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Doug Holt was appointed executive director of CIGIE’s Training Institute in June 2016. As such, he provides executive leadership, planning, direction, and coordination for all activities relating to the institute. He also oversees its three academies: Leadership and Mission Support; Audit, Inspection, and Evaluation; and the Inspector General Criminal Investigator Academy.Previously, he served the Defense Intelligence Agency (DIA) in a variety of positions for more than a decade. His last assignment with the DIA encompassed the dual responsibilities of chief learning officer and chief of academy services for the Academy for Defense Intelligence. Before moving to the DIA, Doug worked in higher education, as the chair of adult and continuing education for Frederick Community College, associate director for training and professional development at Baltimore City Community College, and contract training representative for the University of Maryland, Baltimore County.Doug’s professional awards and recognition include the Defense Intelligence Agency Excellence Award, Frederick Community College President’s Award, a Maryland Senate Citation for Contributions to Gifted and Talented Education Programs, and being named to Who’s Who Among America’s Teachers.Doug is a native of Pasadena, California. He holds an MA in applied behavioral science from Johns Hopkins University and a BA in political science from the University of Maryland, Baltimore County.

Doug Holt

“It is not about what they know; it is about what they can do.”—Bob MosherMany years ago, learning scientist Roger Schank stated “learning is the work.” Today learning in the workflow is getting renewed interest as organizations realize the opportunities new technologies provide to make assets available at the point of need. The nature of work is changing, and therefore the need for access to learning assets is changing. The modern worker wants learning that is personalized just for their needs and available on a variety of devices. They are more adaptive, collaborative, and self-directed than earlier generations of learners. They use smartphones to search for answers at any time, and expect immediate access to information.Several years ago, Conrad Gottfredson and Bob Mosher of APPLY Synergies conducted studies on learning and authored Innovative Performance Support: Strategies and Practices for Learning in the Workflow. Their research identified five unique moments when performers are learning: learn new, learn more, apply, solve, change. The first two are associated with formal training while the last three exist in the realm of performance support. Unlike traditional approaches that encourage learner dependency and begin with a training solution framed by the deeply ingrained assumption that performance challenges are best ameliorated by new learning, the five moments of need methodology encourages independence and launches from the moment of application (when learned skills are applied to the performance of a job task). The corresponding assumption in play is that performance challenges are best addressed by providing performers access to cascading levels of support, from simple (for instance, a reminder of the basic steps required to complete a task) to comprehensive (targeted training oriented around job roles and tasks for which the result of failure is catastrophic).These moments include:1. When people are learning how to do something for the first time (learn new).Example: A first-time supervisor, promoted from within, needs to learn the progressive discipline policies of the organization.2. When people are expanding the breadth and depth of what they have learned (learn more).Example: The first-time supervisor needs to learn how to conduct a verbal counseling session under the progressive discipline policies of the organization.3. When they need to act on what they have learned, which includes planning what they will do, remembering what they may have forgotten, or adapting their performance to a unique situation (apply).Example: The first-time supervisor needs to perform the task of conducting a verbal counseling session (acting on what they have learned). This requires the supervisor to plan the encounter, remember what they may have forgotten, and possibly adapt their performance to a unique situation.4. When problems arise, or things break or don’t work the way they were intended (solve).Example: During the verbal counseling session, the employee presents the first-time supervisor with new medical documentation and notice that legal counsel has been retained.5. When people need to learn a new way of doing something, which requires them to unlearn deeply ingrained skills and relearn to adjust to new practices, requirements, and so forth (change).Example: In response to legal challenges, the organization has significantly changed its time and attendance policies and procedures. The first-time supervisor, formerly a line employee of several years, must overcome familiarity with the way it has always been and internalize the new approach.Learning new and more is the traditional stronghold for L&D professionals. It is what we have done for years and years. Learning used in apply, solve, and change moments is performance support; it is needed when it is needed—just in time, not when someone is attending a class. It is also needed in the right amount, not the amount deemed important for the length of a class.According to Gottfredson and Mosher, all learning needs to focus on application. This means addressing the entire journey performers make, from the beginning stages of learning through the full range of challenges when learners are called upon to actually perform, to use what they’ve learned to take actions. If organizations are interested in advancing employee performance, they must understand the moments when employees need access to learning.The Complete Learning Journey is depicted as three phases—training, transfer, and sustain, as illustrated in this image. Designing for this model requires pairing team members who are certified in the five moments of need methodology with practitioners who are experts in the role for which content is being designed. While in concept this approach is not so different from a traditional designer–subject matter expert collaboration, in practice it becomes more of a relationship between the designer and the larger professional community being served. Approaches differ based on the moment (for example, new is taught differently than more), and content associated with formal instruction is generally limited to those tasks that, if performed incorrectly, result in significant or catastrophic outcomes. Tasks carrying less risk are addressed through instruction or performance support in the workflow.This is a framework that various modalities can easily fit into. For example, there are ways to support the moments with e-learning, microlearning, videos, gaming, and so forth. However, this design requires a complete change of mindset about the learning portfolio and an understanding that five moments of need is not a different version of ADDIE. Some tips from experience to better navigate your “new” moment with this methodology were recently provided to ATD Forum members and include:Invest your time and professional development dollars in getting up to speed holistically on the five moments of need methodology. Allow yourself to be confused as you learn; it all makes sense eventually.Don’t waste your time trying to explain the shift to a performance-based approach. Just assume that the broad community of stakeholders won’t actually get it until you have a no-kidding demonstration product to show them that’s applicable to their work.Target an individual stakeholder in an underserved area of your business as your partner. The underserved are more likely to be willing helpers and will appreciate getting top-of-the-line, impactful learning support in return.Get started, but start small.Work under the radar.It’s much harder than you think. Stick with it anyway and trust the process. As Mae West is quoted as saying, “I never said it would be easy; I just said it would be worth it.”ATD Resources:Technology to the RescuePerformance Support Certificate ProgramScience of Learning 101: When to Build Performance Support, Part 1

Learning at the Moment of Need

Doug Bushée is the senior director of sales practice research at Gartner and former vice president of sales enablement for Xerox. Doug is also the co-host of the Learning Innovations Podcast and an avid contributor and speaker at ATD events_._

Doug Bushée

Doug Ferreira Director of Sales Training and Development Blackboard Doug Ferreira has enjoyed a 20-year career in sales, sales management and sales training. Prior to joining Blackboard as the Director of Sales Training and Development, Doug led the sales training function at Oakwood Worldwide, the largest provider of corporate temporary housing in the world. While at Oakwood, Doug was recognized as a finalist for the 2010 Stevie Award for National Sales Training Manager of the Year, spoke at industry conferences hosted by The Conference Board and Miller Heiman, and had his work featured by Corporate Executive Board’s Sales Leadership Roundtable.

Doug Ferreira

March 2017 - The Public Manager

Holding employees accountable for their performance can foster increased engagement among the whole team.

Managing the Bad Apples

If a six-year-old can create high-quality training content and host engaging virtual sessions with their online community, you can too.

What They Don’t Teach You in Kindergarten

Kristen Fyfe-Mills currently serves as the director of education business enablement for ATD. Previous roles at ATD included leading the communications function and awards programs for ATD, and serving as the director of marketing and strategic communications.

Kristen previously served as the Director for Employee Development and Engagement at Farmer Focus, a food manufacturing enterprise. Other roles leveraged her expertise in writing, speaking, and strategic communications in arenas that include private, public, and non-profit sectors. She is an award winning television producer and published author.Kristen holds two master’s degrees, one in pastoral and spiritual care from Marymount University and the other in journalism from Northwestern University. She serves as an advisor for non-profit organizations serving missions about which she is passionate. She and her husband Doug live in the beautiful Shenandoah Valley of Virginia.kfyfe@td.org

Kristen Fyfe-Mills

Michael Boyette is the editorial director of Rapid Learning Institute (RLI), where he oversees development of Quick Takes--RLI’s innovative short-form learning modules. In addition, he is the editor of Top Sales Dog, a blog for sales trainers, managers, and practitioners. He is a former senior executive at a Philadelphia advertising and interactive media agency and has managed marketing programs for such clients as Dupont, Lutron and Therma-Tru Doors. He has written professional and consumer books for Simon & Schuster, Pocket Books, Henry Holt and other publishers and was group publisher at a leading newsletter company, overseeing its sales and marketing titles. He is a graduate of the University of Florida College of Journalism.

Michael Boyette

Dan Radecki, PhD, MA, is co-founder of the Academy of Brain-based Leadership (ABL), which offers a scientifically validated, brain-based approach for future-oriented leaders and organizations interested in optimizing their performance, relationships, and health. He also serves as executive director of research and development at Allergan, where he is a global leader for drug development programs. He is the author of Psychological Safety: The Key to Happy, High-Performing People and Teams. Radecki holds a bachelor’s degree in psychology, master’s in biopsychology, and PhD in neuroscience.

Dan Radecki

Heather Adams is director of marketing at the Arbinger Institute, a training and consulting firm that helps individuals, teams, and organizations move from the default self-focus of an inward mindset to the results-focus of an outward mindset. With programs and methodology based on 45 years of research in the psychology of human behavior and more than 35 years of practical experience working with organizations worldwide, Arbinger enables organizations and their people to achieve results that are only possible with an outward mindset. Heather brings to Arbinger an abiding passion for personal and organizational transformation. Trained in international peacebuilding and cross-cultural communication, Heather has years of experience working with the federal government and the private sector to enhance organizational performance by shifting the mindsets that underlie behaviors. Prior to joining Arbinger, Heather was an engagement manager, consultant, and facilitator with a boutique consulting firm that helped organizations transform their cultures in support of business objectives. She also worked for the U.S. Department of the Treasury, where she partnered with senior executives to improve strategic alignment, processes and operations. In prior lives, Heather was a peace and security researcher in Hamburg, Germany, an English teacher in China and, for one summer, a wrangler on a dude ranch in Colorado. She holds a master’s degree in international affairs from Columbia University and a bachelor’s degree in history from Princeton University. She and her husband Matt live in the Salt Lake City metro area with their dog, Langley.  Learn more about the Arbinger Institute: www.arbinger.com

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