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International best-selling author Shawn Achor is one of the world’s leading experts on happiness, success, and potential. His research has graced the cover of Harvard Business Review, and his TED Talk is one of the most popular of all time, with more than 17 million views. Shawn spent twelve years at Harvard before bringing his research to neary half the Fortune 100, as well as places like the Pentagon, impoverished schools in Africa, and the White House. His research has also been published in top psychology journals and featured in the New York Times, the Wall Street Journal, Forbes, and Fortune. His interview with Oprah Winfrey and his PBS program have been seen by millions. He now serves on the World Happiness Council and continues his research.Achor also partners with the nternational Thought Leader Network. For over two decades, ITLN have worked on the forefront of organizational advancement in collaboration with the world’s most distinguished thought leaders to deliver big ideas and best practices to a global workforce. ITLN, in partnership with Shawn Achor, assists organizations around the world in bringing happiness research to life at work and in education . . . through research partnerships, training, and large-scale interventions. The Happiness Advantage │Orange Frog Workshop™ www.OrangeFrogExperience.com and its accompanying parable by Shawn Achor, The Orange Frog, are designed to deliver key lessons from The Happiness Advantage while also serving as a rallying language for teams, organizations, and individuals to provide the foundation for sustained positive behavioral change. This change is linked to core work routines and best culture practices, supporting desired business results and educational outcomes.Today, ITLN and Achor have created the largest and most successful positive psychology training for organizations and educators in the world. Their work impacts every dimension of human potential performance, intelligence, creativity, leadership ability and health – in an increasingly interconnected world where our biggest potential lies in our ability to influence others.

Shawn Achor

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At all levels of government (local, state, and federal), the notion of shifting talent management practices to be more skills based has been discussed for years. For just as long, agencies have understood that making this shift successful would require not only a shift in process, but also the technology that supports learning and performance management processes. In this blog, we’ll discuss the differences between “skills” and “competencies,” the benefits of skills-based talent management practices for agencies and workers, and best practices for skills technology adoption. What Are the Differences Between Skills and Competencies?Skills often refer to single proficiencies possessed by an employee, often gained through training and experience. There are both “soft skills” such as emotional intelligence, or “hard skills” such as proficiency in a foreign language. Skills and skill proficiencies may be identified by an employee’s manager or peer, or even the employee themself. Attributing skills to an employee is typically done in a less formal manner than competencies.Competencies are often used to refer to an overarching group of skills, knowledge, behaviors, and attitudes that an employee should possess to be successful. They may be specific to a role or apply across an entire business and are used by organizations in formal performance review processes to set expectations for job roles and levels.Skills Are Integral to HR Digital TransformationAccording to the Academy to Innovate HR, HR digital transformation refers to the digitization of existing HR operations to optimize business processes and enhance employee experiences. Many public sector agencies are well under way in transforming their HR processes, and skills are integral to continuing this effort forward. And for good reason! There are many benefits to moving toward skills-based talent management practices. From an agency perspective, skills-based practices can help:Increase Employee Performance and Satisfaction. Research has shown that employees who are provided with ample learning and growth opportunities are more likely to be actively engaged in their work and report higher levels of job satisfaction. Agencies can leverage skills and skills-related technologies to enhance their learning and growth opportunities by tailoring their catalog to the skills employees are looking to develop and providing training on skills needed for a specific job. Doing so enables the upskilling of the public sector workforce as well as increased employee performance and satisfaction.Improve Workforce Planning and Agility. As technology continues to advance , some jobs are becoming obsolete while others are growing to require more advanced or different skills. This has led to an increased demand for upskilling and reskilling within an organization. By implementing a skills taxonomy and leveraging skills-first strategies, public sector agencies can remain adaptable and stay on top of these changes. Improve Recruiting and Hiring Outcomes. Skills technology makes it easier for recruiters to identify candidates with specific skillsets needed for a job. In addition, it enhances recruiters’ ability to hire and promote internally, fill vacancies more quickly, and retain the company’s top talent and highest performers.From a public sector employee perspective, there are also many benefits to skills-based talent management practices including: Tailored Growth and Development Opportunities. With effective incorporation of skills into learning and development initiatives, individual employees benefit from tailored growth opportunities based on their current skillset and skills they wish to develop. For example, if an employee indicates their desire to enhance their written communication skills, they may receive automatic recommendations for training to take within the learning management system (LMS). By interacting with skills functionality, employees can help find the training they need to succeed and grow in their careers.Upskilling Within a Current Role. According to a LinkedIn study, 48 percent of workers would consider changing jobs just to update their skills. For many, being able to upskill within their current role is an incredibly enticing reason to stay in their current job and avoid the stress of needing to look elsewhere.Expertise Development in New and Emerging Fields. Expertise can increase the value of an employee within the workforce exponentially. Skills technologies enhance employee development, ultimately leading to more experts in burgeoning skillsets and fields.Best Practices for Skills Technology AdoptionBuild a Skills TaxonomyTo implement skills-based practices within an agency, a skills taxonomy should be created that identifies the skills required within that agency, as well as skills already possessed by the workforce. The taxonomy can be expanded by associating critical skills to different job roles and outlining how skills relate to each other.Encourage Employee InvolvementEmployee involvement is critical to successful skilling strategies. Ensuring employee buy-in early in the process will enable agencies to get the most from skills-based functionality and technologies. Also, employees will need to interact with the skills taxonomy to get the most from it. From identifying the skills they possess, to assessing the proficiency of a direct report, employees’ use of skills functionality like the taxonomy will vastly increase its effectiveness. Embrace ChangeImplementing skills-based talent management approaches within a public sector agency may seem like a daunting task but embrace the change! Help employees understand how the change will benefit them individually, as well as the agency, and convey that it’s something to be excited about.

The Importance of Skills-Based Talent Management Practices for Public Sector Organizations

Imposter phenomenon, also often referred to as imposter syndrome, can surface across every industry and at all levels. It’s the internal belief that we’re not good enough, not adding enough value, not truly qualified for the roles we hold, or that we won’t be able to handle the challenges ahead. This persistent self-doubt can undermine confidence and performance and significantly disrupt productivity, even in the most capable professionals.According to Korn Ferry’s 2024 Workforce Global Insights report, 71 percent of US CEOs report experiencing symptoms of imposter syndrome, a reminder that feelings of self-doubt and inadequacy aren’t limited to early-career professionals. In fact, the report highlights that imposter syndrome tends to grow stronger as individuals rise through the ranks, affecting leaders from supervisors to the C-suite.Coaching is one of the most powerful tools leaders can use to help their teams manage imposter syndrome and unlock higher performance. Coaching has been shown to reduce self-doubt and feelings of inadequacy by up to 40 percent (Journal of Behavioral Science, 2011).Once imposter syndrome is recognized, it’s important to develop an intentional plan to address it. Coaching through imposter syndrome isn’t just helpful; it’s a core leadership skill. When team members doubt their abilities, leaders have an opportunity to shift that narrative through thoughtful, meaningful conversations. The following one-on-one coaching questions are designed to help team members reframe self-doubt, reconnect with their strengths, and move forward with clarity. Organized into four practical stages—Awareness, Intention, Options, and Action—this framework helps guide meaningful reflection and support lasting growth.AwarenessAwareness begins with helping individuals recognize and name what they’re feeling. Imposter syndrome often thrives in silence, with many high performers not realizing their self-doubt has a name. By giving language to the experience, leaders normalize it and create space for growth.Potential Coaching Questions:When do these feelings of self-doubt tend to show up?What types of situations tend to trigger these thoughts for you?What do you typically do when these thoughts show up?How do these thoughts affect your confidence or performance?What would a trusted peer or mentor say about your performance in this area?IntentionIntention is about clarifying how someone wants to think, feel, or show up differently. It shifts focus from self-doubt to possibility, setting a meaningful goal that provides direction and purpose, not just a way to escape discomfort.Potential Coaching Questions:How would you like to feel in this situation instead?What would confidence look like for you here?What’s important to you about showing up differently?What would it mean for you to trust your experience or abilities?What does “success” look like?OptionsThis stage is all about possibility. It invites the person to consider different strategies, perspectives, or support systems that could help them shift their experience or behavior.Exploring options provides flexibility and choice, reminding people that they’re not stuck.Potential Coaching Questions:What have you done in the past that helped you move through doubt?What are some different ways you might approach this challenge?What support do you need?If you had full confidence, what would you do?Action Action focuses on helping the person choose one attainable next step that builds momentum and confidence. Imposter syndrome often leads to overthinking or avoidance, so taking action reinforces a sense of capability, turns insight into movement, and reminds the person that progress is possible.Potential Coaching Questions:What’s one small action you can take this week to build confidence?What will you do to challenge the inner critic the next time it shows up?How will you check in on your progress or growth?Who can support or encourage you as you take this step?How will you celebrate success?Want to learn more about the power of coaching? Join us at the ATD Coaching Conference for our session, “The Power of Practice: Making Coaching a Habit” (coachingconference.td.org/agenda/) on Wednesday, August 20, from 1:30–2 p.m. ET.

Coaching Through Imposter Syndrome: A Four-Step Framework

We’ve all seen something and thought, “Wow, that looks like more effort than it’s worth.” Whether it’s six-pack abs or the all-time high score on Candy Crush Saga, we’ve all thought it before. Usually, we’re right. Sometimes, though, it’s harder to determine if something is worth the time and hard work. When it comes to choosing whether to continue your education beyond a four-year degree, it becomes especially difficult to assess whether reward outweighs effort. If you’re a talent development professional, a master’s degree can have a huge impact on your career—it may help increase your pay, support you in the field of instructional design, and help you network with peers.A master’s degree also represents a substantial investment of time and money, and not everyone can or should pursue a one. When making your decision, it’s important to consider all pertinent information. We’ve compiled a few facts about master’s degrees and talent development to help.This graph from ATD’s 2015 compensation and benefits report, which surveyed more than 2,000 talent development professionals in the United States, shows just how frequently talent development professionals hold master’s degrees. Nearly half the industry, at 49 percent, holds a master’s degree or above, and another 10 percent have completed at least some postgraduate education. Many of the latter group will likely go on to finish their degrees and join the ranks of those already holding master’s and doctorates.Of course, a lower level of educational attainment won’t preclude you from having a successful career in talent development. More than 40 percent of all talent development professionals haven’t completed any postgraduate education, including many in leadership positions. That said, holding a master’s can still increase your pay under the right circumstances. According to ATD’s 2015 salary report, having a master’s does increase your chances of making $70,000 or more a year. Considering that nearly 40 percent of talent development professionals earn less than that, investing in a master’s can pay off, particularly in the field of instructional design.More than 40 percent of instructional designers hold a degree in instructional design or a related field, according to Instructional Design Now: A New Age of Learning and Beyond, a 2015 research report from ATD and the Institute for Corporate Productivity. As shown in the graph above, more than 80 percent of people who hold a formal degree in the field believe it plays an important or very important role in supporting their careers. Also, instructional designers as a whole represent a highly educated group. Overall, 87 percent of instructional designers hold either master’s degrees or doctorates in some field.Wondering if a master’s degree in instructional design or another area of talent development is right for you? ATD L&D Degree Directory currently lists 279 master’s programs in talent development and related disciplines, and even more bachelor’s and doctorate programs.Like what you see here? Follow ATD Research on Twitter (@atdresearch) for the latest statistics, news, and trends in the talent development industry.

ATD Research Explains: The Upside of a Master’s in Talent Development

In the morning, do you reach for a favorite coffee cup or select an attractive outfit to wear to a meeting? Did the sleek and modern design of your smartphone influence your buying decision? What about your go-to websites? Are you drawn to the ones that are attractive and well-designed rather than those that are cluttered and difficult to read? You would probably agree that the visual design of a product influences your choices and buying decisions. And you most likely know that people prefer to use attractive products rather than poorly-designed ones. But you may not realize the extent to which design can impact a person’s emotions, which in turn affects how people think and learn. A Common MisconceptionMany of us have a common misconception—fueled by outdated science—that emotions and cognition are two independent functions. At one time, researchers were certain that cognition and emotion operated as two separate systems. Underlying this theory was the idea that emotions and feelings were a lower order function as compared to higher order rational thinking.Current research has basically done away with these older theories. We now know that emotion and cognition are interdependent. Emotions are crucial for quickly assessing a situation and for making decisions. There is also much data to show that positive emotions are particularly important for learning, solving problems, creative work, and innovation. This is because positive emotions, in most circumstances, enable more flexible and adaptive thinking (Isen, 2002).Aesthetics Evoke Positive EmotionsAlthough instructional design typically focuses on the cognitive aspects of learning, a new line of research is now exploring the affective dimension too. Known as “emotional design,” this research looks at the ways a learner’s feelings and mood can influence motivation and learning results.One obvious way to influence people is through visual aesthetics, or the appreciation of an appealing design. Thus, the importance of visual design in learning is gaining in stature and will become increasingly important in years to come. Initial research has already shown that evoking positive emotions in learners through an attractive visual design (layout, colors, imagery, etc.) can help facilitate a successful learning experience (Plass et al., 2014).As a learning experience designer, this presents new opportunities for success. It means visual design is another channel for reaching your audience and influencing learning outcomes. It means that by making e-learning courses, training slides, and other materials visually appealing, you may be able to increase motivation and enhance the learning process by influencing the learner’s emotions.Some Ways Aesthetics Can Enhance LearningHere are four of the many ways that aesthetics can evoke positive emotions and in turn, facilitate learning.Enhanced Value. People make rapid judgements based on sensory input and are instantly attracted to aesthetically pleasing objects, while rejecting those that are unappealing. Learners quickly judge the materials they use in a similar way. Not only do well-designed materials increase the appeal of the learning experience, learners will be more likely to judge the materials as credible and valuable. And perceived value is an important factor to adult learners. Increased Motivation. When learners experience positive emotions (which can be evoked through an attractive visual design), it can foster intrinsic motivation or the desire to learn without an external reward (Heidig et al., 2015). In addition, with an attractive design, the learning tasks are perceived as less difficult when compared to a neutral design (Um et al., 2012). Avoidance of Negative Emotions. One factor of an appealing design is its usability or how easy it is to attain one’s intended goal. In multimedia course design, the goals will vary according to task—navigating, playing videos, completing exercises, and taking tests, for instance. A design with a pleasing aesthetic will have the simplicity required to enhance task completion. It will help users avoid the negative emotions associated with poor designs, such as frustration and dissatisfaction, therefore enhancing the learning experience. Perceived Ease of Use. In the groundbreaking book, Emotional Design: Why We Love (or Hate) Everyday Things (2005), author Donald Norman demonstrated the significance of aesthetics. He presented research showing that people perceive well-designed objects as user-friendly. In one experiment with an ATM machine, subjects perceived the attractively designed screen as easier to use than the unattractive screen design, even though both had the same buttons and functionality. Visual aesthetics enhanced the user experience. Considering how we are influenced and impressed by beautiful designs, it’s not surprising that aesthetics can have a significant impact on cognition and learning. By improving the visual design of e-learning courses, slides, learning portals, and similar learning tools, you can have a powerful effect on the learning experience. And isn’t that a common goal of learning professionals everywhere? For more visual design tips from Connie, check out her new book Visual Design SolutionsReferencesHeidig, S., Müller, J., & Reichelt, M.  Emotional design in multimedia learning: Differentiation on relevant design features and their effects on emotions and learning. Computers in Human Behavior, 44, 81–95, 2015. Isen, A. Missing in Action in the AIM: Positive Affect's Facilitation of Cognitive Flexibility, Innovation, and Problem Solving. Psychological Inquiry, 13(1), 57-65, 2002.Plass, J., Heidig, S., Hayward, E., Homer, B., & Um, E. Emotional design in multimedia learning: Effects of shape and color on affect and learning. Learning and Instruction, 29, 128–140, 2014. Um, E., Plass, J., Hayward, E., & Homer, B. Emotional design in multimedia learning. Journal of Educational Psychology, 104(2), 485–498, 2012.

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