PDH

Professional Development Hours is a termed used for engineers and others related to their requirements of continuing education. Similar to CEU

Catalog of Available Courses and Workshops

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

Creating Successful Talent Within Your Firm

Available online or by appointment.

Embracing Sustainability in the Workplace

Online only - Instructor-led.

Cyber Security for Small Businesses

Available online or by appointment.

Developing Online Courses

By appointment only - Instructor-led.

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

Creating Successful Talent Within Your Firm

Description:

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

Knowledge Level:

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

Course Design:

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

Learning Objectives:

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

This Course is recommended for:

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

Faculty:

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

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

Cybersecurity for Small Businesses

Description

Cyber attack! It’s in the headlines nearly every day. Cybersecurity, or lack of is affecting thousands of business and individuals daily. We don’t all have the benefit of an IT department to protect our daily operations. What can you do to protect against a cyber theft affecting your monetary, operations, client information, or intellectual property? Learn to analyze potential cybersecurity threats and solutions that can be applied to your and business. Understand how to manage cybersecurity measures that are critical to maintaining your business operations and continuity. Determine how and when to call in law enforcement for cybersecurity issues. Identify action steps that can be taken to protect your data, designs and drawings from security threats and data breaches.

Knowledge Level:

This course provides and introduction and basic information to assist you in the cyber protection of your business.

Program Design:

This instructor led session is designed to be delivered on-line in a 1 hour time frame, or in-person in a 1.5 hour interactive format. While there will be time for questions the focus will be on understanding the fundamentals, functions, comparing and contrasting various scenarios.

Learning Objectives:

At the end of this program you will be able to:
1. Correctly classify the type of attack as one of: physical, remote, phishing, malware, or social engineering - given an attack scenario.
2. Correctly classify the scenario as a primary data breach or not - given an information exchange context and scenario.
3. Design an example social engineering attack, including fictitious company, information target, sample script, and fallback exit.
4. Search online for resources (keywords, context) and identify which ones are appropriate / helpful for a given need, purpose or situation.
5. Differentiate various Shareware and social media - impact, importance and pitfalls.

This Course is Recommended:

• Online for individuals or small work teams.
• For Regional, State or local association events.
• To support a firm's or small business Talent Management efforts.
No participant minimum required to book this session.

Faculty

Katin Imes is an experienced software developer, project manager, and a UX/systems designer. His passion and mission is creating access to the skills, tools, and knowledge that let people thrive in the Information Age. Specialties include: social networking software systems, online courses and LMS (Learning Management Systems), CMS (content management systems), online communities, e-commerce, Drupal, and Open Source. He has developed and managed web systems since 1996, the earliest days of the web, including server operations, hosting, security and encryption, e-commerce, and advanced back-end functionality.

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.

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.

Developing Online Courses

Description

This workshop covers the nuts and bolts of getting your first online course developed and deployed, including:

  • components and costs
  • evaluating staffing requirements
  • structure and design
  • course conversion (from live format)
  • options for audio and video production
  • testing and assessment online
  • platforms and server options
  • getting feedback
  • mastering revision cycles
  • licensing and profit projections

You'll leave this live workshop with a complete development plan and timeline for at least one of the courses you'd like to put online. Our experts will walk you through the entire process, helping you make decisions while supplying you with data and how it applies to your situation. Learn about a breadth of approaches and case studies from others in the workshop as they build their course development plans alongside you.

Knowledge Level

This is an awareness level workshop. We encourage instructors at the practitioner and mastery level with little or no online experience to participate.

Workshop Design

This is an instructor led course designed to be delivered either on-site or via web video conference in 4 or 8 hour time frames.

Learning Objectives

At the end of this workshop you will be able to:

1. Describe the various operational and material components of an online course.

2. Determine which online system features would be incompatible together and which would be appropriate for a given course.

3. Research and evaluate various platforms for online presentation and course management and determine a good fit for your project.

4. Create a course outline action plan specific to your organization, including estimated budgets.

This Workshop is Recommended:

• Customized and available online for small teams.
• For Regional or State association events.
• To support a design firm'€™s internal administrative and instructor training.
• To support a product or service manufacturer'€™s administrative and instructor training.

Faculty

Katin Imes
Minimum of 8 participants required to book this session.

Watch for our annual offering of this workshop on the west coast. Contact us about your workshop questions today; we're happy to help!

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

Photo of Strategy Outline

I have been designing and managing organization-wide professional development programs for years. 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 used buzz words and phrases like: Excellence; quality and total quality management (TQM); the customer is always right; best practices; and elite programs.

In part two of this eight part series I have assembled requirements from several prestigious organizational award programs that appear with consistency. The self-assessment guidelines presented in this piece are intended to assist those individuals who are responsible for establishing and operating an Architectural/Engineering Design and Consulting Firms’ professional education department. The recommendations provided 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, skill or professional program.

KEY 1: Strategy:

Overall, work to gain a commitment at all levels of the firm. Building a successful program needs senior level support. It needs senior management’s involvement in creating and sustaining the firm’s educational direction, performance, and focus. And it should include the development of a strategic process that ties education into the overall business plan of the firm.

Key 1 examines senior management’s involvement in creating and sustaining the firm’s educational strategy, commitment, and support. This section provides recommendations for long-term education and professional development planning and program development.

Leadership Involvement
1. CEO/executive team leaders set direction and seek future educational opportunities.
2. Leadership set performance expectations and metrics.
3. Leadership reviews the education program's overall performance.
4. Leadership takes into account the educational needs and expectations of all key personnel.

The Firm'€™s Strategic Education Plan:
5. Describes how the firm’s professional development strategy aligns with the firm’s business strategy and objectives.
6. Uses key performance indicators to measure the effectiveness of the learning strategy. (Ex: forecasts, models, projections, etc.)
7. Outlines educational expectations, including options to seek new educational opportunities and/or prepare for new requirements.
8. Explains the process for analyzing the cost benefit of education investment for the firm.
9. Clarifies the firm’s approach to coordinating knowledge sharing efforts with the delivery of education.

Sources:
Using the Baldrige National Quality Award and IACET as models, a special task force 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 of learning and development.

Building a Design Firm'€™s Professional Development Program – Planning and Performance Projection

Photo of staff reviewing graphs

Planning and performance projection is the critical third step to building a successful professional development program. This step should be based upon the results your needs assessments and analysis. At this point you develop measurable short and long-term educational goal with performance projections of key education results that tie into the overall business strategy. If you have not already done so at this point, be sure to develop a realistic budget that supports your project.

Continuing in part four of this eight part series I have assembled requirements from several prestigious organizational award programs that appear with consistency. The self-assessment presented in this piece are intended to assist those individuals who are responsible for shaping and managing the organizational structure of an Architectural/Engineering Design and Consulting Firms'€™ professional education department. This assessment tool is not intended for the design or development of any individual course, certification, skill, or professional program.

KEY 3: Planning and Performance Projection

Here we examine the firm'€™s planning, support and performance projections. This section examines how the firm identifies, develops, and supports program designers and faculty. Key 3 also takes into consideration how the firm effectively collects and reports information about activities and participants.

Planning Process
1. There is an established organizational planning process leading to the implementation of learning solutions and educational programs. As appropriate this process includes on-the-job support where and when your L&D customers need it.
2. There is a process that addresses how technology supports the learning evaluated, improved, and kept current with changing business needs.
3. There is a process involving how to use key information in the determination of learning objectives for learning and knowledge sharing activities.
4. There is a short-term planning process leading to necessary adjustments of educational programming, staffing, and delivery.

Human Resources
5. There is a process to identify and involve key personnel in roles of program designers, developers, instructors and facilitators, and evaluators.
6. There is a process to train and support key personnel to serve as program designers, developers, instructors and facilitators, and evaluators.
7. There is an established process that ensures all appropriate staff is kept current of all requirements, regulations, and laws related to course content.

Performance Projection
8. There are identified metrics used to assess the effectiveness of your learning solutions that are updated annually.
9. There are short and long-term projections related to desired key education results.
10. There are short and long-term projections related to performance and/or benchmark data that can track improvement.
11. At least some of the short and long-term projections for the education program reflect measurable goals.

Program Tracking & Maintenance
12. Detailed summaries of all revenue and expenses related to the overall program are maintained and evaluated on a scheduled basis.
13. There is a process that ensures that program standards are maintained when partnering with other organizations.
14. There is a process for compensating and recognizing individuals and groups who help reach the education objectives and for those whose performance improves.
15. A process for tracking and reviewing the education program marketing results - internal and external.
16. There is a process for tracking, reviewing, and improving the program content and offering new educational activities.
17. A process is in place for recording and filing required designations for activities, such as Health, Safety and Welfare (HSW), LEED, ISO, ANSI, Mandatory Continuing Education (MCE), PDH, state license etc.

Sources:
Using the Baldrige National Quality Award and IACET as models, a special task force 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 Architecture, Engineering, and Construction (A/E/C) 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.

Building a Design Firm'€™s Professional Development Program Content and Design

Photo of small group breakout sessions

Short-term, develop a system that will collect appropriate subject matter content that addresses staff knowledge needs to support the firm'€™s projects. Long-term, consider a structured curriculum that supports the firm'€™s strategic plan and business needs. There are various formats and delivery models from which to choose - be sure that the content is appropriate for the format. Develop clear course learning objectives early as they will guide you in selecting the appropriate subject matter expert (SME), the best course content, appropriate course design, and the most effective delivery method. Determination should be made at this juncture, is it best to use inside sources, use an external vendor, or consider a blend of the two? This is a critical point in the process to insure that content matches any special requirement such as license or certification standards, such as CEU, PDH, CPD, MCE'€™s, HSW, LEED, ISO, ANSI, etc...

Continuing in part five of this eight part series I have assembled requirements from several prestigious organizational award programs that appear with consistency. The self-assessment presented in this piece are intended to assist those individuals who are responsible for shaping and managing the organizational structure of an Architectural/Engineering Design and Consulting Firms'€™ professional education department. This assessment tool is not intended for the design or development of any individual course, certification, skill, or professional program.

KEY 4: Content and Design

This segment examines the firm'€™s process, development and support for content selection, design and development. This section provides recommendations for how new, modified, and customized educational activities and services are selected and designed to meet the learning objectives.

Establishment of Learning Objectives
1. All educational activities are based on written Learning Objectives.
2. For each course/program ask, “What do you want the participant to be to do, or what should they know when they finish the course /program?€

Program Design
3. A criterion has been established that addresses the learner'€™s skill/knowledge level, such as awareness, practitioner, and mastery.
4. There is a process established for determining selection of program structure, content, materials and support resources, and course time based upon expected learning outcomes.
5. There is a process for developing instructor - led classroom and online courses verses self - paced learning.
6. There is a process for selecting and scheduling external education providers that complement the firm'€™s education goals and standards.
7. A process is in place for determining special qualifying designations for activities, such as Health, Safety and Welfare (HSW), LEED, ISO, ANSI, etc.
8. Changing professional requirements are incorporated into educational programs such as Mandatory Continuing Education (MCE), PDH, CPD state license etc.

Sources:
Using the Baldrige National Quality Award and IACET as models, a special task force 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 of learning and development.

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

Photo of Ready - Action - Camera

You can refer to this section as business development or client facing skills since few firm leaders consider that they include their in-house professional development programs as a part of their marketing and promotion efforts. Professional development within A/E firms has evolved during the past decade and it is time to re-think how A/E firms share and distribute their intellectual property with professional associations and clients. For those firms that already have in-house programs you likely already have components in place. I offered several suggestions last November in my blog Overlooked Internal Training Sources for A/E Firms.

Business development (marketing and promotion) is a critical element of every firm. If your professional development program is intended for internal use, then be sure that your marketing plan relates to the needs assessment of your staff and client'€™s knowledge needs. If the firm includes education as a part of external marketing efforts be sure that it is also included within the firm'€™s strategic plan for educating target audiences. A staff presentation at an industry conference is a good example. You may have the world'€™s most knowledgeable subject matter expert (SME), designed an interesting presentation, and even offered the program using an innovative delivery format. However, if the intended audience is not aware that course is being offered then be surprised at a low turnout. Those who rely solely on the firm'€™s reputation to spread the word will frequently fail. You must adequately promote and advertise each of your courses. Budget accordingly.

Continuing in part six of this eight part series I have assembled requirements from several prestigious organizational award programs that appear with consistency. The self-assessment presented in this piece are intended to assist those individuals who are responsible for shaping and managing the organizational structure of an Architectural/Engineering Design and Consulting Firms'€™ professional education department. This assessment tool is not intended for the design or development of any individual course, certification, skill, or professional program.

KEY 5: Business Development (Marketing and Promotion)

Key 5 examines the firm'€™s business development structure that includes marketing and promotion of the educational courses and programs. This section provides recommendations for how the firm should address both internal and external marketing and promotion or their education courses and programs.
1. There is an established long-term educational marketing plan in place that includes: budget and pricing; projected incomes (including internal between departments); registration and enrollment procedures; number of classes and class sizes per session; cancellation policies; fees (ex: staff, instructor, course development expenses; course materials, equipment, technical considerations, facilities).
2. There is a separate One-Year marketing plan.
3. Print and social media promotional and advertising methods are used to support the marketing strategy that includes related expenses.
4. Other promotional activities include publicity, advertising, open houses, press releases, etc. to clients supporting speakers at professional conferences.
5. Quantitative metrics are in places that measure indicators and provide current levels, trends, and any appropriate comparative data.
6. There is a process for projecting new educational activities.
7. The marketing plan and promotion efforts are evaluated for effectiveness annually.
8. A process for researching the regulatory standards and legal and ethical requirements that should be addressed through professional development.
9. A process for ensuring that the firm addresses its responsibilities to the client, the profession, and the community through community outreach through education and training.

Sources:
Using the Baldrige National Quality Award and IACET as models, a special task force 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 of learning and development.

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