Category Archives: 2016

Training Superglue: Design elements that make learning stick

Are the following statements about learning true or false? The best way to learn from a textbook is to read it over and over. Learning material is retained if it is easy. Practicing a skill over and over leads to successful performance. Creativity is more important than knowledge. Testing is an ineffective learning tool. You might be surprised when you check

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Positive Psychology: Shifting from what’s wrong to what’s right

In the field of training and HPI, we often spend a great deal of our time and resources finding out what’s wrong with individuals and organizations, but what if we shifted our assessment to also consider what is right? Two clinical psychologists created a movement when they asked psychologists to shift their view of therapy from pathology to potential. The discipline of

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TRDV Student Wins ATDChi Award!

We’re sending out warm congratulations to TRDV student and graduate assistant Niké Basurto. Niké was chosen for the ATDChi 2016 Dr. Deb Colky Workplace Learning and Performance Student Award. The award, named in memory of a previous TRDV Program Chair, recognizes an exceptional student studying in the area of workplace learning and performance. Award recipients exhibit many of Deb’s qualities,

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TRDV Alumna Wins Award

TRDV alumna, Nicole Hajdrowski, has been named the 2016 Chicagoland Learning Leader of the Year by Caveo Learning. Nicole graduated with a Master of Arts in Organization Development in 2009. The Chicagoland Learning Leader of the Year award honors the ideal of a modern learning leader—thoughtful and strategic, willing to question the status quo, and most importantly, aligned with the

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ADDIE: Relic or Still Relevant?

Prior to starting the MATD program at Roosevelt, most of my training and organizational experiences came from someone at work saying, “Hey, we need this. Can you do it?”. Therefore, I’m constantly grilling, er, speaking with instructional design professionals about their experiences.  One theme that has come up frequently in these discussions is that the ADDIE instructional design methodology is

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Work Backwards & Define Results First: Measuring Informal Learning Strategically

by Tom Ford, MATD candidate Informal learning is one of the greatest learning tools of the 21st century and also one of the biggest headaches for the modern trainer to evaluate effectively.   Kirkpatrick’s  4 Levels of Evaluation (Reaction, Learning, Behavior and Results)[1] offers a starting point for tackling this problem but lacks a clear implementation framework.  The problem is further

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LinkedIn Groups: Are you in?

LinkedIn Groups: Are you In? by Vince Cyboran, Ed.D. There are a variety of reasons to join LinkedIn, such as networking, job hunting, or keeping up with colleagues from former jobs. But some people also use it for learning, and by that, I mean informal and incidental learning. Much like subscribing to trade publications—think Chief Learning Officer—you can browse the

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