Google Ad #1 - desktop - 728x90

Google Ad #3 - desktop - 728x90

Google Ad #1 - mobile - 300x200

Google Ad #3 - mobile - 300x200

ATD_Half_Page

Googel Ad #1 - Side Bar - Content pages

ATD Footer Logo

Cass Wright

Insightful But Rushed Advice

As a learning and development leader, you’re uniquely positioned to build business acumen across your organization.

The Case for Business Acumen and Our Best Idea for Building It

An interesting case recently came to our attention in which a well-conceived training grade system did not say what it meant°to say. During the course of an extended study on the maintenance of a complex electronic system, a problem arose in the explanati

Weighted Training Grades Appearance And Substance

Winter 2013 - The Public Manager

Aviation Agency and Unions Instill Interest-Based Leadership Skills

ATD Links Archive - ATD Links

If the cliché “the proof of the pudding is in the eating” carries any weight, then individuals, organizations, education institutions, and the training and development profession will find plenty of real value to extract from the 2013 ASTD Competency

Examples of the Proven Value of the ASTD Competency Model

Whether you’re designing an e-learning course, a presentation, or some other type of media, you want it to look good. For some of us, though, that can be a bit of a challenge. We all have the ability to be better graphic designers, but it’s not likely something we can master just by reading a book or taking a class. I like to think of graphic design as a muscle that can be strengthened and grown—it just needs to be exercised on a regular basis.For instance, I’ve been trying to lose an extra 30 pounds for the past several years with little success. Although I’ve become an expert on every weight loss technique, routine, and diet, I just can’t seem to shake off the extra weight. Is this because I haven’t educated myself enough about weight loss? Absolutely not! The reason I haven’t lost weight is because I haven’t gone to the gym to apply what I’ve learned!Becoming a stronger graphic designer is no different. It takes determination, time, and practice. Here are three ways you can exercise your graphic design muscles. Challenge YourselfIt’s easy to stay in your safe zone when practicing any new skill. Unfortunately, we all know that growth doesn’t occur unless your push yourself outside your comfort zone. One of the best ways to become a stronger graphic designer is by investing time to practice. This means investing time outside of your day-to-day projects to try something new.  Try joining an online design challenge. David Anderson from the Articulate E-Learning Heroes Community hosts weekly e-learning challenges, many of which are design-focused. Weekly challenges are a great opportunity to push your skills, try something new, and receive constructive feedback in a positive environment.I also suggest trying a technique- or tool-focused online tutorial. Let’s say you’re trying to learn how to use Adobe Illustrator. There are countless online tutorials that walk you through the process of creating a graphic or using a specific technique step-by-step. I like doing this when I want to learn how to use a specific feature through a practical exercise.  Find Sources of InspirationSeeing the work of others can be intimidating, especially when their abilities seem light years ahead of your own. But if you change your perspective, there’s a lot you can learn from analyzing the work of others.Finding inspiration is easier than ever–it’s just a Google search away. Here are some of the places I get design inspiration:Design category of PinterestBēhanceE-Learning Examples section of the Articulate E-Learning Heroes CommunitySo, once you’ve found a good source of inspiration, what do you do with it? The key to using the work of others is not to let it intimidate you; but rather, use it to help you learn and grow. I like to analyze the work of others to understand the different techniques used to create the final result.The next time you look at a source of inspiration, try looking at it from a technical perspective. Try drawing conclusions about the techniques or rules used to create the finished product. It might be helpful to know the principles of graphic design so you can recognize them and use them in your own work. Ask for FeedbackOne of the hardest aspects of learning any new skill is asking for and receiving feedback. Although feedback can hurt, you have to think of it as your friend. Understanding your strengths and weaknesses can help you focus your future efforts.When it comes to graphic design, I like to ask for feedback from both graphic and non-graphic designers. A graphic designer can help you uncover technique-related issues in your design. On the other hand, a non-graphic designer can help you understand how the average person will view your design. Unless your audience is a bunch of graphic designers, most of your work will be viewed by the average person–their opinions count!Finally, I suggest you get feedback from yourself—not on your current graphic design work, but on your past work. This is an exercise I practice on a regular basis. Looking back and analyzing your past work can help you discover how you’ve grown and realize your strengths. Looking at your past work gives you an opportunity to question what you would have done differently and helps you avoid the same mistakes going forward.Becoming a better graphic designer is a journey that is unique to each individual. Learning to challenge yourself, seek inspiration, and obtain feedback are simple ways to help the process gain momentum. What other ways do you exercise your graphic design muscles? Share your tips in the Comments below.

3 Ways to Exercise Your Graphic Design Muscle

“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

To be sure, there are many definitions for sales enablement—to reflect the varying priorities and scope of the sales role within individual organizations. Likewise, sales enablement can live in many different departments. This begs the question: What are the specific needs sales enablement must fulfill? Indeed, with so many variances, sales enablement cuts a wide path. Professionals need a roadmap to ensure they are moving in a right direction. The New ATD World-Class Sales Competency Model™ outlines the five key Areas of Expertise (AOEs) for the sales enablement function. Keep in mind that not every sales enablement professional will or must master all of these AOEs. On one hand, there are sales enablement specialists (sales coaches, sales recruiters, sales compensation analysts, CRM administrators, and so forth). On the other hand, there are sales enablement generalists, who despite dabbling more on some sales enablement AOEs than others, poses a general awareness of all the sales enablement AOEs and leverage that awareness to bring a more well-rounded approach to their role. Based on in-depth research from 295 professionals in the field worldwide and across various industries, and taking into consideration the slew of definitions out there, ATD sees sales enablement as collaborating across functions to promote sales success through these five specific areas: Sales Talent SelectionSales Talent DevelopmentSales Tool and Process ImprovementSales CoachingSales Incentive and Compensations Design.Bottom line: Regardless of your internal job description, department, boss, or title, as a sales enablement professional, you undoubtedly work to support the sales organization and collaborate with multiple departments to get your job done. Satisfying these five Areas of Expertise will help your organizations achieve sales success. To learn more, join me June 11 for the webcast The New ATD World-Class Sales Competency Model. We will examine key trends and emerging sales practices shaping the sales profession and their impact on the competencies needed by sales professionals and explore how you can leverage the new model for selecting, hiring, assessing, and continuously developing sales talent.

New Competency Model Defines Areas of Expertise for Sales Enablement Professionals

For an organization to succeed, it needs to invest in its talent. However, with staff shortages and budget constraints, talent development professionals may struggle to convince their organizations that investing in staff is the right decision. So, ATD Research collaborated with CTDO Next to create a series of case studies to help TD professionals understand how high-performing organizations are making the case for funding TD projects.These case studies feature small, medium, and large organizations (based on the number of employees) from various industries, including nonprofit professional membership organizations, retail trade, information, financial and insurance, transportation and warehousing, and manufacturing.As we began collecting the case studies, we noticed a theme starting to appear: TD professionals must dedicate time to many different activities to make the case for investing in talent development. Successful TD professionals: Are curious—they ask questions and listen when creating new learning projects. Have a good reputation—their co-workers see them as credible, trustworthy, and reliable. Take time to prepare—they understand the amount of pre-planning involved in making the case for why a project is essential. Collaborate—they see the importance of building relationships when trying to fund a new project. Learn the business strategy—they are able to link each learning project to a business objective, which helps leaders see its importance.

Search results for 'Cass Wright'

Categories

Refine By