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Beth Thomas

How to Hire Instructors Who Love Training

Thomas Hartmann is creative content producer for Reflection Software. He has worked on a variety of film projects including feature-length documentaries and corporate training projects. He attended the University of Notre Dame, and graduated with a Bachelor’s Degree in Cinematography and Editing from Columbia College in 2001 when he began to freelance as a videographer and film producer. Since that time, Thomas' experience in both production and post-production has allowed him to create truly unique and memorable films and training videos.Sessions

Thomas Hartmann

Julie Thomas, president and CEO of ValueSelling Associates, is a noted speaker, consultant, and author of ValueSelling: Driving Sales Up One Conversation at a Time. She credits her mastery of the ValueSelling Framework® for her own meteoric rise through the ranks of sales, sales management and corporate leadership positions and takes pride that Gartner has positioned ValueSelling Associates as a Leader in the 2021 Magic Quadrant for Sales Training Service Providers.Julie’s work is devoted to helping sales organizations compete confidently on value, not price. She teaches a simple process to manage the conversation with prospects and customers that develops a mutual understanding regarding how sales representatives can add value to the buyer and their business. Julie believes in the power of the human-to-human connection. She is passionate about helping sales professionals master communication skills to compete and win in an increasingly technology-enabled sales environment.Because of Julie’s leadership, ValueSelling Associates has been recognized by both SellingPower and Training Industry magazines as a leader in the sales training industry.

Julie Thomas

ATD developed the talent development framework and puzzle to help practitioners understand the different components of talent development, and how organizations can build their own frameworks to address their unique needs. This blog series explores each component of the talent development framework, why it’s important to the field, and what resources ATD offers to practitioners who want to learn more.Instructional DesignThe goal of instructional design is to create formal and informal learning solutions using a variety of methods, so learners gain knowledge or skills more successfully than they would without the instruction. The designer works to restructure content with the learner in mind while incorporating an array of learning strategies, tools, and approaches to appeal to learners. Instructional design puts a focus on outcome over content and interaction over questions, and aims to maximize both learner motivation and learner application. An instructional designer must also keep in mind the ever changing trends, conditions, and pace of the global workforce. Instructional design is evolving in the technological age. While traditional classroom learning is still the most prominent kind of instruction used, e-learning and mobile content delivery are on the rise. These present new challenges, such as figuring out how to make content interactive and appealing without in-person instruction. Competency in different instructional approaches makes this transition from in-person to online easier on the designer and the learner.The ASTD Competency Study (Updated now to ATD Talent Development Capability Model™) identifies skills that talent development professionals need to be competent in instructional design:• Conduct a needs assessment.• Identify an appropriate learning approach.• Apply learning theory.• Collaborate with others.• Design a curriculum, program, or learning solution.• Design instructional material.• Analyze and select technologies.• Integrate technology options.• Develop instructional materials.• Evaluate learning design.Good instructional design is an essential component of effective training that engages, motivates, drives learning retention, and creates business impact.We’ve assembled some additional resources to explore:• Check out this research report on instructional design in the modern age.• Stay up-to-date on current trends and skills for fresh content delivery.• Expand your abilities as a mobile learning designer.• Boost learner motivation with seamless e-learning design.• Step into the new age of instructional design technology.• Refresh your design skills to keep learning interesting.• Keep up with the pace of change and technology for instructional design.• Learn about the three kinds of instructional design prototypes.• Templates for Managing Training Projects by Willis H. Thomas• The Accidental Instructional Designer, 2nd Edition by Cammy Bean• ISD From the Ground Up, 4th Edition by Chuck Hodell• ASTD Handbook, 2nd Edition (Updated now to the TDBok™ Guide, 2nd Edition) • Take a deeper dive into instructional design and enroll in ATD’s E-Learning Instructional Design Certificate Program.

The ATD Talent Development Framework: Instructional Design

Gretchen Kolb has served as the director of learning innovation at Penn Medicine Academy since 2016, providing leadership and strategic direction on the coordinated application of learning strategies—including online, mobile, virtual, microlearning, classroom, and simulation—across the health system in support of Penn Medicine organizational development goals.Prior to this expanded role, she was the director of simulation at Penn Medicine, responsible for overseeing all simulation activities, both unit-based as well as those taking place at the 22,000-square-foot, state-of-the-art Penn Medicine Clinical Simulation Center, where she began her simulation experience as director of operations in 2008. Under her leadership, Penn Medicine Simulation was one of the first programs to receive accreditation by the International Society for Simulation in Healthcare.Kolb started her career at the Hospital of the University of Pennsylvania in 2002 as the director of professional medical education for the department of surgery. She has a master’s degree in genetic counseling from the University of Pittsburgh School of Public Health and worked clinically as a certified pediatric and cancer genetic counselor from 1997 to 2008 at Children’s Hospital of Pittsburgh, Thomas Jefferson University Health System, and the Hospital of the University of Pennsylvania. She obtained her bachelor’s degree in biology from Colgate University in Hamilton, New York.

Gretchen Kolb

Robert Tobias teaches courses in public sector leadership in the Key Executive Leadership Programs. He also teaches facilitation and team development, conflict management and alternative dispute resolution, and managing labor management relations. Finally, he is the Director of the Institute for the Study of Public Policy Implementation which brings together members of Congress, political appointees, career federal executives, union leaders, consultants, and academics for the purpose of resolving difficult public policy implementation issues. President Clinton nominated and the Senate confirmed him for a five-year term as a member of the Internal Revenue Service Oversight Board. Tobias received the Paul P. Van Riper Award from the American Society for Public Administration “In recognition of his outstanding contributions to both the theory and practice of public administration” and the Warner Stockberger award from the International Public Management Association for Human Resources for “outstanding contributions in the field of public sector personnel management at the federal level.” He has also been elected as a Fellow of the National Academy of Public Administration. Tobias was selected by Thomas Ridge, secretary, Department of Homeland Security, and Kay Coles James, director, Office of Personnel Management to the Human Resource Management System Senior Review Advisory Committee.

Robert Tobias

Harold D. Stolovitch, CPT, is a graduate of both McGill University in Canada and Indiana University in the United States where he completed a doctorate and postdoctoral work in instructional systems technology. With one foot solidly grounded in the academic world and the other in the workplace, he has conducted a large number of research studies and practical projects always aimed at achieving high learning and performance results.In addition to creating countless instructional materials for a broad range of work settings, Stolovitch has authored more than 300 articles, research reports, book chapters, and books. He is a past president of the International Society for Performance Improvement (ISPI), former editor of the_Performance Improvement Journal_, and editorial board member of several human resource and performance technology journals.He has won numerous awards throughout his 40-year career, including the Thomas F. Gilbert Award for Distinguished Professional Achievement, ISPI's highest honor; Member-for-Life, the President's Award for Lifetime Achievements from the Canadian Society for Training and Development, their highest honor; and in 2004, he and his team won the ASTD Outstanding Research Award for their work on Incentives, Motivation, and Workplace Performance.Stolovitch is an emeritus professor, Université de Montréal, where he headed the instructional and performance technology graduate programs and was the School of Educational Sciences associate dean of research. He is also a former Distinguished Visiting Scholar and clinical professor of human performance at work, University of Southern California. Stolovitch is a principal of HSA Learning & Performance Solutions LLC.

Harold D.  Stolovitch

With more than 25 years of leadership experience, Phyllis Sarkaria is a certified coach, facilitator, and trusted adviser. Phyllis has held executive roles in government affairs and human resources and has had responsibility for functions as diverse as strategic planning, merger integration, and team effectiveness. She has led multi-million-dollar system implementation and integration initiatives and has worked closely with Commercial and R&D leaders to build capability in their functions and improve individual and organizational outcomes.Before founding The Sarkaria Group, Phyllis served as an internal adviser and coach to C-level executives and other key employees at Quidel Corporation, a leading medical diagnostics manufacturer, in her role as head of HR where she was responsible for the company’s global HR strategy and people programs for more than a dozen years. In addition, she has held financial analysis, strategic planning, government affairs, and HR roles with large, matrixed corporations in the energy industry, and has served on the faculty of several universities. A published scholar on authentic leadership, Phyllis currently teaches ethics and HR analytics in the MA, Organizational Leadership and MA, Human Resources Management programs at Claremont Lincoln University. She has also served on several non-profit boards in both San Diego and San Francisco.A proud Red Raider, Phyllis holds a BBA, Finance and an MBA from Texas Tech University and an MA, Ethical Leadership from Claremont Lincoln University. Her coaching certifications are from the Berkeley Executive Coaching Institute at the UC Berkeley Haas School of Business, Marshall Goldsmith’s Stakeholder Centered Coaching, and Systemic Team Coaching from Peter Hawkins through the Academy of Executive Coaching. She is also a Master Certified Corporate Coach (MCEC) through the Association of Corporate Executive Coaches. Phyllis uses the following assessments in her practice: Success Insights DISC & 12 Driving Forces, EQi 2.0 / EQ360, Judgment Index, MBTI, and Thomas Kilmann Conflict Mode Instrument (TKI). She is a certified trainer in Crucial Conversations and Crucial Accountability.

Phyllis Sarkaria

It’s ironic that successful self-leadership has more to do with others and less to do with self. I learned this later in life. The sooner you see it, the better for your career. Following are three lessons I learned from personal and professional experiences.Surprise #1: Serve a Cause Greater than SelfThe first surprise about self-leadership is that working for money, power, and fame is an unfulfilling pursuit. Frances Hesselbein says it succinctly: to serve is to live.Choose a career that helps others by bringing truth, goodness, or beauty into the world and you will find greater career satisfaction and contentment. From time to time, you will experience the joy that comes from seeing the efforts of your work directly improve the lives of others. Here are a few examples:The teacher who helps a student learn to read brings greater truth and goodness to the world.The landscape architect who designs aesthetically pleasing outdoor environments brings greater beauty to the world.The journalist who helps the public see both sides of a story brings greater truth to the world.The salesman who helps a customer find the right product or service to meet a real need brings greater goodness into the world.You should seek to serve others in these ways, too.Surprise #2: Get a Coach or Mentor(s)No world-class athlete gets to the top without the help of a coach or multiple coaches. We need other people to help us achieve our potential.For instance, each of us has blind spots. Your blind spot may be that you are argumentative or perhaps you don’t speak up when you should. Some people have a blind spot when it comes to not knowing when to end a conversation or meeting. Some managers have blind spots of being over-controlling, and others don’t interact enough with the people they are responsible for leading.The need for coaching and mentoring goes beyond needing to address our blind spots, though. We need experts to help us develop skills. When I left Wall Street to write a book and begin public speaking and teaching, I needed the help of Twyla Thompson, a top acting coach at the Actors Institute. Twyla taught me how to emotionally connect with an audience.On Wall Street, I had learned to turn off my emotions when communicating and I needed Twyla’s help to turn my emotions back on. She had me do exercises that included speaking to a group of acting students. I had to make eye contact with one student at a time and maintain eye contact until the student raised his or her hand to signal that he or she felt connected to me.Twyla’s colleague Gifford Booth would stand at the back of the room and yell, “Louder, louder,” as I spoke. He helped me see a blind spot I had: I was too soft spoken. I could never have learned these things on my own and I’m grateful that Twyla and Gifford helped me become a more effective speaker.#3: Be Intentional About Connecting With PeopleI learned the hard way that all people are hardwired to connect. Connect with God.  Connect with one another. When we don’t connect, we become dysfunctional. We feel lonely, which makes us more vulnerable to stress, anxiety, and depression.  Connection makes us healthier, happier, and more productive. It helps us grow in competence and character. It gets us through the inevitable difficult seasons we all experience in life, a lesson I learned as our family and friends helped us get through the three bouts of cancer my wife Katie experienced. Today, she is cancer free and thriving.Bottom line: You can be more successful in your career and life if you serve a cause greater than yourself, get coaches and/or mentors to help you learn and grow in competence and character, and be intentional about connecting with God, family, and friends. As you experience greater peace, hope, and joy that comes from having an abundance of connection in your life, you will discover wealth of even greater value.Is your workplace culture supporting your success with self-leadership? Join Michael Lee Stallard for the June 23 webcast, “Your Workplace Culture: Life-Giving or Draining the Life Out of You?” to learn about three predominant relational cultures in the workplace—and how each affects your productivity, health, and happiness.Editor’s Note: This post is adapted from Connection Culture: The Competitive Advantage of Shared Identity, Empathy and Understanding at Work. Read more on the Connection Culture website.

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