ARA's cost-effective, syndicated studies show you where to place your marketing dollars to reach all the key decision-makers on the construction team:
Architects Specifiers Designers
ARA has answers to the tough questions:
Architecture/Engineer/Construction industry may also include Landscape Architects and Interior Designers.
ARA's cost-effective, syndicated studies show you where to place your marketing dollars to reach all the key decision-makers on the construction team:
Architects Specifiers Designers
ARA has answers to the tough questions:
How do you design and build a situational mentoring program? Take the traditional approach of pairing or matching a mentor and mentee and turn it inside out by adding several more mentors and mentees. And yes, you now have a situational mentoring group or team.
In todayâs society of social networking and media apps think in terms of pairing the best or most knowledgeable mentor at the right time and in the right situation when the mentee has the most need or desire to learn. As stated in the book Nine Shift, networking is replacing the hierarchy structure in business and society, so too should we restructure the mentoring process so that it draws from the strength of a network.
The foundation to situational mentoring is built upon the management concept of situational leadership, developed by Paul Hersey and Ken Blanchard. A successful mentoring program requires that a mentor is able to share, convey, teach and/or impart their knowledge or skills to the mentee. The core of the Blanchard model, Situational Leadership II, highlights four primary leadership delivery styles: directive, coaching, supportive, and delegating. Like any good leader, the mentor is likely to be most effective in one or two delivery styles and less so in the others. A practical strength of situational leadership is that it also takes into consideration the development level of the subordinate, or in this case the mentee. Using a four step sliding scale the mentee is rated on competence and commitment.
The win â win of situational mentoring comes when the mentor using his or hers most effective delivery style is matched to the level of development of the mentee at the time of need. One example would be the mentor best at using a coaching approach when the mentee has a low commitment but some competence on a project. Another correct example would be the mentor most effective using a supporting approach is matched to the mentee who has high competence but variable commitment.
The intent of a well planned mentoring program is to identify key leaders (mentors) that are willing to share their knowledge and time with the next level of potential leaders (mentees). A situational designed mentoring program allows for the mentor who is most effective in a delivery approach to be matched with a mentee as the mentee learns and works through different development levels. It is very important that clear goals and expected learning outcomes are established and communicated from the outset of the mentoring experience by all participants of the group. A successful situational mentoring program can be a win â win âwin for everyone, the mentor, the mentee, and the organization that supports the program.
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. Rylattâs 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, âwhy do some leaders and managers succeed against the odds to facilitate and influence change?â
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 Iâve 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 â¦ 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. Rylattâs questions was about reaction when confronting resistance and a reflection on communication style. As for accountability, Dr. Ryatt challenges the readerâs 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.
Iâve read hundreds of similar articles but this one was refreshing and thought provoking. After reading Dr. Rylattâs article you may just want to rethink your approach to becoming a more effective agent of change in your organization.
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.
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, learningâin-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 â 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 Coursesâ¦..
Outstanding engineering related college-courses from universities like Duke University, Rice University, Escole Polytechnique Federale de Lausanne, University of Pittsburgh, and Princeton.
A gateway to a variety of online and self-paced courses offered by Stanford, MIT, Harvard, Berkley, Udacity, and Courses.
Free Online courses from MIT in energy, transportation, environment, business and others areas.
Open Culture â 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 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.
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, managerâs 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 âupgradeâ.
Your renewal planâs 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.
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 âyourâ 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.
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 âPeople and Solutionsâ Sonja helps organizations serving A/E/C organizations with organizational planning and implementation strategy. You can contact Sonja at email@example.com
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. Todayâs 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 todayâs 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 todayâs 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 learnerâs 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 â 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.
Today many A/E/C/ firms have established professional development programs. These were created to address the continuing professional development (CPD) of their staff, certification programs and state licensure Mandatory Continuing Education (MCE) requirements. A few progressive firms extend their programs to their clients and peers through cooperative programs with associations and universities.
For decades there were only a few firms that encouraged professional development or had organized mentoring programs for their staff, but those firms were the exception and not the rule. In 1995 the American Institute of Architects (AIA) implemented MCE requirements of their members. Within ten years most state licensing boards began requiring MCE for licensure for registered architects, engineers, interior designers, and landscape architects. The number of industry related certification programs, such as those offered by AWI,IFMA,ICBO,NFSA,NKBA,and LEED also expanded during this period. Professional development began to take on a new importance.
What was lacking during the 1990âs, role models of how the A/E/C firms should adjust to the changing CPD environment? No longer is that the situation for A/E firms. One solution from 1997 - 2008 â the AIA Continuing Education System (CES) Award for Excellence program The AIA/CES award program not only recognized firms for their commitment to internal CPD, the award program also provided a roadmap for all firms to achieve professional development success. The AIA/CES award program was a blend of the Malcolm Baldrige award and education standards established by International Association for Continuing Education ( IACET). The AIA/CES award criteria involved a detailed review of the firmâs education strategy, planning and analysis, design, implementation, delivery, evaluation and the improvement process of their professional development programs.
At first only large firms had the resources to build these types of programs. Large firm award winners included NBBJ; HOK; FreemanWhite; Rosser International; Gresham, Smith and Partners; Einhorn Yaffee Prescott; Mithun; Cannon Design; and Lord Aeck & Sargent. During the last several years of the award some mid-sized firms such as Rogers Krajnak Architects, Inc and Marshall Craft Associates, Inc. also met the standards and won the award. Turner Construction was the first to achieve the honors for creation of their online education efforts following the standards of the International Learning Unit (ILU).
Now added into the mix are a few online certificate or certification programs such as those found on UGotClass that are developed by associations, colleges and A/E firms. Donât forget the free online management courses from leading universities such as Stanford, Yale, MIT, Harvard, Berkeley and other colleges. While the Boston Architectural College offers an online Sustainable Design degree, RedVector delivers sustainable design courses created by University of Tennessee faculty for professional in the A/E/C industry. Whatâs coming? Look for A/E firms to offer online professional practice education using their own adjunct college facultyâs to reach out their clients globally, 24/7.
Let me state my point of view of higher education upfront, I am focusing on the student who is interested in obtaining a college degree to improve their employment options. It may be the graduate student or it could be the undergraduate or the student in a community college or technical school that wants to get a promotion, a better position or a raise. Today, it is also more than likely that these are adult students. They have experienced the stress of a difficult economy and observed the rising cost of tuition. A record number of them have taken on student loans and many now face default. Higher education is about the degree, right? The degree has been the path to gaining knowledge, education and better employment. But tens of thousands of students and employers are questioning the perceived value of that degree.
Along came the Internet with free information. Today you can take free online courses from leading universities such as Stanford, Yale, MIT, Harvard, Berkeley and other colleges. Suddenly, what had been the exclusive domain of courses for the purpose of receiving college degrees becomes part of anyoneâs opportunity for continuing professional development (CPD). But colleges cannot afford to give away their courses and expect to stay in operation. Community colleges, technical colleges and associations are offering certificates and certifications. These certificates and certifications are becoming widely recognized and accepted by professionals, employers and government agencies. Certification may show a demonstration of advanced knowledge, of a competency, and/or a skill. In some cases the certification has replaced the degree for that person who wants to get that promotion, the better position or a raise and the cost of a certification is generally much less that the college degree.
So, what might we expect for higher education? Well, the college degree is not going to go away. Society still values the college tradition, the credibility and trust the college degree. Most colleges will increase their online education programs and online course offerings. For example, the Boston Architectural College offered the first online Sustainable Design degree and their colleges are searching for their niche. Schools will increasingly offer certification programs and the courses that support those programs. Schools will increase the number of partnerships they develop with professional, technical, and trade associations as well as related businesses and industry. Pratt Institute for example, partners with the International Facilities Management Association (IFMA). offering IFMA credential programs using Pratt IFMA certified faculty.
Two major expenses for a college, the campus and the faculty and online education affect both areas. Online education allows the college to expand their reach to students globally without greatly expanding the cost of a facility or an instructor. Partnering with a business or industry and setting up a satellite facility in an office is becoming a common practice. Online education expands the college facultyâs reach globally, 24/7. The online instructor can offer a lecture to hundreds or thousands at a time. It would be similar the professor offering a class lecture in a large auditorium while discussion groups make it more personalized for the student.
We often hear that change is constant. In yesterdayâs issue of the Washington Post was an article on education, âAn alternative to high-cost college?" A major focus of the article was about how start-up companies are providing free or low priced programs are designed to compete against the expense of a college degree program. This article is yet another statement about the current assault on the expense of obtaining a degree in higher education and the perceived value of that degree. While the Post article focused mainly on higher education, this is just the tip of the transition. There is a related larger issue that needs our attention, the emerging blend of college degrees, certificate and certification programs, and continuing professional development.
In their book, Nine Shift that was published in 2004, the authors William Draves and Julie Coates introduced to us the changes that were beginning to occur in our society because of the acceptance and use of the internet. They described changes that were just beginning to occur in our approach to work, in our life styles, and in our approach to education. As the Washington Post article describes the situation, we are now well into the middle of the transition described in Nine Shift. So, where are we now? What's the current landscape?
Related to formal education MIT, Harvard and others have used the internet to design a new education landscape. The Washington Post article sited MITalong with other universities as pioneers for offering open courseware. To date there are more than 15,000 online open courses provided by more than 250 institutions. Suddenly, what had been the exclusive domain of courses for the purpose of receiving college degrees become part of anyone's opportunity for continuing professional development (CPD). In their association's official publication, Training + Development, the American Society of Training and Development (ASTD) indicated that in 2010 more new online courses were being developed by companies than traditional classroom courses. Online companies such as Ron Blank, RedVector, AECDaily, Saylor.com, P2PU are using college faculty to develop and on offer online CPD. And don't forget McDonald's Hamburger University or the Disney Institute.
Throw into the mix a few online certificate or certification programs offered by associations, community colleges and technical schools. Suddenly the lines between degrees, certifications, and professional development begin to blur. You now have a real conundrum. How do you sort through what I refer to the "terrible T's" - Turf, Trust and Tradition. Who is supposed to offer what to whom? Who can you trust? And, who are these people â have they ever offered education before?
So, whatâs next? What can we expect? In the upcoming series of the âemerging blend of college degrees, certificate and certification programs, and continuing professional developmentâ we will offer papers specific to the impact on higher education, associations, firms, product manufacturers and the workforce.