Wednesday, August 31, 2011

MUST HAVE CPLP Prep Resources!!

If you are preparing for the CPLP certification, YOU NEED THIS INFO:
  1. Go to this link and watch the webinar for some VERY helpful resources. It is facilitated by Trish Uhl, PMP, CPLP.
  2. In job transition? Go here for more information about state funding agencies. You could qualify to have your certification AND study materials covered by the state!
  3. Need to practice the CPLP exam over and over again? Go here for an online practice exam that is free to take as many times as you'd like!
  4. Have a smart phone? Download the ASTD "Trainer Quiz" from your app store and take practice questions in your spare time!
  5. Not sure what AOE to commit to for your work product? Go here and see some example work products!
  6. Do you qualify for the CPLP? Are you really ready? Go to the Candidate Bulletin, scroll down, and open Appendix C. If you feel really good about all of the content in that outline, you probably are!
  7. Join a CPLP group in Linkedin or find others sitting for the exam in your area by connecting with a local ASTD chapter!
  8. Determine what your learning style is. Take this questionnaire!
  9. Give yourself time to study... about 10-12 weeks on average for the knowledge exam alone, 30 hours just to put the work product together according to ASTD's requirements.
  10. Questions? Contact: certification@astd.org
  11. Apply for the exam!

Saturday, August 27, 2011

Module 2: Delivering Training

In an effort to catch-up and purge some of the CPLP info that is now all crammed-up in my head, I am going to spend some time today putting my notes in a logical format (AKA blog post). Here is what I've learned from Module 2 of the ASTD CPLP Learning System on Delivering Training...

To facilitate a transfer of learning, the trainer should: create a safe environment; be organized; provide objectives/ clear direction for the session; have meaningful, transferable content; and treat learners with respect. The learner should: be active; encourage feedback; be critical; be responsible for his/her own learning.

Instructional Design


Input: subject matter & resources
Process: ISD- instructional systems design
Output: curriculum & materials
Most effective when providing learners with a clear statement of what they must be able to do as a result of the training and how performance will be evaluated
AKA: instructional development (ID), curriculum development (CD), instructional system for training (IST), etc...

Instructional Methods


Techniques that designers use to link objectives with learners
Instructional Strategy- central purpose of any training or education intervention or program is to promote learning (through a set of events developed to initiate, activate, and support learning); mechanisms through which instruction is presented; mechanisms through which instruction is presented; used to motivate learners, help them prepare for learning, enable them to apply and practice learning, assist them in retaining and transferring what they've learned; allow them to integrate their own preferences with other skills and knowledge

Appropriate strategy depends on factors:

  • type of learning (intellectual and cognitive skills, motor skills, attitudes)
  • audience
  • demographics/ profile
  • learning styles
  • number of learners
  • media
  • budget
  • physical site
  • instructor's skills and training style
Training Environment

Consider peripherals, restrooms, materials and equipment, etc.. 

Activity: Space Needed
Reception 9-10 sq ft per person
Meal: 12-13 sq ft pp
Theater seating: 9-10 sq ft pp
Classroom seating: 15-17 sq ft pp
Conference seating: 23-25 sq ft pp
U-shaped seating: 34-36 sq ft pp

Screen guidelines: 
distance from screen to last row should not exceed 6 screen widths
distance from screen to front row should be 2x width of screen
no one more than one screen width to left or right
minimum of 9 feet ceiling so those in last row can see bottom of screen over, not around, the heads in front of them

Seating Arrangements:

 
Broken Circle- measure of trainer control (or Circle, which will create equality and no physical setting for trainer... add a table for place for papers and books and to remove sense of vulnerability)

Theater (maximize participants in room, not good for group discussion)

U-shaped (popular for seminars- gives sense of being equal, but provides place for facilitator/ flip charts, etc...)


 
Rectangle table (or Square table, which seems to encourage conversation across the table)

Classroom (gives facilitators a lot of control)



E-Learning

To deliver content, use: Internet; intranet/extranet; audiotape/videotape; satellite broadcast; interactive tv; cdrom; computer based training; dvd; learning groups or communities; msg boards; chat rooms

Distance learning connects learners with distributed learning resources where there is separation of place, time, or both; conducted through one or more media (use of electronic media isn't necessarily required)

WBT (Web-Based Training) is often driven by cost effectiveness, accessibility and application, access for learners, and self-direction for learners. Some terms:
  • Asynchronous WBT- self-directed, available at times other than when the facilitator is online
  • Synchronous WBT- facilitator and learner are connected and share info at the same time
  • CBT- (computer based training) use of computers in both instruction and management of teaching and learning process. CAI (computer-aided instruction) CMI (computer-managed instruction)
  • Distance learning- any learning that is done when the instructor and learner are not in the same place at the same time)
  • Electronic bulletin board (or threaded discussion)- messages posted for viewing by other users.
  • Electronic performance support system (EPSS)- linked direction to an application to train or guide workers through completing a task in the target application (great for on-the-job, just-in-time training)
  • Teleconferencing- instant exchange of audio, video, and text between one or more people or groups at two or more locations
  • Virtual classroom- online learning space where learners and instructors interact

E-learning is great for teaching rote skills and pre-requisite material. It should not be used if the infrastructure cannot support it, if the learner is technologically challenged, or if the learner's self-directedness is low. Classroom training should be used to develop higher-order thinking skills and stimulate interpersonal exchanges. However, it can be expensive, hard to schedule, and it is temporary.

Blended Learning
Combination of classroom learning and self-directed WBT. Blended learning provides the most impact for the least investment and should be solution-focused. Consider technology capabilities and implement a communication and marketing plan before deployment.

SDL (self-directed learning)- self-paced training that may use a wide variety of delivery media, ranging from print products to web-based systems.

Performance Support Systems
Job Aids and EPSS (Electronic Performance Support Systems)
  • Use a job aid for tasks performed with relatively low frequency that are highly complex, have a high consequence of error, and a high probability of change in the future. Exception: when there is a strict time requirement, unsuitable performance environment, and social barriers (when the learner won't use it because of embarrassment). 
  • Use an EPSS for the same reasons as a job aid. However, an EPSS can be more convenient for the learner if it is tied directly to the computer application being used (on-demand assistance). Examples: calculators and wizards, decision support modules that provide intelligent assistance with problem solving, embedded tutorials and simulations.


Presentation Techniques and Tools
  1. Prepare for training delivery (gain understanding of learning objectives, learn the material, practice the delivery, prepare questions to stimulate learning)
  2. Understand basic classroom management (use effective openings, set expectations, structure and close presentations effectively, take attendance and keep records, manage difficult participants, keep the energy level flowing- brainstorming, case study, role play, project vocally, maintain pace, avoid fillers, enunciate clearly, use participant's names, use familiar terms and expressions, use examples, praise participants, use humor, maintain eye contact, keep positive facial expressions, gesture with hands and arms, move about the room with energy- Use icebreakers, opening exercises, and closing activities)
  3. Understand presentation behavior
  4. Scan for learning reactions (appearance, mannerisms
  5. Facilitate learning activities (ask questions, q&a, transitions, silence, active listening)
  6. Facilitate discussions (be a good listener, control the pace, check-in, avoid making judgemental comments, even if they are complimentary, support the process, smile)
  7. Perform on-the-spot assessment of participants' success in achieving program objectives
  8. Understand differences between delivering live training online and classroom training
  9. Devise strategies for keeping participants interested and involved (encourage participation, use cards, give away trainer's role, participate, get everyone on their feet, say a lot without a word, remove the tables, seek more attention-getting answers, select the quietest, participate right to the end)
  10. Strategies for keeping online text reading and print media interesting and involving (communicating online- image oriented, interactive, immediate, intimate; communicating online info visually- represent numeric data visually, represent concepts visually, call attention to text, use visuals effectively; communicating online interactively; appropriate interaction with learners- appropriate feedback;)
  11. Strategies for keeping print media interesting and involving
  12. Using presentation and training tools (keep visual aids to the appropriate amount to support your material... doesn't have to be high-tech or expensive; slides should be professional & easy to see/read; flipcharts and easels; whiteboards or other types of boards; presentation software)

Individual Learning Styles

David Kolb's Learning Style Inventory:


concrete experience, reflective observation, abstract conceptualization, active experimentation
convergers, divergers, assimilators, accommodators

W.E. (Ned) Herrmann's Brain-Based Approach to Learning:



left brain, cerebral: logic, analytical, quantitative, factual, critical
left brain, limbic: sequential, organized, planned, detailed, structured
right brain, limbic: emotional, interpersonal, sensory, kinesthetic, symbolic
right brain, cerebral: visual, holistic, creative

Neurolinguistic Programming and Modes of Learning:


VAK Model (Visual, Auditory, and Kinesthetic)

Multiple Intelligences: 

Howard Gardner defines intelligence as: a measurable aptitude; an aptitude used to create and solve problems; an aptitude valued by the culture
  • interpersonal
  • logical/ mathematical
  • spatial/ visual
  • musical
  • linguistic/ verbal
  • intrapersonal
  • bodily/ kinesthetic
  • emotional
  • naturalistic
  • existential
Perceptual Modalities:
James and Galbraith say preferred mode of learning may be one of the following:
  • print
  • visual
  • aural
  • interactive
  • tactile (manipulative/ haptic)
  • kinesthetic (enactive/ psychomotor)
  • olfactory (smeller/ taster)
Patricia Cross's Adult Learning:
  • Chain of response (COR)- adult participation in learning
  • Characteristics of adults as learners (CAL) conceptual framework- framework to accommodate current knowledge about what we know about adults as learners.. purpose to describe some differences between adults and children so that alternative teaching strategies could be developed
Accelerated Learning Techniques (aka integrative or enhanced learning):
Whole-brain approach. Focuses on learning environment (positive and accepting, comfortable and colorful, exalt learners, eliminate or reduce learning barriers, support learners and trainers, multidimensional approach, accommodate different learning styles, provide for group-based learning, present material visually as well as verbally)

Lazanov's Principles:
Associative recall supermemory or hypermensia... the instructional application of stimulating the body and mind at peak efficiency to develop super-learning capabilities.

Principles of Accelerated Learning:
  • Affective state (positive state vs. negative state of the nervous system)
  • Beliefs toward learning (whether you believe you can learn or you can't, you're right)
  • Information networks (connecting new material to previously learned content)
  • Nonconscious learning 
  • Learning cycles (changes of pace; shorter vs. longer, continuous learning segments)
  • Multisensory input (VAK)
  • Learning readiness state (calm, relaxed state physically and mentally)
4 Stages of Accelerated Learning (AL) Training:
  1. Preparation for learning by engaging the learner's attention
  2. Presentation of material as input to the brain
  3. Practice with skills and ideas
  4. Review of input to strengthen new connections and apply them outside the classroom
Learning Styles Inventories:
Myers-Briggs Type Indicator (MBTI)*
  • Extroversion (E) or Introversion (I)
  • Perception by sensing (S) or intuition (N)
  • Judgement by thinking (T) or feeling (F)
  • Attitude or judgement (J) or perception (P)
*not designed to assess level of maturity, degree of motivation, state of mental health, or level of intelligence

Silver and Hanson's Learning Style Inventory
Harvey F. Silver & J. Robert Hanson- 4 distinct learning styles
  • ST (sensing-thinking)
  • NT (intuitive-thinking)
  • SF (sensing-feeling)
  • NF (intuitive-feeling)

Factors affecting the speed at which adults learn:
  • psychological
  • environmental
  • emotional
  • sociological
  • physical
  • intellectual and experiential
  • age
Tools for Determining Learning Preferences:
  • PEPS (The Productivity Environmental Preference Survey)- preferred physical environment, emotionality, sociological needs, physical needs for learning
  • Canfield Learning Style Inventory- assesses learning influences such as conditions, content, mode of learning, expectation of success
  • Learning Style Questionnaire- categorizes a learner as primarily an activist who likes doing things, a reflector who stands back to think, a theorist who wants things tidy and rational, a pragmatist who prefers to get on with whatever works
Cultural Differences
  • Barriers to Communication
  • Language and Speech (accent, linguistics, gross translation errors, nuance errors)
  • Environment (personal space, technology)
  • Psychology (social organization, contexting, authority, concept of time)
  • Nonverbal Behavior (appearance, body language <emblems, illustrators, affect displays, regulators, adaptors>, touching, eye contact <cognitive, monitoring, regulatory, expressive>
  • Proxemic Zones (intimate, personal, social, public)
  • Basic Communications (environment, information, message, source, noise, receiver, feedback)
  • Barriers to Listening (speaker reluctant to convey the message, hasn't thought through message, misinformed or lying, speech difficulties, accent, lacks vocabulary, nonverbal communication doesn't support words; listener preoccupied, distracted, feels superior and is disrespectful to speaker, is impatient and interrupts, lacks vocabulary or understanding of nonverbal communication, has impaired hearing)
Importance of preparing content:
  • Presentation notes (use large type, double or triple space, use hanging indents, keep complete sentences and paragraphs on one page, put six periods at the end of a sentence, type the words they will be said, use one side of sheets and don't fasten them, number the sheets, mark exactly where visual aids are using key words or sketch in margin)
  • Rehearsals (practice, try not to use notes, use tape recorder or videotape rehearsal, rehearse in front of people, practice ad-libbing to avoid sounding scripted, dress in same type of clothes you plan to wear for the presentation)
  • Trainer Personality (pretend to be brave, focus on subject, accept fear, enjoy it)

Thursday, April 14, 2011

Module 1: Designing Learning

I attended my first CPLP Study Network session via WebEx tonight! This session (with nearly 50 ASTD chapter participants) was on the first module, Designing Learning. Here are my notes...

Disclaimer: All images have been linked from their source and all of my notes are based in the material in ASTD Learning System Module 1: Designing Learning (March 2006)

Module 1: Designing Learning

Abraham Maslow
Hierarchy of needs (physiological, safety, belongingness, esteem, self actualization)




Learning Brain Model
Upper-left cerebral: logical, analytical, mathematical, technical, and quantitative
Lower-left limbic: controlled, conservative, organized, administrative, sequential, procedural
Upper-right cerebral: visual, creative, synthesizing, artistic, conceptual, holistic (risk-takers and entrepreneurs)
Lower-right limbic: interpersonal, emotional, musical, spiritual (think in terms of feelings)

Malcolm Knowles
andragogy- adult learning
  • self concept
  • prior experience
  • readiness to learn
  • orientation to learning
  • motivation to learn
Carl Rogers (8 guidelines to facilitate learning)
  1. establish mood
  2. clarify purpose
  3. rely on desire of learner
  4. organize widest possible range of resources
  5. act as a flexible resource
  6. accept intellectual content and emotional attitude
Accelerated Learning
The learning environment is positive/ accepting; comfortable/ colorful setting; exalt learners; eliminate/ reduce learning barriers; supportive of learners/ trainers; multidimensional approach; accomodate learning styles; make learning fun; group-based learning; visual & verbal material
  • Affective state (eliminate negativity)
  • Beliefs toward learning (whether you think you can or can't, you're right)
  • Information networks (connect material to content)
  • Nonconscious learning (up to 80% of learning)
  • Learning cycles (shorter segments)
  • Multisensory input (VAK- visual, auditory, kinesthetic)
  • Learning readiness state (calm & relaxed physically & mentally)
Neurolinguistic Programming

intake styles are NOT the same as intelligence
  • V-visual
  • A-auditory
  • K-kinesthetic
Bloom's Taxonomy
taxonomy- hierarchy of learning

6 levels to this hierarchy:
  1. Knowledge
  2. Comprehension
  3. Application
  4. Analysis
  5. Synthesis
  6. Evaluation
KSAs: Knowledge (cognitive), Skills (psychomotor), Attitude (affective)

Gagne (9 events of instruction... AKA: Tell, Teach, Tell)
  1. Gain learner's attention
  2. Share session objectives
  3. Ask learners to recall prior learning
  4. Deliver content
  5. Use methods to enhance understanding (case studies, graphs, etc...)
  6. Provide an opportunity to practice
  7. Provide feedback
  8. Assess performance
  9. Provide job aids
Tell (1-3) Teach (4-8) Tell (9)

ADDIE

Can the problem be reasonably remedied by training?
  • Analysis (input)
  • Design (process)
  • Development (process)
  • Implementation (output)
  • Evaluation (process)

Smith and Ragan Systematic ISD
3-stage process most common to instructional design models
  1. Analysis
  2. Strategy development
  3. Evaluation

Test items are written in the analysis stage and iterative nature of design/ constant revision.





Seels and Glasgow ISD Model II
3 phases:
  1. Needs-analysis management
  2. Instructional design management
  3. Implemenation and evaluation management
Project management occurs during the entire instructional design process; based on assumption that design happens in context of a project; project plan establishes roles, tasks, timelines, budgets, checkpoints, & supervisory procedures.





Rapid Instructional Design (RID)
  • Involves alternatives, enhancements, and modifications to ADDIE (but not a replacement for traditional ISD model)
  • Two types of trade-off's (design/ delivery of instruction)
  • Used under tight deadlines, limited budgets, and constantly shifting budget
  • Also known as rapid prototyping
  • processes are parallel & iterative until agreement is reached
  • Modules tested early and modified based on feedback
Dick & Carey Systems Approach
  • 9 detailed steps (added step of analyzing learners/ contexts; expanded task analysis to encompass instructional analysis)
  • Selecting appropriate content for each learning module and organizing content effectively
  • Describes ISD process from analyzing needs and identifying goals, through writing learning objectives, developing materials, and evaluating instruction


Robert Mager's Behavioral Learning Objectives
Behavioral or performance objectives (criterial-referenced objectives) contains:
  • condition statement
  • performance statement
  • criterion statement
3 components:
  1. behavior (specific & observable)
  2. condition (tools or assistance)
  3. standard (level of performance)
Writing Criteria for Learning Objectives

Without objectives, there is nothing to evaluate.

A- audience
B- behavior ("should be able to")
C- condition ("given")
D- degree (what it takes to meet objective)

Instructional Strategy (depending factors)
  • type of learning
  • audience
  • demographics/ profile
  • # of learners
  • media
  • budget
  • physical site (centralized, decentralized, specialized)
Evaluation
  • formative- occurs continually throughout analysis, design, development, & implementation
  • summative- occurs only after completion of course
evaluate > tasks, topics, activities/ materials, tests, productivity

4 Levels of Evaluation
  1. Learner reaction (were they happy?)
  2. Knowledge/ skill mastery (did they learn?)
  3. Job performance (can they perform?)
  4. Business needs (was ROI achieved?)
Steps to Conduct a Needs Assessment
  1. Define objectives
  2. Identify necessary data
  3. Select data-collection method
  4. Collect the data
  5. Analyze and confirm the data
  6. Prepare the final report
Levels of Needs Assessment
  • Organizational assessment
  • Task assessment
  • Individual assessment
Data Collection Methods

Collect quantitative (hard data) and qualitative (soft data)

  • assessments/ tests
  • performance audits
  • competency modeling
  • observation
  • interviews
  • focus groups
  • surveys
  • work samples
  • extant data (records & reports)
Learning Information Systems
  • LMS- learning management system
  • LCMS- learning content management system
  • Collaborative learning software
  • LSS- learning support systems
Research Design Concepts
  • dependent, independent, & extraneous (undesirables) variables
  • research questions
  • experimental design process
  • statistical & design control of variables (control group)
  • qualitative research
  • sampling
Copyright
Copyright law protects the expression of ideas in some tangible form.

Can't be copyrighted:
  • ideas
  • processes
  • procedures
  • methods of operation
  • concepts
  • principles
  • discoveries

Tuesday, April 5, 2011

100 Question Pre-Assessment COMPLETE

After about 45 minutes, I've missed 35 out of 100 questions (65%). Granted, of those that I missed, I had put a star beside my next choice and most of those were correct... still shows that I have a way to go!

I now have a really great pre-study group study guide... but, the pre-assessment wasn't broken down into Area of Expertise (AOE). It would make more sense to see percentage correct by AOE (since that would mimic the actual knowledge exam).

Next steps:

  • Read Module 1: Designing Learning
  • Complete Knowledge Checks for Chapters 2, 3, & 6 (my goal is to try and do them all)
  • WebEx Study Session on April 14th

Thursday, March 31, 2011

CPLP Study Network Session 1: Notes

I am excited about participating & managing the social media in the CPLP Study Network (group)! This study group runs bi-weekly for 24 weeks (through August 25th). We have over 50 members in 10 ASTD chapters and will hold most sessions virtually (through WebEx). A couple of face-to-face sessions (today being the first) will help us all touch base at the beginning and end of this journey.

CPLP Certification Overview and Test-Taking Strategies


ASTD Competency Model
This model is made up of the foundational competencies, areas of expertise, and roles

Module 1: Designing Learning
Module 2: Delivering Training
Module 3: Improving Human Performance
Module 4: Measuring and Evaluating
Module 5: Facilitating Organizational Change
Module 6: Managing the Learning Function
Module 7: Coaching
Module 8: Managing Organizational Knowledge (now with social media)
Module 9: Career Planning and Talent Management

If you are a member of ASTD, you can prepare for the AOE's with free webcasts!

Knowledge Exam
  • 150 multiple choice questions
  • 2.5 hours to complete the exam
  • questions are application-based from the "ASTD perspective"
  • approximately 90-100 hours to prepare for this exam
  • 57% of exam is focused on modules 1-4
Work Product

This is an actual work project that represents what you do in an AOE (choose your AOE for your work product).

Choose from following AOE's:
Designing Learning, Delivering Training, Measuring & Evaluating, Improving Human Performance, or Managing the Learning Function

CPLP Certification Process
1. Assess your professional goals and program fit
2. Register for the program
3. Begin test preparation
4. Receive authorization to test and schedule test session
5. Complete test preparation
6. Complete knowledge-based exam (part I) and pass
7. Apply for work product submission in one area
8. Submit work product (part II) and pass
9. Receive designation and maintain certification credits

Study Strategies

  • Read the ASTD LEarning System
  • Know theories and terms from the ASTD perspective
  • Drill and practice questions (focus on areas where you score less than 80%... ASTD Flash Cards are great)
  • Watch for questions that include "always" "include" and "does not include"
  • Eliminate obvious distracters
  • Watch out for statements that are true; however, they are not correct for that question
  • Always answer ALL questions
  • Consider writing down information on the blank paper provided to you by the test center (e.g. brain dump mnemonics or key info you used in studying, definitions, key words, tools, techniques)
  • Use the MARK button on the screen to review before submitting
  • Use ALL time allotted
Recertification Requirements

  • Valid for 3 years
  • 60 points to re-certify (or re-test) every 3 years
Recertification Categories and Maximum Allowable Points:
1. Continuing Education  30
2. Speaking and Instructing  20
3. On-the-Job Experience  20
4. Research and Publishing  20
5. Leadership and Recognition  15
6. Professional Membership  15

Follow @cplpstudy on Twitter!

Thursday, March 24, 2011

Do You Have a Plan for CPLP Prep?

My Supplies
  • ASTD CPLP Learning System
  • CPLP Flash Cards
  • iPhone app ASTD Trainer Quiz (a free iphone app with over 650 knowledge check questions from the learning system, available in the iPhone app store)
My Support

The CPLP Study Network (a partnership among several ASTD chapters to provide a virtual study group to their members). We are using a combination of a Google docs site (for handouts/ materials), LinkedIn group (for discussions), Twitter, and Webex sessions facilitated by CPLPs in their AOEs (areas of expertise). I am very excited to be managing the social media for this group... it is giving me additional opportunities to connect and collaborate.

My Plan

I'm starting early! For anyone not yet familiar with CPLP, it is a daunting endeavor. Although I've been in the training and development field for nearly 10 years now, some of the terminology seems Greek to me... not to mention that I can't pass the sample tests on the iPhone app consistently.

Right now, I'm starting with the Designing Learning module (book 1). I have the corresponding flash cards to go with that module and am taking every opportunity to read through the information. My goal is to feel like I'm solid on that module within the next 2 weeks... after that, I will just take it a module at a time, trying to allow myself at least a few weeks for each module. Some I am more comfortable with than others, but I still realize that I should give myself adequate time for the entire learning system.

What About You?
  1. Do you have a plan of action for taking the CPLP? If so:
  2. What is your routine?
  3. Have you been strategic in your planning based on a test date?
  4. What timeframe are you allowing yourself to prepare before the knowledge exam?
  5. Will you be working on your work product while studying?

I'd love to hear what others are doing to get ready...

Monday, March 21, 2011

Social Media in CPLP: Did you know?

As a huge advocate of informal learning and use of social media, I was excited to see a new addition to the CPLP materials! ASTD has added social media to the competency model and the Managing Organizational Knowledge module of the learning system.

If you are preparing to sit for the exam this year, be sure to brush up on what you know about social media!

Need more info? Check out the candidate bulletin on the website.

As of March 17th, update materials are available here.

Happy studying!