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Maria Chow is founder and principal of Spark Asia based in Singapore. She assists multinationals with organizational and leadership development across borders. Her passion is to advance leadership in Asia, for Asia. Her clients include mostly Fortune 500 companies, industry leaders and not-for-profit and educational institutes. She has helped clients develop teams across cultures, manage innovation and change, and nurture women leadership in their organizations.

Maria Chow

December 2013 - TD Magazine

Developing Asia’s Next Generation of Global Leaders

Maria Ho, Manager of ATD Research Services, discusses the outcomes of the ATD research report, DEI&B Education for Employees. The findings shed light on the growth of DEI&B programs, why choice is important in DEI&B training, and how...

Maria Ho on DEIB Research Findings

Branched, personalized, and adaptive e-learning offers opportunities for instructional designers to tailor content to the behaviors, abilities, choices, and preferences of individual learners.

Next-Level Practices Associated With Effective E-Learning

We all do it. We cram as much content into a training course as we can. Why? Because once we get an employee’s attention, we have to take advantage of that time; otherwise, we may not see these learners again for some time to come.But what if we could do it differently? What if, instead of providing learning assets that employees use only once every few months (see How the Workforce Learns from Degreed), L&D provided learning assets that learners were more likely to use every week or every day?To be more supportive and involved in employees’ work lives, try providing learning assets\* that match the moments when learners want or need to learn. This is the essence of the Owens-Kadakia Learning Cluster Design (LCD) that we developed and share in our new book Designing for Modern Learning: Beyond ADDIE and SAM. It leverages current learning theories like Mosher and Gottfredson’s 5 moments of Learning Need to advance the L&D field into today’s digital world.We see L&D’s new job as targeting on-the-job behavior change. To do so, we developed a strategic model to identify and design learning assets that match moments of learning needs for diverse learners across their flow of work. Now we can break massive learning content into just the right size for the learner and put the learning in a place where employees can find and use it. While larger classes and courses are part of the strategy, meeting the day to day needs is included in the mix.Picture this example:Maria, an employee who has never worked remotely, is attending a Zoom meeting for the first time. She gets an email link inviting her to the online video team meeting. Her company knows about the five moments and includes several links in their email invitation template. The links include information for first time users and meeting leaders as well as about how to get more out of Zoom. The links take her to the company LMS where she finds content she feels most anxious about on Zoom. Maria feels confident that, because it’s on Zoom’s website, it will be more up to date, and because she found the link on the company LMS, it’s relevant to her. She reads the content, takes the recommended actions, and has a great meeting experience.A few days later, Maria gets an email via the LMS asking her how her Zoom experience was, if the training material was helpful, and if she would like to get a Zoom user badge. If she wants the badge, she should click a link to an online quiz. Passing the quiz gets her the badge.Can you envision a more traditional experience? Maria may have accepted the invite but not known where to go for assistance, felt anxious about trying new technology, and had no choice but to wait until the moment of the meeting to discover issues. By having a simple “learning asset” of links on an email invitation template, L&D has empowered Maria to learn her way through her first Zoom meeting within the flow of her work and without attending a course.What’s the difference between designing training and a learning cluster?When we design training, we tend to set up individual programs that are typically one-and-done. With a learning cluster, we have the luxury of setting up a group of learning assets that:Provide a large swath of content, but in smaller segments.Target particular groups of learners with content adjusted for their needs.Help learners easily find content when they want or need to learn more.Allow for spaced learning.Avoid the “stuff everything in” approach so that it’s easier for L&D to design.For a learning cluster to be effective, the related learning assets are designed as a set and managed so that learners can find them when, where, and how the employee needs to learn. This may be a different way of distributing your L&D content, but we think it’s worth it.After all, wouldn’t you rather be helping employees learn daily instead of just once every few months? Let’s start getting the business impact we want and start designing learning clusters that surround our learners with meaningful learning assets rather than one and done training.Learn more about the LCD model through the book and by connecting with us at lcdworkshop.com.\*Learning asset: A broad term describing a wide range of things that help people learn, including reading material, online searches, classes (F2F or virtual), discussions, video, or even a motivational poster. It can be as small as a 30-second audio recording or as large as a three-month class.

Still Just Designing Training? Start Designing Learning Clusters

Maria Morukian, president of MSM Global Consulting and author of Diversity, Equity, and Inclusion for Trainers, shares what to DEI trends to anticipate over the next year, how organizations can stay committed to DEI initiatives, and revolutionary...

Maria Morukian on 2023 DEI Trends

ATD’s New State of the Industry Shows Trends in Learning Spending, Hours

New ATD research finds that using experiential learning (learning by doing) to develop leaders is more likely to improve learning effectiveness and success in the marketplace.

New Research Shows Investing in Experiential Learning for Leaders Pays Off

How Does Your Organization Evaluate Training?

Did you know that ATD Research polls learning executives on a quarterly basis about how optimistic they are about the health of learning and releases the results in a free online report? The Learning Executive Confidence Index is released four times a year: in January (for Q4 of the previous year), April (Q1 of the current year), July (Q2 of the current year), and October (Q3 of the current year).The LXCI Is a Valuable Resource for Learning ProfessionalsLearning professionals at all levels turn to the LXCI as a valuable source of information on where organizational learning is headed in the short-term. The report not only provides statistics based on the survey data, but also analyzes various economic trends that affect learning.The Big Number: What Is the LXCI Score?Each quarter, the “Big Number,” or the LXCI Score, is calculated. This number provides a measure of learning executives’ optimism.The LXCI is measured on a 100-point scale, in which a higher index score reflects a more optimistic outlook for the learning function in organizations and a lower index score reflects greater negativity. An index score of more than 50 indicates more positive than negative responses (meaning most learning executives feel that the health of learning will improve over the next six months).The LXCI score is based on learning executives' six-month forecasts for four key indicators: the ability of learning executives to meet organizations’ learning needsthe impact of learning on corporate performancethe perception of the value of learning within organizationsthe availability of resources needed to meet learning needs. To provide some context, since 2008, when ATD first began calculating the LXCI, the lowest LXCI score was 55.1 in Q1 2009 and the highest was 69.9 in Q4 2013. In almost every quarter, the score has been between 60 and 70. Between 2010 and 2014, the average score was between 65 and 66.What Does the Latest LXCI Score Tell Us?The latest LXCI, for Q4 2014, was released in January. Learning executives were generally very positive, and the score continued to show an upward trend—it was 68.2 in Q4 2014, which is more than a point higher than Q3’s score of 66.9 and more than two points higher than Q2’s (65.7).The sunny outlook shown by learning executives reflected the healthy growth of the U.S. economy in the second half of 2014. Of particular importance to learning, the Bureau of Labor Statistics reported that 321,000 new jobs were created in November, a number that exceeded projections and job creation from the previous month. In addition, consumer spending and GDP growth were healthy. As workers adapted to frequent changes in technology and markets, the importance of learning stood out.The Q1 2015 LXCI will be released in April. Although it is difficult to predict what it will read, economists expect strong economic growth in 2015.I’m a Learning Executive—How Can I Make the LXCI Better?If you are a learning executive interested in participating in very brief, online surveys, please email us at research@td.org. Additionally, if you have suggestions or feedback on the LXCI, please email us.Keep Up on the LXCI and Download Past ReportsThe next report will be released in April. It will be available for free at www.td.org/lxci, where past reports are also available for download. You can also follow us on twitter @atdresearch to get the latest updates on new research, including the LXCI.

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