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Sean Kennedy joined Cambridge in 2016 and serves as the senior vice president of Learning Strategy, with responsibility for point-of-view, content strategy, and product development. He is guiding the evolution of the firm’s offerings to serve the changing needs of organizations today.Sean specializes in taking complex concepts and breaking them down into accessible forms. That means translating great research and theory on leadership into practical and impactful development experiences. He collaborates extensively with clients to tailor solutions. He co-facilitates senior executive programs.Prior to joining Cambridge, Sean spent 15 years at Harvard Business School Publishing, where he was instrumental in building their Corporate Learning practice. Sean has designed and delivered leadership development programs at many Fortune 500 companies. His work has been recognized with awards and appeared in industry publications.

Sean Kennedy

Summer 2019 - CTDO Magazine

Lessons in Leading Transformation

Winter 2015 - CTDO Magazine

The new learning content landscape comprises a multitude of content and delivery options that talent development functions must learn to navigate.

Boundless Options, Critical Choices

Attention coaches: Stop asking questions and start having real conversations.

Coaching: Stop the Guessing Game

Beverly Scott has served as both an internal and external consultant in a wide range of organizations for more than 35 years, including 15 years as director of organization and management development for McKesson. Her background includes master's degrees in sociology and human resource development, and she has completed her doctoral coursework. Scott is a speaker and facilitator for many professional associations and has taught organizational psychology at John F. Kennedy University. She resides in San Francisco.

Beverly Scott

ATD developed the talent development framework and puzzle to help practitioners understand the different components of talent development, and how organizations can build their own frameworks to address their unique needs. This blog series explores each component of the talent development framework, why it’s important to the field, and what resources ATD offers to practitioners who want to learn more.Instructional DesignThe goal of instructional design is to create formal and informal learning solutions using a variety of methods, so learners gain knowledge or skills more successfully than they would without the instruction. The designer works to restructure content with the learner in mind while incorporating an array of learning strategies, tools, and approaches to appeal to learners. Instructional design puts a focus on outcome over content and interaction over questions, and aims to maximize both learner motivation and learner application. An instructional designer must also keep in mind the ever changing trends, conditions, and pace of the global workforce. Instructional design is evolving in the technological age. While traditional classroom learning is still the most prominent kind of instruction used, e-learning and mobile content delivery are on the rise. These present new challenges, such as figuring out how to make content interactive and appealing without in-person instruction. Competency in different instructional approaches makes this transition from in-person to online easier on the designer and the learner.The ASTD Competency Study (Updated now to ATD Talent Development Capability Model™) identifies skills that talent development professionals need to be competent in instructional design:• Conduct a needs assessment.• Identify an appropriate learning approach.• Apply learning theory.• Collaborate with others.• Design a curriculum, program, or learning solution.• Design instructional material.• Analyze and select technologies.• Integrate technology options.• Develop instructional materials.• Evaluate learning design.Good instructional design is an essential component of effective training that engages, motivates, drives learning retention, and creates business impact.We’ve assembled some additional resources to explore:• Check out this research report on instructional design in the modern age.• Stay up-to-date on current trends and skills for fresh content delivery.• Expand your abilities as a mobile learning designer.• Boost learner motivation with seamless e-learning design.• Step into the new age of instructional design technology.• Refresh your design skills to keep learning interesting.• Keep up with the pace of change and technology for instructional design.• Learn about the three kinds of instructional design prototypes.• Templates for Managing Training Projects by Willis H. Thomas• The Accidental Instructional Designer, 2nd Edition by Cammy Bean• ISD From the Ground Up, 4th Edition by Chuck Hodell• ASTD Handbook, 2nd Edition (Updated now to the TDBok™ Guide, 2nd Edition) • Take a deeper dive into instructional design and enroll in ATD’s E-Learning Instructional Design Certificate Program.

The ATD Talent Development Framework: Instructional Design

ATD developed the talent development framework and puzzle to help practitioners understand the different components of talent development and how organizations can build their own frameworks to address their unique needs. This blog series explores each component of the talent development framework, why it’s important to the field, and what resources ATD offers to practitioners who want to learn more.Evaluating Learning ImpactEvaluating learning impact involves the use of learning metrics and analytics to measure the effectiveness of learning solutions. In Utilization Focused Evaluation: The New Century Text, Michael Quinn Patton defines evaluation as “the systematic collection of information about the activities, characteristics, and outcomes of programs to make judgments about the program, improve program effectiveness, and/or inform decisions about future programming.” Evaluating learning impact has long been considered a daunting task. And, as a recent ATD study shows, only 35 percent of talent development professionals “reported that their organizations evaluated the business results of learning programs to any extent.” A different approach is needed. First talent development professionals who want to evaluate learning impact must know what specifically they want to measure and how they want to measure it. According to learning expert Patti Shank, the biggest mistake many make in evaluating the impact of learning is just testing recall. Just because people have learned something does not necessarily mean that they’ll apply it or understand its importance on the job. Real assessment comes from observation, providing feedback, and evaluating results. There are several models to evaluate learning, such as Kirkpatrick’s Four Levels and Phillips’ Evaluation Model. Kirkpatrick’s Four Levels is likely the most commonly known evaluation model, with a four-level program that follows a path of reaction, learning, behavior, and results. The fourth step is the most important, because the results show outcomes and overall effect of the learning in practice. Regardless of the evaluation strategy used, when collecting data, it is also important to use a variety of tools such as surveys, interviews, and analytics to get a full picture. To be competent at evaluating learning impact, the ASTD Competency Study (Updated now to ATD Talent Development Capability Model™)  identifies skills that talent development professionals need to exhibit:• Identify customer expectations.• Select appropriate strategies, research design, and measures.• Communicate and gain support for the evaluation plan.• Manage data collections.• Analyze and interpret data.• Apply learning analytics.• Make recommendations to aid decision making.Measuring learning impact encourages higher-quality work, resource prioritization and allocation, and accountability. Measurement data are invaluable to organizations that are strategically using talent development efforts to achieve growth and efficiency objectives. Competency in evaluating learning impact is imperative to becoming a real business partner in the organization.We’ve assembled some additional resources to explore:• Use analytics to improve your organization’s evaluation of learning. • Discover new ways of measuring learning. • Learn how improving performance management can help learning impact. • Measure learning using evaluation and not testing. • Consider a new way to look at Kirkpatrick’s four levels. • ATD Research: Evaluating Learning: Getting to Measurements That Matter•Evaluating the Impact of Training by Scott B. Parry• For more information on training delivery and other major components of talent development, check out the ASTD Handbook, 2nd Edition (Updated now to the TDBok™ Guide, 2nd Edition). • Take a deeper dive into evaluation with ATD’s Evaluating Learning Impact Certificate Program.

The ATD Talent Development Framework: Evaluating Learning Impact

The Lean methodology is gaining traction in healthcare. Some providers seeing success include Virginia Mason, Denver Health, and the Cleveland Clinic.

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