GBCI

Green Building Certification Institute

Badges, Certification, MOOC's -Oh My! Follow the Training Path

Following a Path, watercolor rendition

Emerging professionals, don’t wait; take charge of your own career learning paths now!

What’s typical of the A/E and design profession is you likely began with a BA or MA in your chosen field of study. The majority of design professionals will not add additional formal academic training to their resumes after graduation. Most interns and newly minted architects, engineers and designers hope and expect that they will start with a firm and participate in their in-house training activities. Currently, the typical training path starts with a lot of web surfing. “Structured learning” will likely be a mixture of in-house lunch sessions, on-the job training, webinars, and maybe some association conferences. Some lucky emerging professionals will connect with a mentor willing to assist them in designing a career learning path. In time, a few may be selected to participate in a specialized workshop or seminar. A small percentage of young professionals are even sponsored to receive specialized certification.

Unfortunately, results rarely match expectations. A major obstacle that is working against finding that perfect training firm is tradition. In the A/E design field only a few firms have well organized, structured learning opportunities, academies or universities. A/E firms were progressing well in developing their training centers until the Great Recession forced staff reductions. Among the first staff to be released and benefits to be cut back - anyone or anything that was not billable. Training in the A/E industry falls under that category. The industry has been slow to recover. A second obstacle to overcome is trust. That is, trust among some firm leaders about training staff and then losing them to their competition.

Would you erect a building without a foundation? Why expect that your professional education development would be any different? Consider the following:
* Few companies provide a “what you need to learn” outline for you. During your annual job performance appraisal you may be lucky enough to have a manager who is willing to take the necessary time to work with you to outline a one or two year training plan.
* If at all possible, find two, three or more trusted leaders or mentors that will advise you on the development of a career learning path. If you were making a life altering medical decision wouldn't you seek a second or third opinion?
* For established awareness, practitioner and mastery content do not overlook your professional associations. Some associations such as AIA and ACEC provide recommended curriculum that you can use as a guideline. (See my related professional curriculum blogs: Personal & Association).

Distinguish yourself at your convenience by earning:
BADGES has emerged as a recognized way to document your achievements in professional development. They can support and enhance your career portfolio and may help illuminate a learning path.
CERTIFICATION is a designation earned by a person to assure qualification to perform a job or task. Industry examples include ASQ, CSI, LEED, and PMI.
MOOC (Massive open online course) There is a growing list of free college and university course available. For various fees, some of the courses provide digital badges, certificates, and/or college credit. These can be a great opportunity for when it applies to your professional interest or job. These college courses do require work. The completion rate is around 5-10%, being highest in the business sector.

Gamification as a Situational Learning Tool

Photo by by azwaldo

The use of games or gamification for learning enhancement is not new in education. During the past few years however, there has been a renewed interest in gamification due largely to the new technologies that has become available. If you Google “gamification” it displays more than 700,000 results. Unfortunately too many people create educational games so that they can demonstration a technology rather than because it is the correct tool to improve or increase knowledge or a competency. Before selecting any delivery tools consider context and learning situation.

Working with several different organizations this past fall I realized the term gamification has very different meanings to different people. So for those of you reading this blog let’s establish a common definition used by Wikipedia. Gamification is the use of game thinking and game mechanics in non-game contexts to engage users in solving problems and increase users' self-contributions. Gamification has been studied and applied in several domains, with some of the main purposes being to engage, teach, entertain, measure[, and to improve the perceived ease of use of information systems.”

In the January 2015 issue of Chief Learning Officer is an interview with Jake Orowitz, Head of Wikipedia Library. In the interview Orowitz explains how Wikipedia uses gamification for situational learning to onboard volunteers, sharing the process related to editing material.

There are several interesting business case studies that use Gamification to enhance learning. For Microsoft the situation was to create a bond between the consulting business’ senior managers and to use the opportunity for content delivery and learning, bringing management up to date on the vision, financial results and strategy for the year. A full gamification solution considering context and situations was designed to motivate participation in the event, measuring engagement with the content presented and creating team spirit within the ad-hoc teams formed during the process. As a part of the process the tools to deliver the content were selected using mobile phones and tablets.

Another situation called for improving a course designed for those learning how to specify building materials for the new LEED MR Credit: Building product disclosure and optimization credit, under the Health Product Declaration (HPD) option. A collaborative team between Expedition21Media.com, Lowther7, LLC, and GreenCE was created to meet the challenge. It was determined by the team that a good way to increase learning and have participants better demonstrate competency was to imbed a mini-game in the course at a point after students learned how to specify building materials. To see the results for yourself play the free version of the LEED Materials Credit mini-game!

For the last three decades the popular workshop, the Accounting Game was offered by Educational Discoveries, Inc. and Professional Training International. The situation called for assisting non-CPA’s to understand basic accounting and balance sheet practices. The one day, on-site workshop used a simple lemonade stand business simulation format.

As I stated at the beginning of this blog post, the use of games or gamification for learning is not new to education. One of my first graduate courses was how to create and use games to promote learning, develop skills, and improve competencies. Kevin Werbach and Dan Hunter have written a book entitled, For the Win: How Game Thinking Can Revolutionize Your Business (Wharton Digital Press, 2012).

Through Wharton – University of Pennsylvania and Coursera, Kevin Werbach, offers the free course, Gamification. It is the application of game elements and digital game design techniques to non-game problems, such as business and social impact challenges. This course teaches the mechanisms of gamification, why it has such tremendous potential, and how to use it effectively.

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.

Professional Curriculum: A Benefit Offered by Associations

Graph of the 3 Key Curriculum Elements

I am often asked by association education leaders and executives, how can my association compete against all of the external education providers? My reply is usually the question, why are you trying to compete?€ Associations have an advantage that no commercial business, firm or university can match -MEMBERS, lots of them. The membership usually represents every aspect of the related profession, or should come close. What a wonderful talent pool to provide answers to these questions. Associations have the opportunity to be a reliable, first source for quality education related to the profession.

Where should the association start to build their education programming? The answer, associations should rely upon their members to develop a curriculum. They can effectively create guidelines that supports the entire profession. Drilled down, detailed curriculum can also be created that support niches and sub-groups if desired.

An excellent example of what can be achieved is demonstrated by what the American Institute of Architects (AIA) achieved in 2007 and 2008. Drawing upon member volunteers representing firms, universities, and industry, along with a few staff, they created the foundation of an architect’s professional development curriculum. The curriculum was built upon three key elements. (Note: You can substitute by filling in your professional association below where indicated)

Core Areas: The general area of focus within the practice of (Fill in your profession).

Performance Domains: The key areas of practice in the field of (Fill in your profession) including the specific aspects and activities of professional practice.

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

Building upon a foundation, the committee began to fill in the curriculum topics. The team focused on the four professional core areas of design, building performance, leadership and practice. From there, they began to build out a recommended curriculum for the practice. Here are some of the skills the team agreed needed to be included for the practice of architecture.

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.

When I first started at Arup, I talked with Jeffery Beard, Ph.D. and Dee McKenna, J.D., both at the time representing the American Council of Engineering Companies (ACEC) Education and Business Development. Jeff and Dee shared with me an engineering PD curriculum with 16 core areas for development. Like the AIA, Jeff and Dee used this curriculum as a guideline for content delivered in ACEC courses and convention programming.

I shared ACEC'€™s curriculum with my L&D team at Arup. After prioritizing and adjusting the curriculum to meet our own internal needs we began to restructure our own education content. We enhanced the process by adding three competency levels, Awareness, Practitioner, and Mastery and assigning our courses to one of these competency levels.

The AIA had a seven year head start while ACEC had five years before a large design firm took advantage of the reliable information source provided by these two associations. Most external providers in the industry are still struggling in the design structure of their course offerings. Postscript. Based in part upon the foundation provided by the recommended ACEC curriculum, Arup was recognized in March as a 2014 LearningElite company in learning and development by CLO Media. Only two design firms even made the list.

Recognition: The 2007 Curriculum Sub-Committee and the Continuing Education Quality Assurance Program participants included:

Curriculum Committee and CEQAP Participants:
Mike Rodriguez, FAIA; Amy Yurko, AIA; Mike Broshar, FAIA; Emily Grandstaff-Rice, AIA; Jonathan Fischel, FAIA; Brenda Scheer, AIA; Mark Graham, AIA; Quentin Elliott, AIA; William Seider, AIA; Ed Vidlak, AIA; Gordon, Mills, FAIA; Marvin Malecha, FAIA; James Mitnick, PE; Robert Lopez, RA.and Leslie Nathan, AIA;

AIA Staff:
C.D. Pangallo Ed.D; Patricia Lukas, M.A.; Richard Hayes Ph.D., RAIC, AIA; Theodora Campbell-Orde; Barb Sido, ABD; Thom Lowther, Ed.S. and Daniel Bauman (AIA Intern);

Decades of Change for the A/E Practice: Is professional development leading or reacting?

Trends graph markers

Everyone realizes that professional practices have changed drastically and in unimaginable ways during the past two decades. So my questions are: has professional continuing development (CPD) kept up? Have the education providers, design associations, and firms acted as leaders or followers in their efforts to shaping education in the design industry?

When I attended my first American Institute of Architects (AIA) convention twenty years ago, I observed that the education session attracting the highest attendance was Presentation Skills by Joanne Linowes. The remaining top ten sessions were related to "€œhot" practice topics such as project management and leadership. The irony of these topics, presenters submitted their proposals one year ahead of the next convention. Local chapter executives overwhelmingly responded that they selected their monthly meeting topics using a committee, better known as the "who do you know?" approach. Firms basically granted any product manufacturer supplying lunch "€œpitch" time. This was commonly referred to as the €œLunch-N-Learn approach. The better the lunch, to more time allowed.

Ten years later (2005) a lot had changed, in the practice and education. The AIA had implemented their Continuing Education System (CES). The AIA/CES provider program vetted 2700 education providers and began monitoring their courses. Health, Safety and/or Welfare (HSW) became the driving force of professional education. A majority of state licensing boards required 8-12 hours of mandatory continuing education (MCE) all related to HSW. Tracking MCE became critical to maintaining a professional license. Sustainability had become the hot topic everywhere, or at least the title of those€“ dominating the top 10 courses at the AIA convention. Presentation skills, project management, and leadership development courses were still simmering, but other practice related courses became more difficult to find.

By 2005, most A/E firms still relied upon product manufacturer for much of their in-house education, and they were still expected lunch. The big difference at this point, many firms insisted that the product manufacturer and their 1 hour courses be AIA/CES approved. Some of the larger firms had even hired training and organization development specialists with experience from professions outside the A/E industry to head their internal programs. Smaller firms would develop an education specialist from among their own staff. Firms still struggled to obtain presentation skills, project management, and leadership training.

Web based learning was making its influence felt by 2005. According to the American Society of Training and Development (recently renamed Association for Talent Management), by the end of 2010 technology based learning passed traditional classroom training in new courses offered. For the A/E/C Design industry that meant mostly 1 hour or 1.5 hour webinars. Today, technology based learning is making everyone evaluate their approach to sharing knowledge and delivering education. Today you can now find nearly any type of free, short introductory topics on YouTube. More traditional education is offered through programs like the Open University that includes schools like Harvard, MIT and Stanford offering free Massive Open Online Courses (MOOC).

So where are we after 20 years? Today most associations are struggling to find their education niche. Some associations have turned to offering certifications but there are legal education concerns and restrictions but these programs are usually based upon a core curriculum of study. The process for selecting convention and conference presentations continues as before. However, many associations include a virtual component or have expanded their webinar series to complement their conference education programming.

Today, firms are beginning to fill the talent management and organization development positions that were eliminated during the economic downturn. They are returning with a more strategic approach, matching internal education to the firm’s goals and staff skill needs. Some firms are looking at developing their own core curriculum that include development of emerging professionals, practice skills training, project management, client facing skills, advanced presentation skills, and leadership development. Firms are using a blend of knowledge sharing technology tools for the introductory and awareness level skills. For their practitioners, they are using a blend of in-house trainers with vendors and consultants to address gaps that meet their strategic goals. And yes, many still rely upon the product manufacturer with registered AIA courses on, and still expect lunch be provided. Keeping track of all this activity has become strategic and complex.

Building a Design Firm'€™s Professional Development Program - Introduction

http://www.flickr.com/photos/nasacommons/7876163956/sizes/m/in/set-72157631277625484/

For nearly three decades I have been designing and managing organization-wide professional development programs. Early on I figured that to reach high standards I should try to model my programs after some of the best in the business, so I would regularly pull ideas from different industry award program guidelines and applications. The various awards programs use buzz words and phrases like: Excellence; quality and total quality management (TQM); the customer is always right; best practices; and elite programs.

Over the years I have submitted my organizations for professional development awards. I have also served on jury’s, managed continuing education award programs, designed award programs, and trained jurors of award programs. What I discovered is that while the award applications, processes and criteria may be different depending upon who is offering the award, there are still common themes and practices between them.

Using the Baldrige National Quality Award and IACET as models, we created the AIA/CES Award for Excellence for The American Institute of Architects, Continuing Education System. This program was used as a cornerstone for building a national continuing education program that shaped education offered in the design industry. Today, other learning and development award programs such as the ASTD-Awards/Best-Awards and the Chief Learning Officer, CLOmedia Awards are also being used to elevate the practice learning and development.

As part one of an eight part blog series I have assembled common themes from these and other prestigious organizational award programs. Not all of the awards programs are specific to learning and development but they do reflect similar core values. Since award applications, structures and terminology differ greatly I have taken this opportunity to organize the core values that we found and used to create the AIA/CES Award for Excellence. The core values listed below are generic and can apply to many professions and industries.

Common core values that address the following:
* Commitment and support €”examines the firm'€™s educational commitment and support.
* Planning and analysis €”examines the firm’s structure for analyzing the educational needs and professional development of the professional.
* Design and implementation €”examines the program(s) goal setting, learning objectives, design, and delivery methods.
* Resources and records €”examine human resources and the record-keeping process.
* Evaluation and improvement €”examines evaluation and improvement process of the education activities.
The assessment guidelines that you can view in the remaining seven installments of this blog are intended to assist those individuals who are responsible for establishing and operating an Architectural/Engineering Design Firms’ professional education department. The recommendations are organized in a manner that should be used as general guidelines to establish, organize, and manage the organizational structure of the firm. This assessment tool is not intended for the design or development of any individual course, certification, skills or professional program.

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

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.

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