Learn/Perform Mixtape

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:

• Categorize the technological capabilities of talent management software
• List strategies for keeping up-to-date with emerging technologies
• Describe steps to evaluate new technologies

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:

1. Determine what functionality the organization needs in its talent management software. 
2. Determine what each supplier provides. What data and information can be inputed & exported from this TMS?
3. Talk with peers about their experiences working with different suppliers & do your research
4. Ask selected suppliers to provide a demo or pilot period - ask for RFPs, examples, & experiences

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:

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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:

• Outline learner data available through talent management databases
• List the methods for capturing learner data
• Compare the methods of analyzing learner data to be used in decision-making

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:
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AOE 7. Integrated Talent Management; 7.3. Career Development Theories and Approaches

Learning Objectives: 

• Define the balance between personal assessment and the market
• Discuss Williamson’s trait-and-factor theory and how it relates to career development
• Define the Super developmental framework
• Summarize each of the personality or typology theories, including Roe’s theory, Holland’s occupational congruency model, and psychodynamic theory, and compare their value for the individual employee
• Describe Krumboltz’s behavioral theory
• Discuss Schein’s career anchors theory
• Describe how generational issues affect career development
• List development programs for key roles and jobs in the organization

Balance 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.

• This theory is often criticized throughout the industry; as it refers to a trait characteristic as an item that can be measured through testing and a factor characteristic are required for successful job performance
• Traits include: intelligence, ambition, aptitude, self esteem; factors are statistical representation of these traits
• Trait-factor counseling criticism: describes matching people to jobs as “square-peg, square-hole” approach

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:

1. Growth Stage
2. Exploratory Stage
3. Establishment Stage
4. Maintenance Stage
5. Decline Stage

READ/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:

1. Realistic: physical strength, motor connection, concrete problem-solving
2. Investigative: ideas and thoughts; intellectual activity
3. Artistic: less personal interaction; self-expression
4. Social: Interaction with others
5. Enterprising: use of verbal and social skills
6. Conventional: rules and regulations

READ 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:

1. Define the problem
2. Establish an action plan
3. Clarify values
4. Identify alternatives
5. Discover probably outcomes
6. Eliminate alternatives systematically
7. Start action

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:

1. Technical/functional competence 
2. General managerial competence 
3. Autonomy/independence 
4. Security/stability
5. Entrepreneurial capability
6. Service/dedication to a cause
7. Pure challenge 
8. Lifestyle 

READ MORE: What are the Career Anchors?

Issues Associated with Career Planning Theories

There are a few common issues that challenge career planning for talent development in organizations to ensure companies their financial return-on-investment (ROI) -- this includes balancing the needs of the organization goals and professional objectives, such as:

I. Organizational Need & Human Capital: describes the collective knowledge, skills, competencies, and values of the people in an organization; investment in employee development hopefully contributes to the company’s bottom-line/goals; More of this is discussed in AOE #5: Evaluating Learning Impact; Section 5.1.7. The Phillips ROI...

AOE 7: Integrated Talent Management: 7.2. Workforce Planning & Talent Acquisition Approaches

Learning Objectives:

• Identify ways to assess current talent capabilities
• Outline a means to estimate future demand
• Examine factors relevant to hiring internally versus externally
• Summarize the relationship between workforce planning and strategic planning
• List five job analysis methods and three Competency Model elements
• Define the role of HR in workforce planning 
• Describe the roles of TD professionals in workforce planning

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:

1. What basic skills are needed just to maintain the status quo and keep the organization running?
2. What Skills are needed to improve the organization?
3. What are the new business drivers on the horizon, and what skills are needed to meet those future needs?

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:

• Will the position be difficult to fill?
• Is an internal selection strategically important?
• Are there potential internal candidates?
• Does the position have a steep learning curve?
• Does the position require continually and institutional knowledge/ 
• Do internal learning opportunities exist? 
• Internal promotions are great for employee morale

On the other hand, you can consider outside talent options if:

• A change is desirable
• The open position signals a new direction for the organization and requires a fresh perspective
• Limited internal capacity exists
• Organization is experiencing high growth
• External hire could bring key relationships and intellectual capital
• Outside hires can be motivation and inspiring from a new energy

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:

1. Formulation
2. Development
3. Implementation
4. Evaluation

WATCH: Trends in Workforce Planning: Aubrey Wiete via ATD

• Urgent need: with good economy and increased employment demand will require you to have 
• The advent of data and technology: merging informed talent decisions integrated with technology
• It’s bigger than HR: it’s not just about recruitment or HR; data from across the talent lifecycle will be informed from other places e.g. finance, marketing, external trends

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:*

• Interview

Survey or Questionnaire

• Observation
• Focus Group
• Work Diary or Log

*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:

1. Executive: KSAs & behaviors required to create vision, lead, strategize, influence, plan negotiate, & recognize talent
2. Managerial or Supervisory: KSAs & behaviors required to supervise, direct, counsel, discipline, coach, organize, and development people.
3. Functional: KSAs & behaviors required to perform specific tasks 

Role 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 TD: To support some of this workforce planning there are a few prominent roles that TD professionals play as HR partners, including:

• Analyst 
• Implementer
• Evaluator
• Business Partner

Are you studying for the CPLP now? Let me know and let's connect:
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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:

• Key components of talent management systems
• Workforce planning and talent acquisition approaches
• Career development theories and approaches
• Individual and organizational assessment tools
• Talent management analytics
• New and emerging talent management software solutions
• Approaches to maximize workplace diversity
• Legal and ethical issues related to integrated talent management

READ: 10 Ways to Build a Culture of Continuous Learning by Joanne Wells via ATD

Books read and referenced for AOE #7:

• What Works in Talent Development: Starting a Talent Development Program by Elaine Biech (2018)
• Employee Training & Development, 7th Ed. by Raymond Noe (2017)
• ASTD Handbook: The Definitive Reference for Training & Development, 2nd Ed. Edited by Elaine Biech (2014)
• Training and Development for Dummies by Elaine Biech (2015)

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: 

• Describe two approaches to workforce planning and talent acquisition
• Outline performance management elements necessary for successful talent management 
• Define the types of learning opportunities available for employee development
• Identify viable succession plan actions
• Explain the role of compensation and rewards in talent management
• Relate organizational strength to engagement and retention strategy

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:

1. Targeted and Reactive: Conduct a gap analysis and determine the root cause or why the gap exists, select a potential talent solution, consider the costs to develop internal talent or acquire external talent -- get buy in for the solution and implement the solution, i.e. recruitment to attract the right talent and new professionals.
2. A Talent Shortage Lens: planning ahead to be proactive by these steps:
   1. Clarify the business drivers, strategies and talent needed to support both
   2. Research current and future labor markets (internal and external) for the talent supply and demand 
   3. Model future workforce scenarios to provide input for strategies aligned in the talent pool and business
   4. Outline expected talent gaps beyond the obvious (e.g. skills or numbers) with critical insights on how to close these gaps
   5. Develop a comprehensive, holistic, and measurable workforce plan to close the gaps before they limit the organizations’ ability to execute the business strategy

Performance 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:

• Clarifying responsibilities
• Establishing accountability for goals, standards, and expectations
• Providing learning opportunities and building capabilities
• Providing resources and required support for TD
• Developing action plans
• Reviewing progress
• Providing feedback and coaching
• Taking corrective action when necessary

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 Training
• On-The-Job Training
• Self-Development and Self-Study
• Online Learning
• Job Rotation

Leader 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: 

• Each person is responsible for his or her own development
• Executives are responsible for guiding & supporting the development of their employees
• The organization is responsible for providing opportunities for the growth of all

Succession Planning: Two key questions regarding talent management:

1. Do we have qualified people ready to fill key positions now and grow the business in the next 3-5 years (short-term emphasis)?
2. Will we have enough qualified candidates ready in 5-10 years to fill key positions (long-term emphasis)?

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:
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Twitter: @laurapasquini
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Chapter 3: Importance of Certification (Kippen, Son Lee, & Toister, 2014)

• Understand the value of certification and the Certified Professional in Learning and Performance (CPLP) 
• Identify the value to the employer, credential holders, and Training & Development (T&D) profession
• Experience from employer and candidates

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:

1. Knowledge Exam: 150 multiple choice on the 10 Areas of Expertise (AOE) + the Global Mindset foundational competency
2. Skills Assessment Exam: of 100 questions multiple choice that focuses on application of skills from ONE (1) AOE of your choice: 
   1. Training Delivery
   2. Instructional Design
   3. Managing Learning Programs
3. Recertification: CPLP is valid for 3 years and requires recertification points to maintain the CPLP status, e.g. professional conferences, training, leadership, etc. 

More about the CPLP from this past episode: https://share.transistor.fm/s/debbd68e

Why is the CPLP certification so important?

• Increased individual performance
• Increased employee performance
• Improved organizational results
• Increased relevance of talent development (TD)
• Benefits to hiring managers, employers, and credential holders
• It offers credibility, continuous learning, and a community of professionals to connect within TD

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:

1. Assess your time resources - where will you find 80 hours to study before the first exam? What time can you dedicate to preparing for the CPLP?
2. Assess your study resources - what will you use to prepare? Do you have this ASTD handbook, the CPLP Study System? Or will you attend an in-person or online workshop to prepare for certification?
3. Set a deadline - break up what you want to know and how you plan to learn for each AOE for the CPLP exams -- what’s your “to study” list and how will you organize this
4. Plot your schedule backwards - map out what you will study when on your calendar and COMMIT to these study sessions; identify some room for flexibility and change in this schedule should things come at work, home, etc. 
5. Predict the future - how does this CPLP certification fit into your future professional goals, life plans, or career objectives? What life/work events might occur while you are studying and preparing over the next few months? Be prepared!
6. Stick to the plan - once you have organized how, when, and where you will study be accountable to this certification preparation plan; make this a priority for you!

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:

• Discuss how language, speech, environmental, and psychological factors can be barriers to communication during training delivery, & provide one example related to each factor
• Explain how culture may affect and require a modification in training delivery

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: 

• Personal space: some folks hug, while others might give more space or greet with a handshake
• Technology: some countries use less technology based on their values to live without; unlike the always needing to be connected or tethered to a device like the Western part of the world.

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:

1. Social organization
2. Contexting
3. Authority
4. Concept 

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:

• Emblems, e.g. Ok or peace sign
• Illustrators, e.g. hand gestures with expressive talk
• Affect displays, e.g. emoting your feelings
• Regulators, e.g. nodding, shrugging
• Adaptors, e.g. fidgeting, scratching, ticks

Patterns of eye contact include -- eye movements and their meaning:

• Cognitive: associated with thinking & processing new information
• Monitoring: associated with understanding
• Regulatory: associated with responding to the communicator for what’s being said
• Expressive: associated w/ the emotional responses of the people communicating (emo)

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:

1. intimate (18 inches)
2. personal (18 inches to 4 feet)
3. social (four to 12 feet)
4. public (more than 12 feet)

Some 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:

• Environment: conditions or circumstances in which a system operates
• Information: something that reduces uncertainty
• Message: something that is communicated
• Source: the sender of a message
• Noise: something that hinders the flow of information between a source and receiver 
• Receiver: person/device that gets a message in communications & processes it through the filter of the mind
• Feedback: a communication that gives people information about the effect of their behavior

Barriers 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 fast, is rushed with delivery or speeds up because they are anxious to get the presentation over with. Other communication problems may include:

• Reluctant to convey the message
• Hasn’t understood the message
•  Is misinformed or lying
• Has speech difficulties
• Has an accent different than that of the listener
• Lacks the vocabulary to explain current matter or there’s jargon the listener can’t decode
• Uses nonverbal communication that doesn’t support his or her words
• Fails to immediately state why the message may be of interest to the listener

That being said this listener issues may include:

• Might be preoccupied and not shift their internal dialog to the external conversation
• Be distracted by reactions to the speaker's appearance
• Be impatient/interrupt because they are busy or believes the message is a waste of time
• Lack the vocabulary or understanding to interpret the message
• Have impaired hearing or something is blocking the message

Preferences to Formal Vs. Informal Approaches

1. Informal Learning...

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:

1. The purpose is for nonprofit, noncommercial educational use (typical cases):
2. The nature of the copyrighted work is consistent with the proposed use.
3. The amount of the original work involved some small uses can be considered an infringement, that is, a small portion involves the core idea in the copyrighted work.
4. The effect of using the copyrighted work is not likely to deprive the copyright holder of sales or market interests

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:

• Reproduce the copyrighted work
• Prepare derivative works (adaption) based on the copyrighted work
• Distribute copies of the copyrighted work to the public by sale or other transfer of ownership, or by rental, lease, or lending
• Perform the copyrighted work publicly, in the use of motion pictures or other audiovisual works; and
• Display the copyrighted work publicly, in the case of audiovisual work.

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:

• What is the job role of each participant and job level in the organizational hierarchy?
• Why are the participants/employees attending the training session e.g. to learn new skills needed for the job or because it’s mandatory?
• Have the participants/professionals had experience with the topic, or is this learning content new?

Presentation notes for training should think about what you will say and how you will deliver the knowledge and skills information by:

• Using large font or type for notes
• Double- or triple space between lines and paragraphs
• Indent the first line of each paragraph or point based on topics
• Keep thoughts, sentences, and ideas organized on one page
• No run on sentences and clear spacing punctuation
• Type words as they would be read like numbers $150,000
• Use only one sheet of paper or cards for notes for speaking
• Number your cue cards or notes or slides - for speaking notes organization
• Mark where the visual aids are used to put keywords or sketches in the margins

Rehearsals: it is important to practice and practice for the training sessions. Trainers should consider these suggestions for rehearsing:

• Rehearse enough to learn the presentation and then complete the entire presentation at each rehearsal - a 7:1 ratio of practice to presentation of training material
• Reduce reliance on notes with each rehearsal
• Audio record the presentation and try to achieve a pleasant, lively, and interesting tone with the right pace, tone, inflection, and pitch for delivery
• Tape  rehearsal to check visual appearance to observe gestures, eye contact, body movement, and interaction with visual aids
• Rehearse in front of people
• Practice speaking spontaneously to avoid reading a script during presentation.
• Dress for a rehearsal in the actual clothes planned for presentation that is appropriate, comfortable, and professional.

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:

• Pretend to be brave
• Focus on the subject of the presentation 
• Convert fear into positive nervousness by accepting rather than resisting fear
• Enjoy yourself and think of fear as an opportunity to practice your training delivery skills
• Avoid stimulants or depressants, e.g. caffeine or alcohol
• Do isometrics while waiting to begin, breathing, or stretching while waiting
• Pay attention to breathing and try to breathe rhythmically

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:

• State 3 examples of how a trainer can create a learning climate that helps adults learn
• Discuss the benefits of understanding the course objectives, learning the material, practicing the delivery, and creating good questions while preparing for a presentation
• Discuss how basic classroom management techniques of starting and ending a session and setting expectations can enhance the learning experience for participants
• Explain the difference among icebreakers, opening exercises, and closing activities, and provide one example of each
• Explain how the use of voice and scanning the class for reactions can enhance the learning experience for participants
• Define facilitation 
• List three activities that facilitate learning
• Use questioning techniques to facilitate discussions
• Summarize the differences in presenting online versus presenting in the classroom
• Discuss one advantage of using flipcharts, presentation software, and other training aids
• List one example of when not to use flip charts or presentation software

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:

1. Create a safe haven for learning
2. Create a comfortable environment
3. Encourage participation
4. Facilitate more than lecture

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 objectives 
• Learn the material
• Practice the delivery
• Prepare questions to stimulate learning

READ: 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 openings
• Setting expectations
• Structuring and closing presentations effectively
• Taking attendance and keeping records

Managing 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:

• Talks too often, so you need to ask what others might think or want to contribute
• Talks too long, so you should ask them to summarize their point
• Talks to someone else at length to facilitate the training
• Brings up personal or irrelevant issues you need to redirect
• Talks too little or under participates
• Recycle what’s already been decided
• Challenges ideas or opinions without any evidence or merit

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:

• Brainstorming: idea generation and group processing
• Case study: example of an event or situation to model process, practices or behaviors
• Role play: act out roles, attitudes or behaviors to practice skills

Energetic presentation + high energy:

• Project vocally
• Maintain an appropriate pace
• Avoid using fillers
• Enunciate clearly and distinctly
• Use participants’ names
• Use familiar terms and expressions
• Use a lot of examples
• Praise participants
• Use appropriate humor
• Maintain eye contact
• Use positive facial expressions
• Gesture with hands and arms
• Move around the room with 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 Voice
• Capture attention
• Appearance
• Mannerisms
• Body 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 environment by encouraging others to participate, contribute, etc.
• Set guidelines for learners’ participation by respecting others’ thoughts, ideas, etc. 
• Acknowledge people who participate by praising and thanking them for their contributions and ideas
• Create transitions between questions asked and answered by participants as well as between topic areas
• Be honest about what they know and don’t know - identify opinion from fact
• Express an opinion when appropriate by ensuring participants don’t feel judged or invalidated in their responses
• Give everyone an opportunity to participate, but never force anyone to join in
• Keep the discussion flowing and focused on the topic, while knowing when to bring this discussion to an end 

Facilitation Techniques

1. Asking questions
2. Question-and-Answer Sessions
3. Transitions
4. Silence
5. Active listening
6. Discussions

READ: The Role of the Facilitator via MindTools

Facilitator’s Self-Check, always asks “Am I…”: