Peer Review

Catalog of Available Courses and Workshops

Below are the titles of seven online courses and/or workshops that are available from Lowther7, LLC Catalog descriptions, learning objectives, and details for each are provided separately following this listing.

Creating Successful Talent Within Your Firm

Available online or by appointment.

Embracing Sustainability in the Workplace

Online only - Instructor-led.

Simple LMS for Firms and Associations

Available online or by appointment.

Cyber Security for Small Businesses

Available online or by appointment.

Overview of Managing Projects

Available online or by appointment.

Developing Online Courses

By appointment only - Instructor-led.

Contact us about your workshop questions today; we're happy to help!

Creating Successful Talent Within Your Firm

Description:

This workshop provides practical approaches and tools addressing your firm’s professional talent development challenges. Using a 7 step methodology we will address the why, how, and what to do for staffing development. The workshop will cover areas such as graduate development curriculum, technical skills, client presentations, project management, leadership development, and on-boarding, as well as requirements for licensure and certifications. This workshop addressed the "how-to's" about developing and implementing an effective internal firm-wide, professional training and development program.

Knowledge Level:

This program is structure for Practitioners and Advanced levels. This program is for everyone within the firm responsible for effectively matching people to resources needed to achieve the team member’s professional goals while achieving the firm’s strategic and business goals.

Course Design:

This 8 hour workshop is designed to be delivered on-site. This program has been successfully delivered in a firm with multiple offices using a blended delivery approach. The program allows for Q&A and includes a personalized plan of action.

Learning Objectives:

At the end of this program you will be able to:
1. Identify 2 performance elements of your in-house education program in terms of the firm's strategic and business goals.
2. Determine appropriate development method(s) of your firm’s unique technical or design educational content to advance your firms agenda.
3. Differentiate the most effective delivery method(s) for your firm’s top development priority.
4. Define 4 criteria for use of a master evaluation tool that will guide you in continuously improving your program.

This Course is recommended for:

* Individuals and project teams to supplement a design firm's internal curriculum.

Faculty:

Thom Lowther, Ed.S. Has been involved with the professional development of A/E and design professionals for more than 20 years. Thom is currently the owner and CEO of Lowther7, LLC, a small Veteran owned training and consulting firm. Thom has served as the Senior Director of the American Institute of Architects (AIA) Continuing Education System (CES). He managed the AIA/CES Firm Leadership Symposium series and the AIA/CES Award of Excellence program. He served as staff liaison on the Advisory Panel for Professional Development of the Union of International Architects. With the AIA, Thom worked with 43 state licensing boards to establish mandatory continuing education requirements for architects and engineers. As Vice President of Education at the U.S. Green Building Council, he was responsible for the oversight of LEED related education for design professionals. Following the USGBC Thom was the Americas Region, Learning and Development Associate with the global engineering and design firm, Arup. Thom is a contributing author to the PSMJ Resources monthly newsletter and a Jury member for the 2015 & 2016 LearningElite Awards sponsored by CLO Media.

On-site minimum of 10 participants required to book this workshop.
Contact us about your workshop questions today; we're happy to help!

Improve Individual and Team Performance

PerforMore leverages your existing successes, unique strengths and diverse experiences in order to design a personalized roadmap. Our coaching programs are designed and delivered with expert guidance for individuals that have a desire to reach new personal levels of success. This is achieved through the M.A.D.E.S Coaching Model and energy leadership coaching. Energy leadership coaching is a process that develops a personally effective style of leadership that positively influences and changes not only yourself but also those with whom you work and interact.

Develop and Manage Your Own Personal Professional Curriculum

Graphic of a simple curriculum model

Let's start by clarifying that discussing professional curriculum here IS NOT about obtaining quick, technical skills, topic knowledge, or short term learning. Rather, when discussing professional curriculum here IT IS intended as a long term approach to obtaining knowledge and skills with expected outcomes. Usually I suggest that my clients consider at least a 3 -5 year curriculum plan that is reviewed annually.

As a professional development coach, the initial question that I ask my clients, Why do you want to do professional development? Among the more common responses I hear: "€œI need to complete my CEU requirements."€ Usually the individual is referring to a state mandatory continuing education (MCE) state license requirement. They may also need to fulfill CE requirements to earn or maintain a certification - such as LEED. Many respond that they want to stay current within their practice. The important first question of "€œwhy"€ helps the individual better understand their own motivating factors behind pursuing professional development. It also provides direction related to curriculum content and selecting the appropriate delivery methods.

The second question that I ask is "What?"€ By coming up with the answer to what and why, it will help you to create your curriculum outline. Your curriculum should be structured to include the key elements, skills and courses that you intend to pursue. Below is a sample outline of what key elements a professional curriculum might include. (Note: You can substitute by filling in any profession below where indicated)

Core Areas: The general area of focus within the practice of .

Performance Domains: The key areas of practice in the field of including the specific aspects and activities of professional practice.

Curriculum Proficiencies: The skills and abilities needed to perform professional service. What the needs to know to perform successfully within a given area of practice.

While you are considering the elements, skills and courses consider too, your competency level in each. Will the subject and content be new to you? Are you a beginner looking for introduce and awareness material? Are you a practitioner with experience but looking for something new? Maybe you are an expert and have mastered the material and now want to compare your knowledge to your peers.

Below is a sample list of skills and related subject that an A/E/C design professional curriculum might include.

Critical Thinking: Research, data analysis.
Project Management: Project operations, project controls, project delivery.
Practice Management: Business administration: Financial, legal, HR, marketing.
Communications: Written, oral, graphics.
Professional Service: Management Administration, strategic planning, ethics, values.
Technical Skills:€“ Systems technology, BIM, auxiliary/support software.

The third question that I ask is "€œHow?" How would you prefer to acquire the knowledge or skills that will provide the professional knowledge and skills that you are seeking? The answer(s) help the individual to design and shape their own curriculum plan. There are a myriad of options available. Take into consideration of your subject competency level. Then match that to the knowledge delivery methods that that you most enjoy using, that are practical for you, and/or they are affordable. An awareness level program may be as simple as watching a YouTube video or a university open source learning module. For more in-depth knowledge try working with a mentor, a tutor or on-the-job experience. You may find that taking classes on-site, online, or a blend of the two works best for you. Or you may enjoy attending special workshops, symposiums and professional conferences.

There are several methods to track your progress. You can develop a simple spreadsheet. Some of the online education providers are now providing a tracking service if you take their courses. Many firms have a tracking system as a part of their LMS for their employees. And if the record keeping becomes too complex or you just don’t have the time, there is at least one small company that provides a records tracking service for design professionals.

As a final thought, I generally have my clients develop an action plan that addresses how they will meet and manage their curriculum plan. Consider adding this feature to your performance appraisal or having a peer review if you are a single practitioner.

A Situational Classroom: When to use a supporting style

You have now been working with your students for awhile and they are progressing in the subject matter. You notice that they have reached a high level of competence but you also note that the student’s commitment is not consistent and still varies. Think of the individual who has mastered most of the basic skills of drawing and design but is beginning to get bored by the daily routine and repetition of fine tuning the skills that they have already learned. After awhile it becomes difficult to stay focused and committed.

Your current learning objectives indicate that the next level of development is more than individual skills sets that the students have been practicing. The students are consistently demonstrating their mastery of the skills when required. They have grown to the point where they are becoming frustrated by either repeatedly being challenged by you or by challenging themselves. Since the key to successful instruction in the situational classroom is matching the right delivery style to the development level of the student, at the correct time of need, the students are ready to demonstrate their knowledge or skills in front of their peers.

Several excellent ways to engage students at this next moderate level of learning development include group activities such as gaming, case studies and charrettes. The instructors skills need to transform from directing, lecturing, coaching and feedback to one of facilitating, listening, praising and providing constructive feedback. At this stage of the students’ development the student interacts with peers demonstrating their knowledge and/or skill. The instructor stays involved but at more of a distance observing and guiding. For online instruction, chat rooms, discussion groups and designed group learning activities can provide similar results. For the instructor, using a low level of directive instruction along with high supportive behavior and feedback, the instructor is using a supporting style of delivery correctly.

For individuals who wish to refresh their knowledge or who want to learn more about situational leadership, the basics upon which this learning approach is based, visit Wikipedia or read the book, Leadership and the One Minute Manager authored by Dr. Ken Blanchard.

Learning Objectives Simplified: Check out the New Bloom’s Taxonomy Tool

Candle Flame

The tool is simple, easy to understand, and easy to use. If you are the course designer, a trainer, an instructor, or the firm's Learning and Development Coordinator, Manager, Director or the CLO - this tool will make your professional life a little easier. If only this tool had been available during the past 30 years.

I would like to thank the Center for Excellence in Learning and Teaching (CELT) at the University of Iowa for posting on their website the Model of Learning Objectives. This model was created by: Rex Heer, Iowa State University.

Sharing this tool with my professional peers who are working in the A/E/C design industry, this is probably the best gift I can offer for the New Year. Try it for yourself; I think you will like it.

Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom’s Taxonomy of Educational Objectives.

If you have trouble accessing the interactive Flash-based model the content is available in a text-only table.

Evaluation and Improvement – The 7th key to quality continuing education for product manufacturers

For the product manufacturer the 7th key towards providing quality continuing education is to evaluate each course upon completion and use the results to continually improve the course. Michael D. Perry, Hon. AIA,is the Vice President Government Sales and STAMP and is currently with Simon Roofing/SR Products. Michael has been a long time advocate of holding the product manufacturer accountable to the highest standards of developing and providing continuing professional education to design professionals. In an effort to improve continuing education quality standards for the design industry Michael was the first to support the AIA Continuing Education System Award for Excellence. He was also responsible for launching the AIA/CES Firm Symposium which assisted firm leaders in the establishment of industry standards for internal professional development programs that relied heavily on support from product manufactures. According to Michael, “professional development and continuing education is all about constant improvement. The only way to measure the impact of the message you are delivering is to conduct an evaluation at the end of a program. This process is essential not only for the content of your message but also for the quality of the presentation. Without good feedback from the course attendees you will never know if the information is beneficial and if your methodology of delivering the information is leaving the audience at the altar.”

David deBear, CTC, CSI, is the National Construction Service Manager and works for Custom Building Products a product manufacturer and a long time registered continuing education provider. Under David’s leadership Custom Building Products was a multi – time winner of the AIA/CES Award for Excellence. When I recently asked David to reflect back on contributing factors to winning the award he share this story with me related to what he called a more technical related course. David stated that he received one evaluation where the participant thought the topic was relevant but that the course was confusing. David indicated that the course had been receiving mixed reviews and not consistently delivering the intended message. This one evaluation was more critical and more specific. In summary the participant stated that they could not follow the story the topic was covering and that it was confusing. With the specifics provided by this particular participant as well as comparing statements from previous evaluations, David realized that the company needed to bring in a curriculum specialist to restructure the story line. The curriculum specialist reorganized the content and to follow the story line so that it was not confusing. The curriculum specialist added a summary of key points so regardless of the knowledge level of the participant, information was received. David said that after the adjustment, participant satisfaction with the course increased dramatically.
A Product manufacturer that offers continuing education in any industry needs to build a system that continually evaluates all of their courses. Catch the evaluations immediately on-site, do not rely on the internet for feedback for on-site courses. Focus on items such as content, instructor delivery and methodology. Use the information you collect to continually improve your program and courses and to build upon your reputation as a product manufacturer that offers reliable quality education.

Evaluation and Improvement – An association’s 7th key to quality continuing education

Does your association have participants evaluate each of courses upon completion? Does your association provide evaluations because it is expected? Does your association require course evaluations from each participant before certificates or credit is awarded? Does your association have a systematic approach to annual or semi-annual review of the overall education program? In order to establish a quality education program you should have answered either yes, or working on it to all of these questions. And, if your answer is yes to any of these questions, what do you do with all of that information once it is collected?

I am amazed at how many associations go through all the time and effort to provide some type of evaluation form for participants at the end of the session then do little to even collect the results. At a minimum, the collected information should be used to improve the course content, format, instruction, delivery, and promotion. It should not be used just to determine if participants liked the food, liked the instructor, and that the temperature of the room was OK.

Your association should build a system that continually evaluates all of the courses upon completion. At a minimum you should share all of the information in a detailed summary with your education advisory committee, your faculty, and your staff. Use the information you collect to continually improve your program and courses and to build upon your reputation as an association that offers reliable quality education.

Learning Resources Network (LERN)

Learning Resources Network (LERN). We are an international association of lifelong learning professionals offering information and resources to providers of lifelong learning programs.

If you or your organization is engaged in providing any kind of lifelong learning program, LERN can provide you with practical, how-to information not available anywhere else.

LERN members and customers are engaged in a variety of programs, including: