IIDA

International Interior Design Association

With So Many MOOCs How Can Associations and Non-Profit’s Compete?

Laptop Computer photo from Flickr Commons

Massive open online courses or MOOCs are challenging and disrupting the traditional models of higher education and the practices of corporate learning and development.
In a recent article, Here Come the MOOCs, by Frank Kalman (Chief Learning Officer, January 2014) Mr. Kalman writes about the impact of MOOCs and the influence they are having on corporate learning. I will add, if the corporate world has to adjust to MOOCs, so too will professional and trade associations and non-profit organizations.

Two years ago, when I was working for a global engineering and design firm I wrote the blog Free Learning and Development Resources – 7 Tips. The blog included the names and websites for several of the same open online courses providers that Mr. Kalman discusses in his 2014 article. My purpose for writing the blog was to introduce to the firms’ staff, some free educational resources, beyond those that the firm offered internally. In the U.S. and Canada, most of the firm’s staff had historically relied upon internal training or professional and trade associations for their professional development training. Considering the increasing volume of MOOCs, a tight economy, the ease of mobile learning, and the increasing competition of industry specific online education providers – where does that now leave professional and trade associations and non-profits who offer education?

The root and strength of associations and non-profits has been their networking opportunities and the ability to share ideas related to common interest and issues. We know that social networking is radically changing the professional networking landscape. Still, these organizations are usually viewed by their members, and in some case the general public, as a reliable source of information that supports the betterment of the industry or mission of those involved. Professional and trade associations and non-profit organizations need to focus on their mission, their niche. Does the mission include the education and development of their members or the public? If the answer is yes to either or both of these audiences then the next step is to consider what knowledge they need to impart or information they want to share, that best serves their organizations interest. The mission focus of the association and non-profit organization is one of the major advantages they have over MOOCs. It can also align them closer with segments of the corporate world than the MOOCs. If monitored closely, the focus provides them with a competitive edge with early insight to practice changes, key issues and trends of a specific industry. Beyond specific issues and industry needs, associations and non-profit organizations can more logically tailor their business courses such as leadership, marketing, project management, accounting and legal practices to the specific needs of their membership. They should also have intimate knowledge of what and when certifications and, or continuing education license requirements are due. Depending upon available resources, technical capabilities, and finances, they should be able to adapt quickly with the most effective delivery format for their membership and interest groups.

Architectural Research Associates

Successful Change Agents

Photo of brainstorming activity board

Three Qualities of Highly Successful Change AgentsThree Qualities of Highly Successful Change Agents was written by Alastair Rylatt for the July 2013 issue of T&D magazine. This short article was a result of Dr. Rylatt’s research study highlighting the capabilities that enable professionals to be effective change agents in their organization. The article begins with Dr. Rylatt asking the question, “why do some leaders and managers succeed against the odds to facilitate and influence change?”

Well, with that opening question I was hooked and so I kept reading the article. The questions that Dr. Rylatt raised in the article made me reflect back on past situations and the positions I’ve held in different organizations. For several days I kept thinking back to what I thought were some of my perceived better successes and some situations that were, well … not so successful.

In his article Dr. Ryatt listed just three categories that effect change:
1. Resolving difficult challenges
2. Communicating compelling reasons for change
3. Ensuring accountability over time

The categories were not unusual. The categories Dr. Ryatt supported with two - three questions for each category. The questions were penetrating. Under resolving difficult challenges one of the questions related to acceptance of responsibility and how you deal with it. One of Dr. Rylatt’s questions was about reaction when confronting resistance and a reflection on communication style. As for accountability, Dr. Ryatt challenges the reader’s relationship with senior management. The questions are pointed and thought provoking.

It may only have been a sampling of his research but using those three categories and nine short questions I was able to match in each of my situations, why I might have been successful and why the situation did not work out the way I had planned. Now I am looking closer at some of my current situations and rethinking my approach to several of them.

I’ve read hundreds of similar articles but this one was refreshing and thought provoking. After reading Dr. Rylatt’s article you may just want to rethink your approach to becoming a more effective agent of change in your organization.

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.

Free Learning & Development Resources - 7 Tips

Open Source Education

For those of you in the A/E design profession who have difficulty finding free time during a 24/7 work week consider a free, on-demand, learning–in-the-moment approach to supplement your formal training and on-the-job experience. There are a variety of free online resources available to you. Here are some great tricks and online resources for developing your own, personal professional learning skills and development.

7 Tips to Getting Started:
1. Formulate what you need to know. This is called your learning objective and can be revised as you go, but take your best shot when you begin. (Tip: Start with your annual training objectives).
2. Use search engines like Google, Bing, Yahoo, and YouTube (the largest source of online learning) to find three kinds of information: specific, general, and connected.
3. Use search engines to find tutorials, ebooks, online courses and classes – the obvious. But also search and locate online communities (blogs, forums, associations, white papers and chat rooms).
4. Evaluate each resource that you encounter to determine if they relate or are connected to your learning objectives.
5. Organize your information for reading and assembly. If you are learning something that takes longer than a day, you can use free websites like All My Faves and Symbaloo to organize and group your links, and then retrieve them with one click.
6. Read, take notes, and learn the way you learn best.
7. If you have a certificate, membership or license -MCE requirements be sure to record and track your progress. You can do this for free in an EXCEL file or for those of you with a state license and who are willing to pay a little for convenience and due date reminders try AECredentialing.

7 Options of Open Source Courses…..

Coursera:
Outstanding engineering related college-courses from universities like Duke University, Rice University, Escole Polytechnique Federale de Lausanne, University of Pittsburgh, and Princeton.

Class Central:
A gateway to a variety of online and self-paced courses offered by Stanford, MIT, Harvard, Berkley, Udacity, and Courses.

MIT OpenCourseWare:
Free Online courses from MIT in energy, transportation, environment, business and others areas.

Open Culture – 625 Free Online courses:
625 Free online and self-paced courses offered by Harvard, UC Berkley,
MIT, Carnegie Mellon, and Stanford, that include the sciences, computers, Engineering (Mechanical, Civil & Electrical), Environmental, and basic business.

Ted Conference Videos:
Best for exposure and finding things to learn more about online. Inspirational, informative, cutting edgue and less than 20 minutes long.

YouTube/EDU:
YouTube really now functions as a video search engine, and so you can find much more to learn and see on YouTube than just the EDU area. However, this area has been tuned and curated just for good educational content on traditional subjects.

Today I Found Out:
Daily essays of well-researched interesting topics.

I would like to offer a special thanks to Katin Imes at Expedition 21 Media, Inc. for content suggestions.

Instructional Method: A Professional Action Plan

Learning contracts do not need to be complex. A number of years ago when I was involved with the AIA/CES Firm Leadership Symposium we needed to a simple method for an after-training-support-by-the-faculty. The process and tool we developed was simple. At the beginning of the workshop we would spend a few minutes explaining that each participant would be expected to identify at least one goal that they would like to accomplish after the workshop was over and they returned to their work environment. The action plan exercise was always planned at the end of the workshop so should that should they choose, the participants could include some of what they learned during the workshop into their action plan.

First we would discuss the purpose of the action plan. We would provide each participant with a Leadership & Learning: Professional Action Plan worksheet. The worksheet was intended as a simple structured outline for developing an individual action plan. Each participant was expected to identify at least one goal or action that they wanted to complete. The Leadership & Learning: Professional Action Plan required that the participants respond to 7 questions:

What is the goal?
What are the strengths related to achieving the goal?
What obstacles are we likely face?
What opportunities would likely be present?
What resources would they need?
What action steps are needed to complete the plan?
What were the related timelines?

First the participants would work to complete their own action plans. Additional time was then set aside to work in pairs - sharing with each other their goal and how they intend to accomplish it. At the end of the exercise participates exchanged POC information and committed to contacting each other after 30 days and again after 60 days.

The group faculty member or facilitator can become as involved after the event as appropriate. For those who did make contact at the 30 day mark, most went on to complete their goals. This process can be accomplished on-site, on-line or as a blended approach. I have since used the action plan approach successfully at the executive, manager and supervisory levels, and in both the private and public sectors. Hope this provides you with enough information. If you would like a free WORD copy of the worksheet just contact me directly at tlowther7@gmail.com.

How to Analyze a Case Study

Photo by Thom Lowther

Most of you who know me well know that I believe passionately in the use of cases studies as a learning tool. Years ago I discovered a excellent tool for analyzing case studies in the "Handbook for Training and Development" published by ASTD. I share below a simplified version of tool. I have used it often - in professional firms, in associations workshops and in college classrooms.

When analyzing a case study, an orderly, step-by-step approach is helpful. It is important to gain an appreciation of the overall situation initially, as well as to learn what information is contained in the case. Therefore, it is suggested that the case study be skimmed first to gain this overall perspective. While or after doing so, jot down the key points and issues that come to mind, as well as your first impression of the problems, issues, and opportunities facing the company. Then read the case in detail, adding to and modifying your initial thoughts. Remember that not everything in the case is vitally important, nor is all the important information necessarily included. The case represents someone's (e.g., management's) description of the company and its situation - it is up to you to probe deeper, sort and shift things out, and acquire additional information. It is your responsibility to analyze and recommend alternatives and approaches to management.

The following guide may be helpful to you in your task:

1. Define the situation. What are the challenges, problems, potential problems, opportunities, and potential opportunities facing the company? Typically, the case will contain various systems you will have to diagnose. To do so, try and isolate the major issues facing the company and their causes. Keep in mind that there are likely to be sub and secondary issues, as well as related and perhaps extraneous issues described in the case. Your task is to assign priorities to the issues, focusing on the critical few.

2. Assemble and analyze the important facts (gleaned from the case) which bear on the situation.

3. Specify important information that is needed but not included in the case. Determine whether or not it is available elsewhere. If available, acquire about it.

4. Make assumptions! For important information that is not available from the case or elsewhere, make logical assumptions as to what it might be. State these assumptions.

5. Draw conclusions Based on your analysis, information, and assumptions.

6. Determine alternatives and their likely outcomes. What are the major alternative actions open to the company, and what is likely to happen if each is adopted? Evaluate each.

7. Make recommendations. Based on your analysis, what do you recommend to management and why? Be prepared to defend your recommendations under critical questioning by the instructor and the class (the types of questions which might be posed by the company's management and other stakeholders).

8. Prepare an implementation plan. How should your recommendation be implemented, by whom? and in what sequence (short-term versus long-term actions). Where will the resources come from?

9. Prepare contingency plans. What do you recommend if your suggestions do not work as anticipated, or if certain external or internal conditions change?

Continuing Professional Education Audit Options for Associations

Certificates: A growing trend

There is a variety of approaches to providing continuing professional education quality assurance (QA) or compliance audits of association’s members. Regardless of whether the intend is to meet internal association education requirements, state mandatory continuing education (MCE) licenses related requirements, or continuing education requirements to maintain a specific skill certification. Below I will outline three approaches to conducting such audits or reviews from the auditing organizations perspective.
1. Professional Member Solely Responsible

The simplest approach for an association is to place full responsibly of compliance on the individual member. The member is responsible for everything relate to compliance. The member’s responsibilities would start from taking and completing the appropriate coursework and obtaining proof of passing the course requirements successfully at an acceptable level and in a timely manner. The responsibility of maintaining accurate records and reporting results to meet related requirements also becomes the full responsibility of the individual. Like taxes, there is generally a compliance time period that all records need to be maintained.

In this model the association only requests documentation from the individual member under extreme situations. Examples may include, but not be limited to a complaint or charge of fraud or incompetence by a client or customer. Another example, the individual member might be charged with a related legal violation or a professional ethics violation. Request of the individuals related continuing professional education documentation may be a required part of their defense. In this model a special review panel should be appointed to review and verify the documentation.

2. Blended Responsibility Model
Another approach would still require that the member be responsible for maintaining all continuing professional education documentation related to their meeting the association’s and/or certification requirements.
This model requires commitment and dedicated resources on the part of the association as they take a more systematic approach. This model requires that a small percentage of the members be audited on a regular pre-determined basis (5 - 20%). The association needs to commit at least a part-time dedicated reviewer that will be responsible to review and verify the documentation. A special audit/review task group should be appointed to establish guidelines and a review process policy. They should also act as a final decision making body for all disputed audits outside of a legal system. The established review process needs to be published and made available to all participants.

3. Association Commitment Model

An extensive association commitment approach should include a blended approach to records maintenance. While the responsibly of compliance falls on the member, course content and delivery should be a role that the association is at least involved with supporting and monitoring. The record keeping in this model becomes a shared approach.

Through an automated system it would be possible to offer a full menu of services. This could includes a selection of courses from pre-approved course content providers or listed options of alternate externally approved methods of obtaining the appropriate skills and knowledge. An automated records system can be monitored by the association. Records for members would include appropriate completed coursework that is maintained and monitored during the compliance time period. This approach also allows the association to provide and ongoing audit and review process towards a 100% compliance rate.

Similar to the Blended Responsibility Model an audit/review standing committee should be appointed to establish guidelines and a review process policy. They should also act as a final decision making body for all disputed audits outside of a legal system.

Depending upon the size of the association and the number of members involved, this model would require full time staff dedicated as reviewers responsible to review and verify the documentation. And depending upon the commitment of using an automated system, the service could be either in-house or contracted out. Appropriate staff to support either effort would be required.

After the Storm- A Plan for Renewal

Lowther7, LLC Sunset photo of a gazebo in Sanderling, NC

The challenge: How can we survive right now and prepare to thrive as a relevant business for the future? The answer: Channel resources toward organizational and professional development renewal.

By Guest author Sonja H. Winburn, SPHR.

Industries serving the built environment continue to weather a perfect storm: a tough economic climate, new technologies, and varying delivery systems. The tension between the way we have done our work in the past and the way it will need to be done in the future is causing firms to feel disconnects and dilemmas in all operational areas. There is fear, confusion and ambiguity in how leaders need to lead and carry their firms forward. This indicates that organizations need to create and communicate a new vision for their new reality and then realign their business model to match the new direction. In order to accomplish this, firms need to define where they are now and where they want to go in the future.

Firm Leaders need to be able to see and communicate clearly the changes they wish to make and the activities that may need to be eliminated. One way to start defining your needs is by challenging some of the assumptions held from the past. As we look over our shoulders and examine current dilemmas in light of past assumptions, the disconnection between them can be seen. Similarly we can look ahead, reviewing the current state of affairs in terms of the new environment and then make connections to new needs. Such efforts can only be accomplished if we can see and highlight the gap between the current reality and where to go from here. Then translate the change to the people that will need to carry out the strategy. Then the firm and its people can change and realign with the leaders newly defined path.

This kind of organizational change has to be addressed holistically. Plans for redirecting or reshaping an organization have to be purposeful, systemic, and coordinated. A new vision, ideas about innovation, attitudinal changes, and appropriate process changes all need to be aligned and communicated in a renewal plan. The plan should address what services we provide and to who, how we will lead and develop people, how to achieve operational excellence, and then utilize resources effectively. When we accurately describe our strategic goals and current reality, and then line up our resources to close the gap between them, we can move ahead with confidence.

Terminology from the industrial environment separated organizational development from individual profession or employee development. A/E/C leaders do not make this distinction and it hinders communication and holistic system change and planning. A successful plan will address both your organizational plan and include how this should impact the new skills and information needed by staff to be productive in their work. The implementation of the strategy must permeate employee selection and development, the orientation processes, skills training, manager’s mentoring, and the relevant education of your business along with the relevant issues in the markets of our clients. In other words this is an entire system “upgrade”.

Your renewal plan’s implementation map will look like a spider web that runs through all efforts and activities. For example, how do you now communicate with people on important information? All firm systems should be examined for more effective ways to access any needed information quickly and easily. Utilization of an intranet or a company Wiki to capture and disseminate knowledge and changes, or the use of VOIP options such as Skype to help facilitate long distance communication, are inexpensive ways of improving the effective use of time, people, and resources. Firms can also use forums and lessons learned sessions to share problems and solutions. There should be opportunities that require face to face interaction as well as the use of blogs and the standardization of project documentation. There is no replacement for face to face interaction because business is about relationships and trust. It takes time and personal interaction with those you work with to develop this kind of trust. Also remember to apply more than one method to reach target audiences because of differing experience levels and generational communication preferences.

As a starting point for developing a renewal plan:

1. Put forth the effort to discuss your business issues, markets, disconnects etc. with those in your organization that know the current environment and markets.
- Choose this group carefully. Rethink who can and will contribute in terms of defining the current and future needs of “your” business.

- Center your discussion on what your people need to know today to be more effective.

- Topics should include markets, operations, people, project management, technology, research and innovation, etc.

- Document the discussion and highlight any ideas for change or improvement.

2. Focus on the real and current client and business needs first.
- Correctly and honestly identify the issues that come out of this discussion. This will determine if your plan will impact and change your effectiveness as a firm.

- This effort should lead to ideas that will have full system impact, process changes in the way you market, manage projects and define subjects for an employee education plan.

3. Choose a champion.
- Make sure this is someone you will allow to take the time to work on this.

- Someone that understands learning theory and people.

- A person that really believes in the process and cares about the outcome.

- Someone that has a good understanding of the resources and can allocate them for this kind of effort.

4. Develop and document a formal plan.
- Commit to it.

- Designate responsibility to appropriate staff and set timetables.

5. Align defined implementation strategy with the resources you can afford and have available.

After you have established your needs, do what you can today with what you have today. Don’t wait until you have it all worked out.

In the past, one of the primary obstacles to establishing and completing this kind of planning effort was finding the time to devote to implementation. The people most qualified to take on such an effort are the same people wearing the project and managerial hats. When a conflict between the urgent project need and the important strategic need arise, the immediate project wins. The trick here is to either elevate in your mind the value of your strategy needs or to minimize in terms of your use of resources the conflicts by allowing someone with the proper skill set to hold this as a primary responsibility.

Another obstacle connected to having our project managers and our leaders combined in the same individual has hindered the development of good and relevant content for programs and training for the needs of the A/E/C environment. As technology and information sharing explode there are now ways to get this content at reasonable costs.
As a result of converging macro environment factors, the recognition by multiple design practices that this is the perfect time to leverage sustainable design and the LEED building certification process, together have allowed the USGBC to offer some ground breaking choices for firms. The education arm of the USGBC has developed case studies on green buildings and also provides content subscriptions. that are available for purchase, thus providing good and relevant content for at least this one area of possible program need.

Most small to mid size firms do not have people on staff that can facilitate this kind of holistic change or focus on the individual development components of the system. After you have specifically defined your needs you may need to seek help from outside resources in terms of outside consultants to help with implementation or program content development, facilitators, etc. But someone internally needs to be tasked with primary focus of the development of staff and their alignment with the newly defined vision.

If your firm develops this kind of holistic plan then you will feel more comfortable with your ability to deliver improved service that can impact fee and/or profit. The resulting changes will have elements to capture and communicate the strategy needed, then search for appropriate solutions to business and project needs, and somehow stretch the searching and communication into a continuous process. The new business system model itself should also hold people accountable to a defined, well-communicated specific set of expectations. Research shows that when people accurately understand what the firm expects of them and they have the right skills to execute it then performance does improve sharply. A comprehensive plan for renewal will translate into better project performance and more credibility with clients and staff.

Sonja H. Winburn, SPHR. is an HR and Business Operations Consultant for her firm “People and Solutions” Sonja helps organizations serving A/E/C organizations with organizational planning and implementation strategy. You can contact Sonja at sdhwinburn@bellsouth.net

An Emphasis Shift from Teaching to Learning

Emphasis on the learner

The situation, instruction and facilitation are becoming more difficult and challenging. Today the emphasis is on the learner, not the instructor. In January I wrote that learning objectives where a key to selecting the best delivery approach by the instructor in a classroom. Today’s learning objects are the contract between what the course designer and faculty are supposed to deliver and what the learner or student should expect to learn. For continuing professional development (CPD). in today’s firms the learning emphasis should be focused on the learner, not the instructor or facilitator.

Traditionally the transfer of knowledge occurred when the subject matter expert or instructor imparted their knowledge to the student. I still support this approach, but conditionally. In several of my earlier blogs I stressed the use of situational instruction, how the instructor could determine effective approaches to teaching the subject matter. Once you determine the development and motivation level of your students the learning objects should indicate when it is appropriate to be directive, when to use a coaching technique, when to be supportive and facilitate a group activity or when to delegate a learning approach. For the instructor the critical key to successful instruction or facilitation in the situational classroom is matching the right delivery style to the development level of the student, at the correct time of need.

While the situational instruction approach is still valid in traditional education, for employees with experience, graduate level courses, and professionals concerned with their CPD the focus has shifted to the learner and away from instruction. The learner is no longer exclusively dependent upon the instructor. Regardless of the expertise, experience, or knowledge level of today’s instructor, if the instructor cannot gage the development level of the learner correctly and deliver the material accordingly the learner will simply tune out and seek alternate sources of learning. By searching the internet, an iPod, or a personal tablet, sharing with the learner’s peers, any number of delivery methods are now available to the learner for finding on-demand and open source education material. Various sources of information can provide the content outlined in the learning objects of a course in a format and pace where the learner will successfully learn – without or without the instructor.

The emphasis of learning today is literally in the hands of the learner. The classroom style of instruction is not obsolete, however instructors beware! Once the course learning objectives are agreed to between the deliverer and the learner, the instructor needs to be flexible and adaptable to the changing needs of the learner. If not, someday all instruction may be limited to mechanical or experiential.

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, The One Minute Manager Builds High Performing Teams authored by Dr. Ken Blanchard, Donald Carew, Eunice Parisi-Carew.

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