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Catherine BulL

Reviews several online courses on customer services. 'Healing the Customer Relationship,' by AchieveGlobal; 'Overcoming Challenging Service Situations,' by SkillSoft; 'Customer Service Success,' by Syntrio.

ECOURSE REVIEWS July 2001

October 2011 - TD Magazine

The media and lawmakers have been abuzz with talk of bullying in schools; but bullying doesn't end when you graduate. It is alive and well in the workplace, too.

Seeking Civility: Eradicating Bullying at Work

Marla designs help documents for the software applications her company produces. She sits across from Sean who develops monthly training webinars. Marla would like to “move up” to building instruction like Sean does, but Sean tells Marla that he thinks that the work that Marla does is actually more useful for the company’s users.We could argue the merits of documentation versus training, but there’s always the question of what each user needs at each moment of time. Context is everything.The science of learning is a science that works to understand how we learn and how we can improve learning and instruction. But to be fair, humans have been learning on their own since, well, forever.For instance, if Corinne wants to know how to do something, she often asks the person next to her and then gets on with her job. Yan mentors Morey and they meet most Tuesday afternoons. Marlena uses self-study materials and is going to take the certification exam in less than three weeks.So why do numerous disciplines (neuroscience, psychology, education, computer science, and others) expend enormous energy and resources to figure out how we learn and how to best build instruction? Can’t we just leave people alone?We Learn All the TimeAn interesting study by D.W. Livingstone shows that the majority of workplace learning happens not in formal settings but in informal ones. Numerous studies, including those by Livingstone, Jay Cross, Jane Hart and others, show informal learning as a proportion of all workplace learning at greater than 70 percent.If you haven’t already looked into informal learning, you should, because training professionals need to understand it more. Saul Carliner’s book, Informal Learning Basics, on the subject is a good primer, as are writings by Jay Cross and Jane Hart.You might think that the definitions of learning and instruction are self-explanatory, but actually they aren’t so simple. And they help us see exactly what we are trying to do.Learning, DefinedThere are many definitions of learning. A favorite comes from De Houwer:  “Learning is changes in behavior that result from experience.”Some definitions don’t require changes in behavior, only changes in knowledge. For me, this doesn’t cut it. If you can’t do what you are learning, the learning isn’t quite cooked yet. For example, if you can’t use what you are learning, you are on your way but not there yet.Applied learning requires knowledge and experience with the range of possibilities, of course. As my colleague Catherine Lombardozzi reminded me, people need deep knowledge, not only to follow a script. So if a customer service agent is following a script for handling returns, but she cannot handle the variety of returns, she only knows how to follow a script. She hasn’t really learned the whole returns process.One definition of learning discusses how learning requires the ability to correct errors. Now this is truly deep learning. One of the biggest problems people have is correcting things that go wrong. Misconceptions and mistakes are a big problem in learning. So when defining learning, we may want to determine how far into expertise we are talking about. Are they proficient (competent or skilled) or are they expert?Why Build Instruction?People can and do learn on their own. But we also know that when there are very specific things we want people to be able to do, there are efficient ways to help them. If learning occurs when we interact with our environment, then instruction is the creation of special environments specifically to promote learning.Dr. Richard Mayer, professor of psychology at the University of California, in his book Applying the Science of Learning reminds us we are trying to change behavior as a result of instruction and there are methods to do so that are more effective than others (that’s what the science of learning and instruction are about).This view has very far reaching implications. It means that if we are building “instruction,” we have to impact what people do. That’s a high bar. Although it is may not be practical to expect that everything we do reach that high bar, we ought to reach that bar often.So that leads to two question that we should ask ourselves:How do we infer (assume changes in) learning after instruction?How do we determine if the change has made it from instruction to the job?We will answer these critical questions soon.This is article 1 of Science of Learning 101, and I very much want your comments. Is this helpful to you? Does it answer your questions? Your comments can change the course of this series.ReferencesCross, J. (2007). Informal learning: Rediscovering the Natural Pathways that inspire innovation andPerformance. San Francisco: Pfeiffer.De Houwer, J., Barnes-Holmes, D. & Moors, A (2013). What is learning? On the nature and merits of a functional definition of learning. Psychonomic bulletin & review.Livingstone, D.W. (2001). Adults’ informal learning: Definitions, findings, gaps and future research. NALL Working Paper 21-20010. Centre for the Study of Education and Work, Ontario Institute for the Study of Education, University of Toronto. Retrieved from  Mayer, R. E. (2011). Applying the science of learning. Upper Saddle River, NJ: Pearson.

Science of Learning 101: What’s the Point of Instruction?

Catherine Bellizzi

Presents letters to the editor of the 'Training and Development Journal,' concerning issues related to employee training and personnel development. Application of literacy studies to business environments; Importance of AIDS training in the workplace; Advice to those wishing to contribute articles to the journal.

Issues June 1988

Catherine Rains is a consultant for CPP, Inc., the exclusive publisher of Myers-Briggs Type Indicator® instrument (MBTI®). She works with Fortune 500 companies, universities, and nonprofit organizations to develop and facilitate organizational development initiatives and team-building interventions. With more than 25 years’ experience as an assessment and organizational trainer, her expertise includes instructional design, stand-up training, program development, train-the-trainer sessions, and team-building strategies. Catherine is an MBTI® Master Practitioner and a qualified facilitator of CPP’s MBTI® Certification and FIRO® Certification training programs. She also is an expert on interpreting the Strong Interest Inventory® assessment and using it in combination with the MBTI® tool. During her 17-year tenure at CPP, she has been a regular speaker at numerous conferences, including those of the, National Association of Colleges and Employers, the National Career Development Association, First Year Experience, the Middle Atlantic Career Counseling Association.

Catherine Rains

Marci Meaux is serving as the 2017 chair of the ATD board of directors and Tara Deakin is the 2017 chair-elect. Wendy Gates Corbett, Charles Fred, Catherine Lang, and Mike Williams joined the ATD board this year.With more than 25 years of experience in the technology sector, Marci Meaux is an authority on building innovative partner and sales enablement programs that increase customer service ratings, reducing customer-service response time, and improve organizational productivity. In 2015, Marci retired from Cisco where she served as the vice president of planning, programs, and operations. She was a key leader in the transformation of Cisco, driving internal disruptions within its services business to capture the company’s opportunity for dramatic growth.Tara Deakin is the senior vice president of talent and organizational effectiveness at TD Bank. As the lead for TD’s enterprise talent and organization development strategy, her mandate is to grow the power of TD’s 85,000 employees and attract new colleagues to ensure the bank's future growth and ongoing delivery of legendary customer experiences. Talent acquisition, talent management, organizational development, and diversity and inclusion are the core components of Tara’s portfolio. **Wendy Gates Corbett** is a corporate training executive with 20 years of experience designing, delivering, and directing face-to-face, blended, and virtual training programs for technology companies. She earned the Certified Professional in Learning and Performance (CPLP) in 2009 from the ATD Certification Institute. Wendy’s company, Refresher Training, LLC works with individuals and businesses to refresh the tools and materials they use to deliver their messages so their presentations are inspiring, influential, and impactful. Charles Fred is a best-selling author, and a serial entrepreneur. Considered a pioneer in the e-learning industry, Charles has founded and led a number of successful companies that provide learning technologies and services. He is the founder of The Reignite Group, a research-based firm dedicated to helping entrepreneurs make the transition to chief executives and discover important know-how to build lasting enterprises.Catherine Lang is responsible for ensuring that Appirio’s employees are experts in cloud-based technologies and that every employee brings a unique set of skills and capabilities to each customer engagement. She oversees Appirio’s customer training program that drives widespread adoption and enables every user to get the most out of deployed solutions.Mike Williams brings more than 30 years of diverse experience in business leadership, consulting, executive coaching, organizational design, organizational development, and self-organizing companies. He is an industry expert, TEDx speaker, and has been quoted in Fast Company and Inc. magazines.Mike has worked with a wide range of clients in a variety of industries including biotech, clergy, entertainment, healthcare, higher education, IT, mining, retail, telecom, and think-tanks. He joined Zappos this month as the senior director, GTD Enterprise Design.ATD board members who are continuing their terms in 2017 are:• Gail Baity, director of workforce development and learning, Corning Incorporated (Retired)• Doug Kirkpatrick, US partner, NuFocus Strategic Group• Jessica Neal, chief people officer, Scopely• Terri Pearce, executive vice president, human resources and head of learning, talent development, and resourcing, HSBC USA• Ted Smith, CEO, Revon SystemsTony Bingham, ATD President and CEO, is also a member of the board.

Meet the ATD Board of Directors

Returning to work may not necessarily seem like a job for you as an organizational development professional, but there are four key roles you and your OD team should play during these discussions with your organization.

4 Ways OD Was Built for a Return to Work

In this segment, Catherine Nelson discusses how an organization's culture reinforces the values of its leaders, making the leaders responsible for culture.

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