Guest Blogger: Asma Hashmi

In a recent trip to various cities in Europe, including Paris, Brussels, Amsterdam, and London, I learned that  European countries have laws protecting employee rights, even if employees aren’t doing work that’s up to par.  Employees cannot simply be written up – a series of things needs first, which protects them from being immediately affected. In the name of social responsibility, European laws favor the employee to a degree that many Americans would consider unusually advantageous.

Established in 1973, the Europe Trade Union Confederation (ETUC) has defending European employees and is concerned about the social responsible employers and their overall impact on society.  For European employers, it’s not as easy as initiating an employee performance program without taking ETUC laws into consideration.

Unlike theUS, where steps in performance improvement can be taken without going through a detailed process, it seems the ETUC protects its employees and their job security in a way which may seem to negatively impact their performance.  Surprisingly, performance is not a legal criterion for selection inEurope.

According to the 2002 paper “Quality of Work and Employment in Europe Issues and Challenges” by the European Foundation for the Improvement of Living and Working Conditions, it appears that quality is becoming a more important issue, versus the mere quantity of work delivered.  This paper focuses on promoting performance quality, meaning:

1. career and employment security;
2. maintaining and promoting employee health and well-being;
3. developing skills and competency; and
4. reconciling work and non-work life.

One of the organizations I visited  in Paris is undergoing a merger, in which two large airlines will begin a talent assessment process to determine redundancy.  When I asked whether performance and quality of work is a factor in the decision, the answer was a quick no.  Employment laws in Europe and unions agreements decide employment based on seniority, number of children, etc.  In other words, the longer an employee has been with the company and the more children he or she has means the company is more obligated socially to retain that employee, as opposed to another employee who hasn’t been working there as long or is single.

Another financial organization I investigated is using 360-degree feedback to assess employees.  Although they can’t directly use the results for evaluation, the idea is to improve performance and use the data for developmental purposes.  This organization indicated that European employment laws prohibit use of 360-degree feedback a form of performance evaluation, specifically to determine employee retention based on performance.  Rather, 360-degree feedback is intended to develop skills individually.

The question comes back to how European employers ensure their employees are fulfilling their obligations or developing into better workers, where employment laws and unions favor employees.  Is it right to assume that employee quality should only be considered before offering a job, or should other criteria be introduced to help develop the workforce?

It will be interesting to see how the future shapes these laws and what criteria will influence them, as well as their success in promoting social responsibility.

References:

Eurofound, ‘Quality of Work and Employment in Europe– Issues and Challenges’ 2002 (http://www.eurofound.europa.eu/pubdocs/2002/12/en/1/ef0212en.pdf)

What do think of these laws?  Do you think they go too far in favoring the employee?  Should similar laws be introduced in the US?

By Kirsten Blom

After conducting a needs analysis for a client, what’s the first thing you think about when starting the design process? Aside from figuring out “nice to have” vs. “need to have” for a performance invention, ask “are there existing resources that can be leveraged?” One aspect of an effective Human Performance Improvement (HPI) Consultant is not to reinvent the wheel when a client has existing resources that can be leveraged for performance solutions. That doesn’t mean the components of an intervention already exist and don’t need to be developed – but that a company may already have the resources available without additional cost.

I recently implemented a blended training solution for a gap in a Project Management curriculum that used existing resources at no additional cost. The organization that managed the curriculum was using training licensed by a vendor for a resolving conflict topic. They employed an internal facilitator who was certified by the vendor to deliver the content, and bought training materials for each participant that went through the workshop. The facilitator left the organization and the budget was cut, so they didn’t have the money to certify someone else.

The organization needed a solution they could sustain that was cost effective in the process. Since the original content was licensed, we started from scratch and looked into resources that the company had available. Using existing eLearning modules in our Learning Management System, I found content that could provide a fundamental skill-set for resolving conflict. These eLearning modules were available to all associates, so we didn’t need to develop new content. By working with dedicated project managers, I also came up with scenarios and best practices that applied to “real life” resolving conflict issues in the organization. The final touch included a blended approach of e-Learning and virtual instructor-led content that had a time commitment of three hours, which was shorter than the original workshop. Since the instructor-led content focused on scenarios and best practices that applied to the organization, the workshop can be facilitated by a manager or anyone else who takes responsibility for the curriculum.

Has this need been addressed before?  If so, what type of intervention was used? Is there a strategy or content that can be leveraged? Why didn’t it work the first time?There are many questions that HPI consultants can ask a client during the analysis stage. To help identify existing resources that may not have been addressed in the analysis stage, here are some additional questions to pose before the design stage:

• Does the company have existing content or contracts with vendors? Who are the best contacts for gathering this information?
• Are there experienced people in the organization who can be subject-matter experts
  (SMEs) in the topic area? If so, are they available so their knowledge and best practices can be leveraged for the intervention?

Depending on a company’s size, some will have more resources available for associates than others. It’s important as an HPI Consultant to get an understanding of any existing resources in an organization that associates can use to develop their skills. Also, by leveraging non-licensed industry templates and standards, content can be built by using the organization’s SME knowledge base. These internal resources could apply to a variety of performance interventions to cut costs. Here’s an article discussing human capital and leveraging knowledge management.

Questions to think about:

Have you ever created a performance intervention using existing resources in an organization? If so, were additional costs involved? How could you have cut costs further?

As a HPI or T&D Consultant, how can you leverage non-licensed industry resources for an intervention?

“That’s just school!” A statement expressed numerous times by numerous individuals for numerous reasons. I’ve certainly heard it. My guess is that you have, too. You may have even said it yourself, “That’s fine, because there are times when that is exactly the right thing to say.” There are other times, however, when that is exactly the wrong thing to say, because school—formal education—provides us with tools for the ‘real world.’ Let’s look at an example.

This webinar was held more than a week ago, and I am still waiting for my response. During webinars, the volume of questions can often become overwhelming, but those questions are generally posed using the general chat feature. I purposely sent the question to just two individuals using the private chat feature. To give these folks the benefit of the doubt, they may have simply gotten busy and not noticed the question. Further, there may indeed be a valid, reliable source for this ‘fact.’ So, what exactly is the problem?

In school, especially in graduate school, we cannot present a ‘fact’ such as “Distractions increase learning time by +30%” without an accompanying citation. In the example, the facilitator could have avoided this dilemma by simply including a citation supporting the ‘fact.’ Providing evidence for facts ensures that our audiences can confidently repeat them.  In most areas of business, practitioners are expected to provide evidence for facts and inferences (for example, sales projections).  We in T&D/HPI need to hold ourselves to the same standards. Don’t dismiss “Says who?” as “That’s just school!”: use it liberally when attending presentations and when reading articles in trade journals. In fact, be wary of “That’s just school!”

One final note: facts not supported by evidence tend to take on a life of their own; they get repeated and changed. This can become a cycle of dis-information. Think about the oft-posited statement that Inuits (formerly Eskimos) have several words for ‘snow.’ The fact is, they don’t.*

What are your thoughts about evidence-based learning in the workplace?  Is there a popular T&D/HPI ‘fact’ you’ve heard that needs to be verified?

*http://en.wikipedia.org/wiki/Eskimo_words_for_snow

In the past, technology was for e learning designers and not part of the required skill repertoire for trainers, OD practitioners, HPI professionals, and the rest of us.   But today and in the foreseeable future, skill in technology usage will be not only a “nice to know” but an essential component of workplace learning professionals’ and educators’ basic skill set.  In order to continue to do our jobs well, we need to make sure that we are “techno-literate” and have mastered a variety of software and applications that make us an essential part of the workforce of tomorrow.  Here is a list of competencies and essential tech tools that are needed not only by those working in e learning or instructional technology, but by everyone in our field.

• Communicate virtually in writing.  Organize and manage e-mail, prioritize response time, communicate clearly and concisely in writing with minimal grammatical error, and choose the appropriate words and tone.
• Work collaboratively:  Ability to work with others virtually using simple document sharing applications like Google Docs or file sharing applications like  iCloud or Live Mesh.
• Use basic software packages.  Utilize Word, Excel, and PowerPoint (or similar) to create documents that are visually, grammatically, and numerically clear, visually appealing, and correctly formatted.
• Use images to communicate visually.  Use image management and editing and capture software to enhance comprehension and clarity. This might be the free Snipping Tool that comes with Windows or a commercial package such as SnagIt from TechSmith.
• Have a social networking strategy.  Create a cohesive and professional virtual profile using appropriate social network tools including LinkedIn, Facebook, Twitter, and other appropriate tools. Remember to keep your personal life separate from your professional life.  Many people use LinkedIn for professional networking and Facebook for personal networking. If you choose to use Facebook in your professional life, keep a separate Facebook account for your personal life.
• Synchronous Virtual communication.  Select and utilize appropriate virtual communication tools such as Adobe Connect, WebEx, Go To Meeting, Skype, Face Time, and various conference calling packages.  Some free tools, such as Google Talk/Chat and Yahoo Messenger provide a spectrum of options, from instant messaging to audio chat to video chat.
• Develop electronic information:  Using basic tools like Screenr, Jing (from TechSmith), iMovie, Sound Cloud, and advanced tools such as Adobe Captivate.

What are your thoughts about techno-literacy?  Could you add to, change, or edit this list to improve it?

Date: Thursday, April 19, 2012
Time: 9:00 AM Pacific / 12:00 PM Eastern

When rolling out virtual training to your workforce, how can you ensure it goes smoothly?

Join Training magazine on Thursday, April 19, for this complimentary Webinar, sponsored by GoToTraining, and learn proven practical tips for implementing virtual training in your organization.

Follow this link to register for this complimentary Webinar, Virtual Training Implementations: Preparing for Success.

Whether you have a blended program for a large global audience or a single synchronous session, join Cindy Huggett, author and CPLP, as she shares strategies for to get facilitators ready and participants on board.

Attend this live Webinar to discover:

• 3 things you must do in advance of a virtual training rollout
• Best practices for preparing participants and facilitators
• Action plans for your next virtual training implementation
• And more . . .

Register for this complimentary Webinar today!

WEBINAR SPEAKER

Judith Hale, President of the International Society for Performance Improvement (IPSI), and other industry experts will host round table discussions. Topics include:

• Mapping A Career Path: From degree to career
• Get Hired: What employers are looking for when hiring OD professionals
• How Do I Use this in the Real World?  Taking OD, ID, and HPI out of the classroom and into the workplace
• Performance Improvement Consulting: Two sides of the coin

 Please RSVP by emailing Tara Hawkins thawkins@roosevelt.edu

The United Way is looking for the following volunteers:

- volunteers to perform a Needs Assessment on their T&D/talent management program (highest, #1 priority)

- volunteers to develop Level 1 evaluation surveys and an overall evaluation plan for the T&D department

- volunteers to create/deliver leadership/management training. project management training, and Train-the-Trainer training

- volunteers to develop related job and training aids

- volunteers to assess what ILT courses they may be able to convert to webinar format

Interested volunteers should email ccastd.community@gmail.com and attach a resume, specifying which opportunities they are interested in.  If they have questions, they should also email me, or they can call me at 847-722-9142.  Time commitment on these positions will be hashed out with the co-chair of the T&D committee at United Way once some potential volunteers are identified and we can all meet/hold a conference call to work out the full details. 

“Keep your eyes open for new ideas and information about what is going on in the field of training and development”. This is a sentiment that I have heard many times and expressed myself on more than one occasion, but sometimes it still catches me by surprise where useful information can be found. Such as when I ran across an article on team building in an Alaska Airlines in-flight magazine (page 92).

Dream Teams, creative group activities help foster a collaborative spirit by Rob Lovitt covers the basic ideas behind team building and supplies profiles of a few companies that run team building retreats or events that are available.

By Mauricio Palli

When working on an assignment for TRDV 499, I stumbled on a few articles online that explored the idea of mind mapping and how it can increase student success rates while promoting engagement. I found this topic interesting, so I decided to research it a bit more. I found a pretty neat article via the Robert Morris Teaching Institute Lounge page (Click here) . This particular article explained how mind mapping is a learning technique that allows the student to explore different concepts while connecting them to create a bigger idea. Moreover, this behavior promotes higher-level critical thinking skills, and allows the student to think outside of the box. I also found the idea of using pictures in a mind map intriguing.

Let’s backtrack a minute to find out more about the individual who is responsible for this interesting and creative idea: author and educational consultant Tony Buzan. Tony came about this idea by studying how the mind works when looking at an idea or problem. He says “a mind map is a thinking tool that reflects externally what goes on inside your head”.

Mind mapping can be fun and exciting. One starts in the middle of a blank sheet of paper. In the middle of the sheet, you write down the main component or idea. This idea can be a new plan, a problem, a challenge, and so forth. Then you connect main branches to the main idea. These main branches can then be broken down into sub branches. According to Tony, these branches are curvy rather then straight because he believes that the brain focuses on one idea, which then explodes into multiple solutions or procedures (Click here).

Here is another example of a mind-mapping worksheet: 

Tony has been able to use his idea to develop a multi-million dollar industry, featured on his two websites. He is also the inventor of iMindMap5, which is a software package for developing unique mind maps. This software can be used on a PC, laptop, tablet, and even smartphones. Tony has also worked with multiple industries to show how mind mapping can work in the education, training, business, and corporate fields.

Now that you have a bit of background information regarding mind mapping, let’s revisit my findings on how this tool can be used for learning. Apparently, this important component allows students to recall information they were thinking about when creating the mind map. Many students at almost all levels are using this particular idea to assist them when working on a project or paper. Plus, creating a mind can lead to the engagement part of learning between students and groups. In a training session, one can use mind maps to create department unity. This can also lead to individuals working together to solve a problem or innovate a new concept.

There are a ton of free resources out there for instructors to use. There are also a few pay sites where you can design and purchase your very own mind map tool and tailor it for your class or lessons – if you have room in your budget. I also found a pretty cool video on YouTube (Click here) that explained visually how to create a mind map, featuring actual examples.

Overall, mind mapping is a great tool because it can connect multiple areas in the spectrum of learning. For more information on Tony Buzan’s ideas and software, visit his websites at:

http://www.tonybuzan.com/

http://www.thinkbuzan.com/us/

Watch their video and take their Learning Organization Survey to test how well your organization is doing.  Their survey is also a fine example of an OD assessment tool.  If time allows, read their article which discusses their survey and its uses.

What are your thoughts about learning organizations?  How might organizations reinforce the building blocks of the learning organization (supportive learning environment, learning processes and practices, and leadership that supports learning)?