wrote up these procedures, documenting this process and specific performance standards and published on our intranet. So as personnel moved on or someone forgot what they need to do, the process would continue. We also reviewed from time to time to assess if we needed to make changes.

These actions along with many other conversations created a culture of learning and added respect for training in this organization. By including as many people as possible in the process of assessing, creating, delivering and follow on actions, we enjoyed a mutual goal of increasing employee’s skills in a supportive yet serious environment. We reduced the number of re-trainings, learning became a positive experience (prior to a punitive experience), and ultimately increased the quality scores. These actions definitely took additional time and influence. I needed to convince a number of people to add to their already busy schedules and do things they may have thought were my job. But I worked with them every step of the way until it became second nature. The results were clearly justifiable and rewarding.

For additional information, read Transfer of Training by Mary Broad and John Newstorm (1992) or Beyond Transfer of Training by Mary Broad (2005), available through the Mass. ISPI Resource Library for free loan.