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2.13. Legal and Ethical Issues: Copyright and Fair Use in Learning Design
Episode 40
Friday, January 24, 2020 • Duration 11:04
2.13. Legal and Ethical Issues: Copyright and Fair Use in Learning Design
Learning Objective for Section 2.13.: Explain the importance of legal and ethical issues related to instructional design
Using any copyrighted work for learning and training purposes required permission from the copyright owner, i.e. the publisher of the work or the employer of the work’s author, or the author/creator of the work. As stated and shared in the AOE #3 episode on the topic 3.10. Copyright and Fair Use Laws.
Here is the recap of what US laws state about the use of materials for a class, training, or learning:
Copyright Law: protects the expression of ideas but not the ideas themselves in some tangible form e.g. book, magazine, video, film, etc. Although the exact words in a book may be copyrighted the ideas in the book are not.
Fair Use: is a legal doctrine that promotes freedom of expression by permitting the unlicensed use of copyright-protected works in certain circumstances. Section 107 of the US Copyright Act provides the statutory framework for determining whether something is a fair use and identifies certain types of uses—such as criticism, comment, news reporting, teaching, scholarship, and research—as examples of activities that may qualify as fair use.” When considering if objects or materials are under fair use, you should examine the four requirements:
The purpose is for nonprofit, noncommercial educational use (typical cases)
The nature of the copyrighted work is consistent with the proposed use
The amount of the original work involved some small uses can be considered an infringement, that is, a small portion involves the core idea in the copyrighted works
The effect of using the copyrighted work is not likely to deprive the copyright holder of sales or market interest
Title 17, US Code of Federal Regulations, Section 201 There are also “Works Made for Hire” where the employer or the other person for who was hired for the work was authoring training instruments for an employer or organization as training materials to be designated their copyright.
Legal and Ethical Issues Related to Copyright and Fair Use
Things that cannot be protected by copyright include: ideas, processes, procedures, methods of operation, concepts, principles, or discoveries; however, a tangible description, explanation or illustration of these may be copyrighted.
In the United States, registering the work with the US Copyright Office provides legal protection and redress in state and federal courts; a copyright holder has the exclusive right to:
Reproduce the copyrighted work
Prepare derivative works (adaption) based on the copyrighted work
Distribute copies of the copyrighted work to the public by sale or other transfer of ownership, or by rental, lease, or lending
Perform the copyrighted work publicly, in the case of motion pictures or other audiovisual works; and
Display the copyrighted work publicly, in the case of audio or visual work.
Exclusive rights are qualified by the fair use privilege, which allows others to use copyrighted material in a reasonable manner without the copyright owner’s consent. Although legal guidelines exist, fair use is difficult legal concept to understand.
Bottom line: obtain written consent from the copyright holder to use the materials that are copyrighted, even for an educational program OR find training materials that allow for fair use or attribution for your learning/training materials. When in doubt ASK SOMEONE!
Open Up: Creative Comments and Open Education Resources
2.12. Individual & Organizational Influences on Learning and Change
Episode 39
Friday, January 24, 2020 • Duration 06:45
2.12. Individual & Organizational Influences on Learning and Change
Learning Objective for Section 2.12.: Identify individual and social factors that influence an adult’s motivation to learn and change.
Change might be a business decision; however transitions at work often have emotional and political effects on any organization and their employees. Motivating factors is one of the most critical elements to consider while implementing change related to learning. If designing learning is part of a change initiative, organizational transition, or method for managing change in a company, talent development practitioners should be aware of how any change could create challenges to learning solutions, i.e. resistance, turnover, and failure to institutionalize the change.
It is critical to involve the change agents during during the learning planning stage to minimize potential issues and consider issues that might occur at all levels. Empowering employees to make choices can help them accept change and ensure this transition is smooth. Some incentives might come from management rewards for acceptance or additional support to help move others along in the transition.
Influences on Learning: How Instructional Design Can Impact Change
Motivation is one of the main influences on people’s willingness to learn. When change comes, sometimes a learning initiative to understand this transition is needed. Two ways to influence this willingness to learn is to:
Energize learners’ motivation to learn
Use whatever motivation they already have
Training success happens when the new skills and knowledge are applied on the job.To encourage a change in behavior or performance, learners need to realize the learning outcomes.This could be through other learner testimonials, sharing the implications of not gaining this skill, what's in it for me (WIIFM), and identify the knowledge gap might do for their career trajectory. You might also be able to introduce employees to informal learning and technologies (e.g. wikis, blogs, communities of practice, etc.). Other ways to motivate learners by:
Where and how do you organize and manage all of the data around talent development? Technology solutions, of course!
Learning Objectives:
Categorize the technological capabilities of talent management software
List strategies for keeping up-to-date with emerging technologies
Describe steps to evaluate new technologies
The opportunities and affordances for talent management systems (TMS) encourage data collection for career development, coaching, feedback, and professional learning related to employee competencies, training effectiveness, onboarding practices, employees’ interests, performance management, and succession planning.
This data and information can identify learning and/or performance gaps to outline what is needed in the workforce or organization. TMS can also help identify if/when training is needed, and keep track for training/learning records for employees related to industry reports, books, research, and evidence from the talent development field.
If you are preparing to invest in or upgrade a TMS or software, consider the following four steps when you evaluate a product/system:
Determine what functionality the organization needs in its talent management software.
Determine what each supplier provides. What data and information can be inputed & exported from this TMS?
Talk with peers about their experiences working with different suppliers & do your research
If you are not collecting and analyzing your talent development data -- your missing out on key performance indicators and understanding how they meet individual and organizational goals.
Learning Objectives:
Outline learner data available through talent management databases
List the methods for capturing learner data
Compare the methods of analyzing learner data to be used in decision-making
Talent Management Analytics describes the use of talent data and information to improve business performance, predict turnover, measure the impact of leadership development programs, and determine the effectiveness of onboarding programs or just-in-time training solutions. The data available will be based on the tools being used and could include basic statistics, such as the number of learners attending training, or correlations between course content and performance. If collected and measured well, talent analytics can inform and offer direction to employees to support their career development paths and offer insights for the business goals. The impact of learning and other talent development offerings may impact to the organization’s bottom line -- but how can you know if you are not measuring this.
“Only 21% of HR leaders believe their organizations are effective at using talent data to inform business decisions.” ~Gartner (2019)
Learner data can be captured in a variety of ways to measure and assess talent development. Whether its an end of workshop survey, online course questionnaire, focus group, or 1:1 follow up with a manager, here are a few common methods for analyzing learner data:
AOE 7. Integrated Talent Management; 7.3. Career Development Theories and Approaches
Learning Objectives:
Define the balance between personal assessment and the market
Discuss Williamson’s trait-and-factor theory and how it relates to career development
Define the Super developmental framework
Summarize each of the personality or typology theories, including Roe’s theory, Holland’s occupational congruency model, and psychodynamic theory, and compare their value for the individual employee
Describe Krumboltz’s behavioral theory
Discuss Schein’s career anchors theory
Describe how generational issues affect career development
List development programs for key roles and jobs in the organization
Balance Between Personal Assessment and the Market: To determine the ideal future at work, in terms of our own career plan, is a process of considering different concepts and theories -- this is known as career development. Zandy B. Leibowitz (1986) sees career as a “vision must be realistic and provide a strong link between the present situation and future possibilities… real needs, structures, and cultures.” The goal is to offer a sense of direction and rationale for these career approaches and theories to measure actual results in your career journey.
Trait-Factor Counseling: is a cognitive career counseling approach based on the theory of individual differences. Known as the talent-matching approach, it assumes that each person has a unique pattern of relatively stable traits, interests, abilities, and characteristics that can be identified as an occupational profile. This approach originated in the early 1900’s and is associated strongly with vocational theorists Frank Parsons and E.G. WIlliamson.
This theory is often criticized throughout the industry; as it refers to a trait characteristic as an item that can be measured through testing and a factor characteristic are required for successful job performance
Identify ways to assess current talent capabilities
Outline a means to estimate future demand
Examine factors relevant to hiring internally versus externally
Summarize the relationship between workforce planning and strategic planning
List five job analysis methods and three Competency Model elements
Define the role of HR in workforce planning
Describe the roles of TD professionals in workforce planning
Current Capability Assessment: How do talent professionals match current skills to the organizations needs now and in the future? A capability assessment can help organizations and HR establish a baseline of understanding for comparing against future personnel requirements by looking at performance from these three perspectives:
What basic skills are needed just to maintain the status quo and keep the organization running?
What Skills are needed to improve the organization?
What are the new business drivers on the horizon, and what skills are needed to meet those future needs?
How Do You Estimate Future Demand? Talent development professionals need to determine the potential gaps and be cognizant of workforce supply and demand projections; this can be done by conducting an environmental scan, looking at workforce projections for the business (products or services in the organization), and being creative with how this workforce plan is developed, e.g. hiring temporary or P/T appointments, targeted recruitment planning, ways to reduce a surplus of talent or relocate professionals, etc.
Internal vs. External Acquisition: These are the questions talent development professionals ask for their work in an organization to determine this choice/decision due to their participation in employee development programs. Factors considered when choosing to develop talent internally, includes:
7.1. Integrated Talent Management: Key Components of Talent Management Systems
Episode 26
Monday, December 9, 2019 • Duration 20:08
Areas of expertise (AOE) 7: Integrated Talent Management “Builds an organization’s culture, engagement, capability, and capacity through the implementation and integration of talent acquisition, employee development, retention, and deployment processes, and ensures that these processes are aligned to organizational goals” (ASTD, 2013) -- in short, integrated talent management ensures organizations have the right people, with the right skills, in the right jobs, at the right time -- this means thinking about human resources, organizational development, talent development, more to bring a company's goals and missions forward to enhance their products, services, and output. Key knowledge areas or AOEs for section 7 include:
Key components of talent management systems
Workforce planning and talent acquisition approaches
Career development theories and approaches
Individual and organizational assessment tools
Talent management analytics
New and emerging talent management software solutions
Approaches to maximize workplace diversity
Legal and ethical issues related to integrated talent management
What Works in Talent Development: Starting a Talent Development Program by Elaine Biech (2018)
Employee Training & Development, 7th Ed. by Raymond Noe (2017)
ASTD Handbook: The Definitive Reference for Training & Development, 2nd Ed. Edited by Elaine Biech (2014)
Training and Development for Dummies by Elaine Biech (2015)
7.1. Key Components of Talent Management Systems
Talent Management Systems: What systems and processes organize how talent is managed within your organization? What are some critical factors and components that should be part of the talent management system? How can talent development professionals help to overcome some of the “mystery” in managing employees/talent? ()
BONUS: Why Are You Studying For the CPLP?
Sunday, December 8, 2019 • Duration 11:06
Why bother getting the CPLP credential? What exactly are you studying for? Why is it important?
Chapter 3: Importance of Certification (Kippen, Son Lee, & Toister, 2014)
Understand the value of certification and the Certified Professional in Learning and Performance (CPLP)
Identify the value to the employer, credential holders, and Training & Development (T&D) profession
Experience from employer and candidates
Reference: Biech, E. (2014). ASTD handbook: The definitive reference for training & development, 2nd Edition. Alexandra, VA: American Society for Training and Development. What is CPLP certification?: involves the comprehensive evaluation of skills that are measured against industry standards, professional associations, and other industry-wide credentials for T&D -- with the following requirements for CPLP certification eligibility:
Knowledge Exam: 150 multiple choice on the 10 Areas of Expertise (AOE) + the Global Mindset foundational competency
Skills Assessment Exam: of 100 questions multiple choice that focuses on application of skills from ONE (1) AOE of your choice:
Training Delivery
Instructional Design
Managing Learning Programs
Recertification: CPLP is valid for 3 years and requires recertification points to maintain the CPLP status, e.g. professional conferences, training, leadership, etc.
More about the CPLP from this past episode:
3.8. Organizational/Cultural Differences in Learning Preferences & Communication
Episode 25
Sunday, November 24, 2019 • Duration 20:00
3.8. Organizational or Cultural Differences in Learning Preferences and Communication
Cultural differences can impact the training delivery and how the learner receives the information. Around the globe, organizations and their employees think, work, act, learn, and lead in different ways -- these vary based on national, ethnic, and corporate cultures.
Learning Objectives:
Discuss how language, speech, environmental, and psychological factors can be barriers to communication during training delivery, & provide one example related to each factor
Explain how culture may affect and require a modification in training delivery
Barriers to Communication: to prepare for intercultural communication talent development professionals are recommended to know that there are differences when providing training. If left unattended to, cultural differences can cause misunderstandings, conflict, and poor learner interactions or involvement of participants in a training session. Culture as an “individual’s patterned ways of thinking, feeling, and reacting” -- how do people interact with one another? What are some attributes and characteristics of teams, groups, or organizations you work with?
Language and Speech: we might all speak the same language, but there are so many nuances, differences, and misunderstandings that can occur. From accents to how we pronounce words.There might also be differences with pace or linguistics for how language is used. Other challenges might come from gross translation errors or nuance errors.
Environment: relates to a culture’s existing technological level and physical environment; this is primarily based on knowledge rather than culturally intrinsic values. Examples of this include:
3.10. Copyright and Fair Use Laws
Episode 24
Friday, November 22, 2019 • Duration 08:51
3.10. Copyright and Fair Use Laws Learning Objective: Summarize how copyright and fair use laws relate to the production of materials for training delivery
It is important to get permission and give credit where it is due, so as talent development professionals creating materials for training delivery it is important to use copyright and fair use guidelines to do so. Whether it’s print or digital materials for training, it will be important to understand how laws and regulations impact the design, delivery, and measurement of learning or a performance initiative.
Fair Use: air Use is a legal doctrine that promotes freedom of expression by permitting the unlicensed use of copyright-protected works in certain circumstances. Section 107 of the Copyright Act provides the statutory framework for determining whether something is a fair use and identifies certain types of uses—such as criticism, comment, news reporting, teaching, scholarship, and research—as examples of activities that may qualify as fair use.” When considering if objects or materials are under fair use, you should examine the four requirements:
The purpose is for nonprofit, noncommercial educational use (typical cases):
The nature of the copyrighted work is consistent with the proposed use.
The amount of the original work involved some small uses can be considered an infringement, that is, a small portion involves the core idea in the copyrighted work.
The effect of using the copyrighted work is not likely to deprive the copyright holder of sales or market interests
There are also “Works Made for Hire” where the employer or the other person for who was hired for the work was authoring training instruments for an employer or organization as training materials to be designated their copyright.
Copyright Law: protects the expression of ideas but not the ideas themselves in some tangible form e.g. book, magazine, video, film, etc. Although the exact words in a book may be copyrighted the ideas in the book are not. Things that cannot be copyrighted: ideas, processes, procedures, methods of operation, concepts, principles, or discoveries; however, a tangible description, explanation, or illustration of these may not be copyrighted.
Building anticipation of outcomes through authentic contexts
Making the context appealing (e.g. sound, music, novelty, suspense, humor, etc.)
Providing a challenge and adjusting the challenge levels to match different learners’ levels of readiness
Providing intrinsic feedback
More information about support organization and individual influences on learning, more will be discussed in AOE #10 Change Management, Section 10.11. Motivation Theory.
Are you a learning designer or talent development professional who has developed training/learning solutions for change? How'd it go?
Ask selected suppliers to provide a demo or pilot period - ask for RFPs, examples, & experiences
Super’s Developmental Framework: D.E. Super’s career development theory includes the idea that our careers move through five distinct phases from childhood through adulthood; the choice of an occupation is highly influenced by each person’s self-image and how this self-image maps to people already in a particular occupation. 5 stages/phases:
Growth Stage
Exploratory Stage
Establishment Stage
Maintenance Stage
Decline Stage
READ/LEARN MORE: Super's Theory via the Government of NZ Careers Site
Personality or Typology Theory: some career theories match individuals to occupations based on their personality, strengths, interests, values, characteristics, and more. For example:
Roe’s Theory of Occupation: divides occupations into eight groups of service and six decision levels; can be used to assess individuals to determine best career choice based on interests.
This is similar to Holland’s Occupational Congruency Model that seeks to match individual sto the best career choice through interviews that deal with six types of work environments known as RIASEC:
Realistic: physical strength, motor connection, concrete problem-solving
Investigative: ideas and thoughts; intellectual activity
Artistic: less personal interaction; self-expression
Behavioral Theory: suggests that career-related behavior can be broken down into parts to better understand our own behavior at work. Here are a couple of theorists and their examples/models:
Behavior Career Counseling: is a scientifically precise approach to career decision making that leverages concepts from psychology; this approach notes that career-related behavior (e.g. a job interview) results from events from our past; the goal is to understand that behavior to move forward in your career decisions)
Krumboltz’s Model: is about planned happenstance, which makes it okay to not always plan because unplanned events could lead to good careers. He uses the DECIDES model as a decision-making process with seven steps:
Career Anchors Theory (Edgar Schein, 1961): A career anchor is one’s self-concept about one’s talents and abilities, basic values, motives, and needs as they relate to your own career; this theory was developed to determine how careers in management advanced and how well individuals fared with their employers (12 year study; n=200); self-awareness and personal insight contributes to your career choices; The basic drivers of these career decisions are we related to these tenants: talents, motives, values -- into these eight career anchors:
There are a few common issues that challenge career planning for talent development in organizations to ensure companies their financial return-on-investment (ROI) -- this includes balancing the needs of the organization goals and professional objectives, such as:
I. Organizational Need & Human Capital: describes the collective knowledge, skills, competencies, and values of the people in an organization; investment in employee development hopefully contributes to the company’s bottom-line/goals; More of this is discussed in AOE #5: Evaluating Learning Impact; Section 5.1.7. The Phillips ROI...
Will the position be difficult to fill?
Is an internal selection strategically important?
Are there potential internal candidates?
Does the position have a steep learning curve?
Does the position require continually and institutional knowledge/
Do internal learning opportunities exist?
Internal promotions are great for employee morale
On the other hand, you can consider outside talent options if:
A change is desirable
The open position signals a new direction for the organization and requires a fresh perspective
Limited internal capacity exists
Organization is experiencing high growth
External hire could bring key relationships and intellectual capital
Outside hires can be motivation and inspiring from a new energy
Relationship Between Workforce Planning & Strategic Planning: Strategic planning is a process of systematically organizing the future, where HR will rely on past experiences to inform talent hires ahead. This helps all employees focus their attention on an organization's desired outcomes using four separate steps:
Urgent need: with good economy and increased employment demand will require you to have
The advent of data and technology: merging informed talent decisions integrated with technology
It’s bigger than HR: it’s not just about recruitment or HR; data from across the talent lifecycle will be informed from other places e.g. finance, marketing, external trends
Workforce plan: is a design that identifies the skill and knowledge gaps between today’s talent and the needs of the future as well as the actions required to meet the needs; it emanates from the organization's strategic plan and offers managers a framework for making staffing decisions based on an organization's mission, strategic plan, budget, and desired competencies
Job Analysis & Competency Modeling: A job analysis can be completed in a few different ways depending on the time available, access to subject matter experts, and the level of detail needed. Here are a few job analysis methods:*
Interview
Survey or Questionnaire
Observation
Focus Group
Work Diary or Log
*More instruments might be found in AOE #2: Instructional Design; 2.5.2. Types of Data-Collection Methods -- check out that episode, if you have not already heard it.
From a job analysis you identify the requirements of work, create a thorough and complete job description. Competencies will focus more on the skills, knowledge, and attitudes (KSAs) of those employees who are performing the jobs at a high level proficiency, specials apply to pintoin unique characteristics of successful employees that are typically mapped to a competency model. Ideally, talent development professionals will want to develop training that targets those competencies to create a sustainable workforce. Often these competencies guide the needed learning by the organization and often competency models include these 3 areas:
Executive: KSAs & behaviors required to create vision, lead, strategize, influence, plan negotiate, & recognize talent
Managerial or Supervisory: KSAs & behaviors required to supervise, direct, counsel, discipline, coach, organize, and development people.
Functional: KSAs & behaviors required to perform specific tasks
Role of TD in Workforce Planning: from education, training, employee/management development, executive leadership programs, organizational learning/development, and human performance technology -- the purpose is to improve performance by developing human expertise. This might be part of the succession planning process -- to identify and develop internal employees who will likely fill key business leadership positions in the organization -- and proactively planning for personnel demands/needs/shifts. This could include employ ability of current talent, preparing professionals for the future, etc.
Other roles for Workforce Planning in TD: To support some of this workforce planning there are a few prominent roles that TD professionals play as HR partners, including:
AOE 7. Integrated Talent Management; 7.1. Key Components of Talent Management Systems
Talent Management (Noe, 2017, p. 26): defines it as “the systematic, planned, and strategic effort by a company to use bundles of human resource management practices, including acquiring and assessing employees, learning and development, performance management, and compensation to attract, retain, develop, and motivate highly skilled employees and managers”; due to changes and evolution of our working roles, occupational trends, and needs within our jobs, there are needs for developing skills, obtaining knowledge, and apply concepts within our career journeys - shifts in emerging technologies, generational differences, leadership development, etc.
Describe two approaches to workforce planning and talent acquisition
Outline performance management elements necessary for successful talent management
Define the types of learning opportunities available for employee development
Identify viable succession plan actions
Explain the role of compensation and rewards in talent management
Relate organizational strength to engagement and retention strategy
Workforce Planning & Talent Acquisition Approaches: to ensure organizations have the human capability and capacity to meet strategic challenges you need to plan for and acquire the right talent. Here are the two approaches:
Targeted and Reactive: Conduct a gap analysis and determine the root cause or why the gap exists, select a potential talent solution, consider the costs to develop internal talent or acquire external talent -- get buy in for the solution and implement the solution, i.e. recruitment to attract the right talent and new professionals.
A Talent Shortage Lens: planning ahead to be proactive by these steps:
Clarify the business drivers, strategies and talent needed to support both
Research current and future labor markets (internal and external) for the talent supply and demand
Model future workforce scenarios to provide input for strategies aligned in the talent pool and business
Outline expected talent gaps beyond the obvious (e.g. skills or numbers) with critical insights on how to close these gaps
Develop a comprehensive, holistic, and measurable workforce plan to close the gaps before they limit the organizations’ ability to execute the business strategy
Performance Management: through strategy and process you will establish integrated expectations, developing capabilities, and ways to improve performance (e.g. retirements, new hires, emerging technologies, or new strategic directions) will have TD professionals management performance by:
Clarifying responsibilities
Establishing accountability for goals, standards, and expectations
Providing learning opportunities and building capabilities
Providing resources and required support for TD
Developing action plans
Reviewing progress
Providing feedback and coaching
Taking corrective action when necessary
Employee Development: leverages formal and informal learning opportunities to ensure that professionals have the right skills for their current jobs and are developing skills and knowledge for future career opportunities and industry needs; 70-75% of work-related learning happens informally outside a classroom or a course, including coaching, reading, mentoring, self-study, social media or internet surfing.
Other ways you can think about training and education programs:
Internal or External Training
On-The-Job Training
Self-Development and Self-Study
Online Learning
Job Rotation
Leader and Manager Programs: this is often part of succession planning for managerial and supervisory training; part of an integrated talent management program; this may include mentoring programs (or sponsorship); action learning (potential leaders study their own actions and experience to improve performance); and coaching programs. The most effective development program support these three key tenets:
Each person is responsible for his or her own development
Executives are responsible for guiding & supporting the development of their employees
The organization is responsible for providing opportunities for the growth of all
Succession Planning: Two key questions regarding talent management:
Do we have qualified people ready to fill key positions now and grow the business in the next 3-5 years (short-term emphasis)?
Will we have enough qualified candidates ready in 5-10 years to fill key positions (long-term emphasis)?
Countdown to the CPLP Calendar: Here are a few steps to developing your own study plan for the Knowledge and Skills Application exams as you prepare for certification:
Assess your time resources - where will you find 80 hours to study before the first exam? What time can you dedicate to preparing for the CPLP?
Assess your study resources - what will you use to prepare? Do you have this ASTD handbook, the CPLP Study System? Or will you attend an in-person or online workshop to prepare for certification?
Set a deadline - break up what you want to know and how you plan to learn for each AOE for the CPLP exams -- what’s your “to study” list and how will you organize this
Plot your schedule backwards - map out what you will study when on your calendar and COMMIT to these study sessions; identify some room for flexibility and change in this schedule should things come at work, home, etc.
Predict the future - how does this CPLP certification fit into your future professional goals, life plans, or career objectives? What life/work events might occur while you are studying and preparing over the next few months? Be prepared!
Stick to the plan - once you have organized how, when, and where you will study be accountable to this certification preparation plan; make this a priority for you!
Personal space: some folks hug, while others might give more space or greet with a handshake
Technology: some countries use less technology based on their values to live without; unlike the always needing to be connected or tethered to a device like the Western part of the world.
Psychology: the way thoughts and ideas are process may also vary from different points of view globally, here are four ways cultures think and express themselves:
Social organization
Contexting
Authority
Concept
Nonverbal Behavior: Did you know that 65% of a message's meaning is conveyed through nonverbal behavior? It’s true This could be from eye contact to a laugh. Nonverbal behaviors include both your appearance (first impressions, artifacts, and physical traits) and body language (posture and how we talk, stand, walk, sit, etc. Types of body language include:
Emblems, e.g. Ok or peace sign
Illustrators, e.g. hand gestures with expressive talk
Affect displays, e.g. emoting your feelings
Regulators, e.g. nodding, shrugging
Adaptors, e.g. fidgeting, scratching, ticks
Patterns of eye contact include -- eye movements and their meaning:
Cognitive: associated with thinking & processing new information
Monitoring: associated with understanding
Regulatory: associated with responding to the communicator for what’s being said
Expressive: associated w/ the emotional responses of the people communicating (emo)
Proxemic Zones and Difference Between Cultures: a term coined by anthropologist Edward T. Hall in 1977 defining the study of the cultural, behavioral and sociological aspects of spatial distances between individuals; this might vary by country and culture. For example, the four types of distance between adults in the US are:
intimate (18 inches)
personal (18 inches to 4 feet)
social (four to 12 feet)
public (more than 12 feet)
Some people feel threatened when others are too close to them -- but they also find people standoffish if the are too far apart. Fun fact: friend co-workers tend to sit beside each other at a table, where mere acquaintances or enemies in a work setting might sit opposite one another. (More to come on this topic AOE 11. Global Mindset)
Basic Communication: information theory came from scientists’ interested in electronic communication systems (you're very welcome), it’s also called communication theory, computer mediated communication, human information processing, etc. just to name a few. Listening is one activity in a relational process -- speaking is the other. Together they make a dyadic (two-part) system -- so here are some common concepts and terms talent development professionals and researchers use in this area:
Environment: conditions or circumstances in which a system operates
Information: something that reduces uncertainty
Message: something that is communicated
Source: the sender of a message
Noise: something that hinders the flow of information between a source and receiver
Receiver: person/device that gets a message in communications & processes it through the filter of the mind
Feedback: a communication that gives people information about the effect of their behavior
Barriers to Listening: Listening -- it’s a challenge. Sure you can hear, but are you actually listening and understanding what is being communicated? An average person talks at about 140 words/minute and a listener can understand about 280-560 words/minute. That being said, most of us can think three times faster than the person sending the message. However, 15% of the spoken word is lost in a training situation where the speaker talks fast, is rushed with delivery or speeds up because they are anxious to get the presentation over with. Other communication problems may include:
Reluctant to convey the message
Hasn’t understood the message
Is misinformed or lying
Has speech difficulties
Has an accent different than that of the listener
Lacks the vocabulary to explain current matter or there’s jargon the listener can’t decode
Uses nonverbal communication that doesn’t support his or her words
Fails to immediately state why the message may be of interest to the listener
That being said this listener issues may include:
Might be preoccupied and not shift their internal dialog to the external conversation
Be distracted by reactions to the speaker's appearance
Be impatient/interrupt because they are busy or believes the message is a waste of time
Lack the vocabulary or understanding to interpret the message
Have impaired hearing or something is blocking the message
Preferences to Formal Vs. Informal Approaches
Informal Learning...
In the United States, registering the work with the US Copyright Office provides legal protection and redress in state and federal courts; a copyright holder has the exclusive right to:
Reproduce the copyrighted work
Prepare derivative works (adaption) based on the copyrighted work
Distribute copies of the copyrighted work to the public by sale or other transfer of ownership, or by rental, lease, or lending
Perform the copyrighted work publicly, in the use of motion pictures or other audiovisual works; and
Display the copyrighted work publicly, in the case of audiovisual work.
To avoid plagiarism, that is passing others works off as your own, give credit and recognition for knowledge and information you use for your training materials. It is important to obtain consent and permission for those items with copyright, and be prudent to include all citations or other attributions to copyrighted work. See more in AOE #6: Managing the Learning Programs; 6.8. Legal, Regulatory, and Ethical Requirements.Here are my thoughts and contributions to the topic, as I think copyright is really important and giving credit to creators -- artists, authors, and content makers.
BONUS: Public Domain: The public domain refers to creative materials or works that are not protected by intellectual property laws, including copyright, trademark, or patent laws. These materials are owned by the public, not an individual author, artist, or creator. Public domain materials and work may be used without obtaining any permission; however, no one is permitted to claim ownership for it. E.g. Pexels has Public Domain Images
As I think we ought to share and share alike, I thought I would offer some advice and guidance for how to license your work with a Creative Commons (https://creativecommons.org/) open license on it. E.g. Flickr Creative Commons
How do you share and license your training materials? Where might you find Fair Use other materials (e.g. images, audio or video clips, etc.) for your learning and training development? Tell me about it. I am always looking for a new resource.
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