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With more than a decade of experience in the federal workforce, Dr. Dana E. Sims is driven by her passion for leadership development, learning analytics, and learning strategy to continually improve talent development, empower learning professionals, and unleash the strategic impact of talent development in the public sector. Dr. Sims received her Doctorate in I/O Psychology from the University of Central Florida and earned the SHRM-Senior Certified Professional designation in 2021. 

Dana Sims

Learn from 10 industry experts and thought leaders at ATD 2017 International Conference & Expo.

ATD 2017 Offers Talent Solutions for Government Managers

August 2016 - The Public Manager

Elevating talent development means shifting from a focus on training to one on using human capital to promote the agency mission. The five strategies offered in this article can help leaders start shifting mindsets.

5 Strategies for Transforming Talent Development

Dana Sims and Jennifer Murphy outlines four roles you need to gain credibility in—before you can drive a successful learning strategy.

Are You Credible?

Through holistic research, your learning strategies can quickly adjust while maintaining an underlying structure of what is needed now and in the future. 

Adapting to Change: Holistic Research Can Future-Proof Leadership Development

When HR takes a strategic role to guide critical talent decisions, what is the payoff? They report 33 percent more high-quality leaders and are twice as likely to achieve top-tier financial performance. Yet most organizations still rely on gut instinct or general perceptions when making high-stakes decisions like promotions, succession planning, and identifying high-potential talent. Every leader believes they “know their people.” But the data says otherwise. If your pipeline depends on instinct or perceptions alone, you’re taking unnecessary risks. Here’s why your talent decisions need less gut instinct and more data starting now. The “I Know My People” Delusion Most of us walk every day, yet we’re surprisingly bad at estimating our daily steps. The same over- or under-confidence plagues talent decisions. Leaders are experts in their field but often struggle to evaluate their teams objectively.Consider the quiet contributor who rarely speaks up in meetings but has hidden strategic skills. Who’s more likely to get development opportunities and a promotion: the one with hidden strategic skills, or the charismatic underperformer who commands the room?Three common biases often disguise themselves as experience:Halo effect: Like being an eloquent speaker, one trait colors everything.Similarity bias: Leaders favor and promote employees who act like themselves.First impression bias: Early perceptions can overshadow actual performance.The cost of falling prey to these biases is steep. The Department of Labor estimates that bad hires can cost anywhere from 30 to 200 percent of their first-year salary.The Talent Strategy Trap Most Organizations Fall Into Picture this: After the latest talent review cycle, the same employees are still marked “ready in one to two years”—for the third year in a row. These high potentials are frozen in place.Why? Because potential and readiness were assumed, not objectively measured. Without objective data, the 9-box grid becomes a holding pattern.This lack of data also leads to generic development programs that target what leaders think people need, rather than actual skills gaps.Because of the disconnect between ratings and performance, executives lose trust in talent data, and the leadership pipeline stalls.Organizations with strategic HR teams use assessments to break this cycle.The Assessment Advantage: Insight That Drives DecisionsAssessment reveals what instinct misses: which directors are ready for VP, which high potentials will succeed if promoted tomorrow, and which managers need support to make the next career step.Assessment data transforms promotion decisions from popularity contests into objective evaluations. You know exactly who’s ready and who needs more time. And for those who aren’t ready yet, assessment pinpoints precisely what to develop, turning vague feedback like “lacks executive presence” into clear, actionable steps.These personalized insights are magnetic. When leaders see their blind spots, development feels urgent, focused, and personal. For talent development professionals, they replace generic training with targeted growth. If assessment shows a high-potential lacks strategic thinking, you know exactly where to focus. The benefits extend to hiring, too. Assessments uncover external candidates’ true capabilities and development needs from day one, helping hiring teams make smarter decisions and lead effective onboarding.The real ROI comes when assessment and development work together. Organizations that pair them are nearly two times more likely to be top financial performers—because assessment makes every talent investment smarter, faster, and more effective.Conclusion Will you remain the HR partner who enables expensive gut decisions, or will you equip leaders with the objective insights they need? Your best talent is planning their exit, your high potentials are stalled, and your succession plan could collapse with one surprise departure. Without assessment data, every decision is just a guess. Stop being the talent professional who reacts. Start being the strategic enabler who transforms how leaders see, select, and develop their teams.

Don’t Let Gut Instinct Sabotage Your Leadership Pipeline

During the last year, learning practitioners have ramped up their skills with virtual experiences. Like other professions, we were thrust into virtual work without planning or a proper launch, and we met the challenge head on. We pivoted, shared, experimented, and learned. What’s more, as we did the pivot-left, pivot-right dance, we found silver-lining opportunities—new best practices that will continue to be a part of our repertoire.Case in point: an increased use of virtual learning sessions. We have improved the use of such engaging practices as polls, chat, whiteboards, and breakout rooms. But many virtual learning experiences are still developed as one-and-done events. How can we develop these sessions to make a more robust learning experience that enhances performance results? Here are five suggestions to consider.1. Provide Priming QuestionsGive attendees priming questions prior to the session. For example:What will I do with what I learn about XYZ? For instance, how could it help me accelerate the creation of a learning assets to meet the demands of changing business challenges? This question should reveal why this session is important to you.What questions do I have about XYZ before I start the session?What do I already know about XYZ?Why are these questions important and how will they help you have a better learning experience?According to Britt Andretta’s research in her latest book, Wired to Grow 2.0, priming with questions or a pretest is a type of implicit memory. It “creates a placeholder and when you do learn it becomes more memorable.” And this blog post from a recent Forum ConnectSpark provides a quick summary of Andretta’s revised learning model. Forum member Dana Koch and his Accenture team have conducted extensive research on learning in the future and produced various brain hacks to help their employees leverage this science. Check this post to learn more about the science behind priming.2. Include a Placemat or Note-taking GuideA placemat or note-taking guide can be a rich learning asset to help guide the participant with specific targeted questions related to the topic as well as present spaces for them to doodle and take notes. It can also include frameworks, models, and data that are included in the presentation. It can include connections to the presenter and have a list of related resources.Encourage participants to print the placemat and write on it with a pen. While we know that this is not possible for everyone because of work-from-home limitations, it is important to understand why writing with pen or pencil is a preferred way to take notes.Another reference to Andretta’s research indicates that handwritten notes take more effort, and effort increases the stickiness of learning. Because this method is kinesthetic, it adds another sensory element and helps with retention. For more information on the value of handwritten notes, sharpen your pencil, get your notebook, and read this blog post.3. Support the Topic With a Resource List Curated for a Deeper DiveWhile not everyone will want to take a deeper dive into the topic, having additional resources will make it easier for participants to take the first steps to act on their interest in the topic. This list should include the references used by the presenter and various learning assets ranging from blogs to articles, videos, and thought leaders.4. Follow Up With a Reflection SheetWe recommend ending all sessions with time for participants to reflect and post big takeaways. However, in short sessions, there may not be enough time for proper reflection. One way to enable reflection is to send a note to participants as soon as the session is over and either include a formal reflection activity or questions within the note.There are many options for reflection triggers and forms. Most focus on the topic and content. A favorite one is What Squares. We have all heard and read about the importance of spaced learning over time. This reflection sheet is designed for that purpose. If you want to know the science behind the actual questions, Accenture has another brain hack available on YouTube.Beyond reflecting on the topic, the goal for attending learning sessions is to take action. Michael Leimbach, a researcher with Wilson Learning and a ConnectSpark thought leader, has a saying that we have adopted (and tweaked): “It is not just about the learning; it is about the doing.” The first question for priming your brain is focused on “doing.” Several trigger questions on the placemat imply acting on what you learned, even if it is as simple as sharing the idea and resources with others in your organization. The triangle in the reflection focuses on what you want to change.The reflection activity is important for the topic, but it can also be about personal engagement on the part of the participant. During a recent ConnectSpark with Marshall Goldsmith, there were numerous ideas to promote coaching dialogue, including questions for the coach to ask the coachee. However, one suggestion really stood out. It was not a question to ask others but one to ask yourself—after any activity. The ATD Forum version of Goldsmith’s multipart question goes something like this: Did I do my best to personally engage in the session; was I prepared when the meeting started? Did I use the placemat? Did I ask questions? Did I contribute to conversation? Did I demonstrate curiosity? Did I find meaning and, if so, how? And was I happy, and if so, how did it show? Goldsmith indicated that L&D leaders typically fixate on how to engage others rather than modeling engagement. What are your responses to these questions?5. Provide Learning Assets Such as Job Aids, Tools, and TemplatesBesides the reflection tool, how might other tools or templates help participants move from knowing about the topic to further research and experimentation with doing. While the resource list provides some hints, how might you help them jumpstart their deep dive learning?One tool to consider is the KWHW (Know. What to Learn. How to Learn. Who can assist?) graphic organizer. Give yourself 10 to 15 minutes to complete it with the information from the session and the placemat. Then, once it is filled out, give yourself 25 minutes each week for a month to conduct research. For more information on the science behind timeboxing learning and spacing it over time, check out this Brain Hack from Accenture.So, the next time you design a session—whether it is a one-hour presentation by a SME or a short learning session—ramp up from an event to a dynamic and robust learning experience. Provide learning assets and activities before, during, and after the session. Provide opportunities for participants to act in ways that enhance performance results.

Move From a Virtual Event to a Robust Learning Experience

The American Society for Training & Development (ASTD) 2010 International Conference & Exposition being held May 16-19 at McCormick Place in Chicago, Illinois will feature thought leaders and innovators in the workplace learning and development field.Voices of Innovation include: David Allen, author of Getting Things Done; Marcia Conner, Fast Company columnist and co-author of the forthcoming book with ASTD President and CEO Tony Bingham titled The New Social Learning; Marshall Goldsmith, named by Forbes to be one of the Top 15 Most Influential Business Thinkers in the World in 2009; Alexandra Levit, syndicated Wall Street Journal columnist and author of the bestselling book They Don't Teach Corporate in College; Karl M. Kapp, scholar, consultant, and expert on the convergence of learning, technology, and business operations; and Tony O'Driscoll, professor at Duke University's Fuqua School of Business whose current research focuses on how emerging technologies can rapidly disrupt existing business models and industry structure.Leaders of the Profession include Michael Allen, Geoff Bellman, Ken Blanchard, Rob Brinkerhoff, Ruth Clark, Beverly Kaye, Don Kirkpatrick, Jack Phillips, Bob Pike, Dana Robinson, Thiagi, and Jack Zenger.Voices of the Next Generation include the sons and daughters of industry titans who bring their own knowledge and expertise to the profession: Scott Blanchard, Ann Herrmann-Nehdi, Jim Kirkpatrick, and Becky Pike Pluth.A comprehensive list of featured speakers for the conference is available at www.astdconference.org.New for 2010, all session speakers will be using "paperless handouts" in an effort to conserve resources and reduce waste. Handouts will be available as a password-protected download in multiple formats for a wide array of devices, including handheld mobile devices. Many industry-leading and socially responsible organizations have adopted similar policies for their conferences. ASTD introduced paperless handouts at its TechKnowledge conference in January with positive feedback from both speakers and attendees.For more information on the ASTD 2010 International Conference & Exposition, visitwww.astdconference.org.

ASTD 2010 International Conference to Feature Experts in Learning and Development

Learning professionals have a love-hate relationship with measurement and evaluation. On one hand, most people agree that evaluation and the evolving results can represent important information. On the other hand, the act of evaluation seems daunting and beyond their interest in learning and development. But there is no arguing that the call for accountability of resource expenditures is louder than ever. To support learning professionals as they answer this call, ASTD is launching a new handbook, _Handbook of Measuring and Evaluating Training._****T his new book addresses the mechanics of evaluation from the perspective of a variety of contributors. It addresses content relevant to the four phases of measurement and evaluation: planning, data collection, data analysis, and reporting. In addition, chapters are included that support implementation of your measurement practice. Each chapter is written to achieve at least three learning objectives. A knowledge check is included at the end of each chapter to ensure readers gain at least one new insight.Content is presented in four parts:Evaluation PlanningData CollectionData AnalysisMeasurement and Evaluation at Work Evaluation Planning"Plan your work, work your plan" was a lesson I learned from my dad at a very early age. That explains some of my slow-to-start project executions! The point of this is, however, if you spend time planning, execution is simplified. Part I of the new Handbook describes three critical issues in the planning phase:Identifying Stakeholder NeedsDeveloping Powerful ObjectivesPlanning Your Evaluation ProjectData CollectionObviously, data collection is an important phase because without data collection, there are no results. The question most often asked when it comes to data collection is, "what is the best technique to collect data?" The answer to this question is simply "it depends." There are a variety of ways in which data are collected. How you decide which technique to use depends on the purpose of the evaluation, type of data, time to collect data, cost, organization culture, and other constraints and conveniences. Part II topics include:Using Surveys and QuestionnairesDesigning Criterion-Referenced TestsConducting InterviewsConducting Focus GroupsUsing Action PlansUsing the Success Case MethodUsing Performance RecordsData AnalysisMany learning professionals are most concerned with this phase of the evaluation process. Of course without good analysis, it's pretty tough to explain the results. Data analysis may require descriptive statistics, inferential statistics, content analysis, and cause-and-effect analysis, conversion of data to money, cost calculations, and ROI analysis. What you do when depends on the purpose of the evaluation, the type of data, time to analyze, cost, organization culture, and other constraints and conveniences. Part III, Data Analysis presents content on:Using StatisticsAnalyzing Qualitative DataIsolating the Effects of the ProgramConverting Measures to Monetary ValueIdentifying Program CostsCalculating the ROIMeasurement and Evaluation at WorkTo make evaluation work, results must be put to use. This begins with reporting results. The results must, however, be relevant to stakeholders. In addition to reporting results, the data evolving from the evaluation process must be put to good use. To make evaluation work for the long-term, systems must be put into place. Part IV, Measurement and Evaluation at Work , includes topics such as:Reporting Evaluation ResultsGiving CEOs the Data They WantUsing Evaluation ResultsImplementing and Sustaining a Measurement and Evaluation PracticeSelecting Technology to Support EvaluationIn addition, we've included case studies on evaluating technology-enabled learning, leadership development, global sales training, technical training, and training using a simulation component.VoicesA final part of the book, Part V, titled Voices , presents summaries of interviews with experts in training measurement and evaluation. Dr. Rebecca Ray, award winning Chief Learning Officer and an expert in talent management, conducted in-depth interviews with the experts who paved the way for training measurement and evaluation. Each interview has been converted into a series of podcasts that will be available for download. In addition, we plan to make the entire transcript of each interview available. You will hear from experts such as Don Kirkpatrick, Jack Phillips, Robert Brinkerhoff, Dana Robinson, Jac Fitz-enz, Bill Rothwell, and more.How to Get the Most out of This BookWe're excited about this book for many reasons. While the book provides readers with a little information on many aspects of evaluation, it is only the beginning of the learning opportunity. ASTD will be launching a website to support the dissemination of additional content. We're already in the process of collecting case studies, tools, and examples for download. Through the website you will be able to download the Voices podcasts as well as have access to other resources.And of course, we have the Evaluation and ROI Blog that you are currently viewing. Through this blog we can share thoughts and ideas on measurement and evaluation .Call to ActionThis initial blog announces ASTD's upcoming _Handbook of Measuring and Evaluating Training._** The book will be available in Spring 2010. In weeks to come, I'll post a variety of topics to generate discussion. To get the conversation going, l et us hear how you are using measurement and evaluation in your organization !**

Handbook of Measuring and Evaluating Training: 2010

Organization that want to build an internal simulation deployment capability should first learn from the best practices of other departments developing new competencies:Developing New Organizational Competencies, 101New projects often require skills that do not exist within a business unit, creating a gap that needs to be filled across the project's life. To produce the right portfolio of skills over the life of the project, managers have to juggle between:outsourcers,consultants,contractors,new hires,repositioned employees, andretrained employees.Some organizations have outsourced everything, a strategy that gave them the immediate ability to compete, but ultimately was too expensive and rigid. Other companies have tried to develop the capacity from within, only to find that it took too long and the window off opportunity passed.Many leading organizations have taken a hybrid path. They have begun with bringing in outside experts in different capacities and jumped start the process. While the project was being designed, they also began a parallel track of building an internal capacity, through training and hiring and shadowing. At some inflection point, the responsibility is shifted from external to internal.Now, SimulationsWith that as a bit of background, here are the skills an organization will need to develop, in order.acquisition- The best simulations will be bought "off-the-shelf" and mildly, if at all, customized.In some academic environments, commercial off the shelf (COTS) computer games will better meet a need than any educational simulation. Evaluation criteria include: learning objectives, cost, ease of deployment.measuring/evaluating situations- Measuring the effectivness of sims is critical to growing and perpetuating any program.project management- Deploying and scheduling sims is a bit of work, although should be less impactful than scheduling a physical class.coach/facilitator- Coaches add pedagogy and motivation.planning, strategic- Where to use sims is a critical , but it is an issue that can only be fully understood after a few real simulation deployments.- Build versus buy is a critical long term issue, although most organizations will want to leverage vendor experience initially.web, creating- An organiation should have people with a basic knowledge of HTML/CSSDirector and Flash, using- Flash remains the first programming skill to need.dedicated tool, branching story- Scenariation- Moodlededicated tool, game based model- authoring environmentsdedicated tool, interactive spreadsheetdedicated tool, virtual lab- But most people use the more general Director and Flash.database, programming- Data management/manipulation, from database (e.g. mySQL) to even manipulation of batches of number in Excellanguages programming- Organizations need people with some sort of programming and scripting to generate interactivity. anywhere from JavaScript to ActionScript/Lingo to PHP/ASPimages, manipulating- PhotoShop/PaintShopProsound, editing- Audacitydeveloper, simulation/game- game engines

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