ATD Footer Logo

M.E. Knowles

The Supervisors Role in Counseling

Could the APTD be a way to validate my career and provide me with additional knowledge in training development, delivery, and learning technology?

The APTD Wasn’t "an" Option—It Was "the" Option

Who are the more than 4,500 talent development professionals who have earned the APTD or CPTD credential? She earned the Certified Professional in Talent Development (CPTD) credential in 2014.

"My CPTD credential gives me confidence in my knowledge and skill set...."

While we understand the importance of career development, many TD professionals spend so much time and effort developing others that they neglect to do the same for their careers. Take control of your career by identifying your knowledge and skills gaps and creating a personalized plan to close those gaps. Find new areas that you can use as a stepping stone to your next role or discover new skills that keep your fire for talent development burning. Discover how ATD’s Talent Development Capability Model can help you deepen knowledge and expand skills that you can leverage for your career.
In this webinar you will learn:

The knowledge and skill areas included in the Talent Development Capability Model
How to perform a self-assessment and use benchmarks to compare your skill set to others
How to identify career goals
How to develop a specific learning plan to help you grow your knowledge and skill sets


What About Me? Using the Talent Development Capability Model™ to Take Control of Your Career

Certification gave me inner strength. It’s the affirmation of my know-how. I admit that no prospective client has asked whether I have a CPTD. But then, they don’t need to ask. It shows up in my work.

Certification Is Part of My Lifelong Learning

Let me share something that might surprise you: Most organizations are getting performance management completely backward. They’re piling on more systems, frameworks, and “best practices,” yet 82 percent of HR leaders say their efforts aren’t working. Why? They tend to add more complexity when they should be removing interference—the stuff that gets in the way of people giving their best.Here’s my truth: Performance management isn’t about complex systems—it’s about conversations—simple, human conversations that clear the path between where someone is and where they want to go. In my work with organizations, they often tell me they need better tools, frameworks, and processes. There’s nothing wrong with that, but what they really need is to get better at having real conversations that matter.Whether we like it or not, every interaction between a leader and team member has an impact. Whether it’s a scheduled performance review or a quick hallway chat, these moments build trust and capability or create interference and resistance. What makes the difference? It’s all in how we navigate through each conversation.Let’s break this down into two scenarios we all recognize:The Formal Performance ConversationYou know these well—the structured reviews, the goal-setting sessions, the KPI discussions. Many organizations load these moments with so much process and paperwork that they create exactly what they’re trying to avoid: interference and resistance. The key isn’t adding more structure—it’s removing the barriers that prevent honest, productive dialogue.What if instead of focusing on forms and ratings, we approached these conversations with curiosity and partnership? When leaders adopt a coaching mindset, something remarkable happens:Goal-setting becomes a collaborative exploration rather than a top-down directive.Feedback transforms from a one-way broadcast into a two-way discovery.Development plans shift from prescribed paths to journeys of self-discovery.The Informal Performance ConversationThese are the golden moments—the “do you have a minute?” conversations that happen naturally throughout the day. They’re often where the real magic happens because there’s less interference from formal structures and expectations. These spontaneous interactions are always opportunities for:In the moment, course corrections that feel like support rather than criticismBuilding trust through showing up as caring, candid, and being constructiveBringing a growth mindset to everyday challengesHere’s what I’ve learned after decades of working with leaders: The most effective performance management isn’t about managing at all—it’s about creating space for people to access their own knowledge and capability. When leaders approach both formal and informal conversations with a coaching mindset, they remove the interference that blocks natural development and growth.Remember: Your team members already know more than they think they do. Your job isn’t to pile on more knowledge or create more complex systems. It’s to help clear away the noise, so they can access what they already know and connect it to what matters most—both for them and for the organization.The inclusion of a coaching approach into performance management is less about adding new tools to your toolkit and more about removing the barriers that make these conversations feel forced, formal, or threatening and more busy work. When we do that, performance management transforms from a dreaded institutional requirement into a natural, ongoing dialogue about growth and possibility.

Putting the Humanity Into Performance Management Conversations

At Colorado State University (CSU), research isn’t just an academic pursuit—it’s a driving force for innovation and real-world impact. A standout example of CSU’s commitment to innovation is the Center for the Analytics of Learning and Teaching (C-ALT). Situated within the College of Health and Human Sciences and the School of Education, C-ALT isn’t just another research center; it’s a dynamic hub where groundbreaking research is seamlessly integrated into practical applications in the classroom.The science of learning is very clear—practice behaviors play a crucial role in improving performance because they directly influence how effectively knowledge is acquired, retained, and applied. In our classroom-based research, we found that most students fail to engage in these science-backed practice behaviors. Given this fact, C-ALT faculty set out to build a method for behavior change.Behavior change, however, is notoriously difficult. Ingrained habits and routines can be hard to break without external guidance and support. Just as many people struggle to start and maintain a workout routine, they often turn to tools like a Fitbit exercise tracking device that provides the feedback needed to stay on track. Similarly, changing how one learns, such as incorporating regular self-testing or spaced practice, requires consistent effort and feedback to develop and reinforce these new habits. This is where U-BehaviorTM (see nduralearn.com for more information on U-BehaviorTM) comes in—it acts as a “Fitbit for learning behaviors,” tracking students’ practice activities and providing real-time visual feedback. By highlighting patterns in their learning behaviors, U-BehaviorTM helps students recognize and adjust their study habits, ultimately leading to more effective learning and better performance.Research at C-ALT has provided compelling evidence that U-BehaviorTM is revolutionizing how students approach their studies. By encouraging students to shift away from “cramming” and instead adopt strategies such as spaced practice and interleaving, U-BehaviorTM facilitates rapid and meaningful changes in learning behavior. The impact is striking, with 75–85 percent of students in these courses altering their study habits, yielding an effect size of 1.2 (Cohen’s d). These changes are not just statistically significant—they translate into tangible performance gains, often improving final course grades by more than one letter grade.What makes U-BehaviorTM particularly unique is its integration into the Organizational Learning Performance and Change (OLPC) master’s program at CSU. Students enrolled in the OLPC program are deeply invested in driving performance improvement through innovative training and development solutions. These students aren’t just passive recipients of knowledge about learning behavior; they are actively engaged in the research activities at C-ALT. By experiencing U-BehaviorTM firsthand in their coursework, they not only observe how the intervention affects their own behaviors, but they learn how these changes enhance the durability of their learning.This immersive approach offers OLPC students a rare opportunity to see the real-world impact of research-based methods. By participating in this process, they acquire the insights necessary to design and implement similar solutions in their own professional settings. The ability to translate research into actionable strategies is a hallmark of the OLPC program and a testament to the synergy between research and teaching at CSU.For graduate students in the field of training and development, the OLPC program at CSU offers a unique, research-based pathway to mastering the skills of innovation in the learning space. The program not only prepares students to affect performance through evidence-based interventions but also equips them with the tools to lead in the ever-evolving landscape of education and training. As one OLPC graduate put it, “It earned me a seat at the table. They’re now seeing me as a thinker, not just a doer, because of what the program provided me. That ability to think critically and help plan things out and direct the course of the company has been extremely valuable.”In the end, C-ALT and the OLPC program exemplify how research at CSU is driving innovation in learning and teaching, helping students and professionals alike make meaningful, lasting changes in their practice behaviors—changes that lead to greater success both in the classroom and beyond.

Revolutionizing Learning at CSU: How C-ALT and U-Behavior Are Transforming Study Habits and Driving Student Success 

Who are the more than 5,000 talent development professionals who have earned the APTD or CPTD credential? Get to know the talented and diverse community:Oleksii Fedorko is a Senior Manager, Talent and Development. He earned the Certified Professional in Talent Development (CPTD®) credential in 2019.Why did you pursue the APTD/CPTD? To structure my knowledge and to receive credentials that certify my experience of working in the field of talent development. Despite receiving technical education initially, my career did not involve educating others until I transitioned into the field of talent development. Recognizing the importance of aligning theoretical knowledge with practical experience, I sought educational opportunities to enhance my proficiency and validate my skills through certification. This shift was not only crucial for
my personal development but also a strategic step for the professional growth of learning and development managers within our company.
How have you benefited from the credential—professionally and/or personally? First and foremost, obtaining certification instilled in me a sense of confidence, assuring that my level of experience aligns with industry standards. Internally, within the company, certification serves as a valuable asset in advocating for learning solutions and consulting on talent development. The credibility it brings is instrumental in gaining support from stakeholders. Moreover, certification opens doors for collaboration within professional networks. Beyond this, it promotes continuous learning— achieving certification motivates individuals to seek recertification, encouraging the accumulation of learning points through studying and engaging in diverse activities.
What advice would you share with others considering certification? This certification validates your expertise in talent and development. Approach it not merely as another exam requiring memorization but as an opportunity to derive meaningful insights from preparation materials and demo questions. Connect the content to your job and experiences, seeking a deeper understanding that goes beyond rote memorization.
How do you think certification helps the talent development field? The involvement of certified colleagues in the creation and review of exam questions and cases is highly beneficial. It serves as a valuable mechanism to disseminate knowledge and uphold
standards throughout the talent development field. This collaborative effort ensures that the
certification process remains robust and reflective of the evolving dynamics within the industry.
How did your employer support your pursuit of the credential? This initiative is fully supported, including the possibility to offset certification exam fees. Additionally,
internal certification preparation groups have been initiated among learning and development managers. These groups facilitate discussions on intricate cases and questions, fostering a collaborative learning environment.
What does having your credential mean to you? It is an important step in my professional and personal development.
How did you get into the talent development field? In one of my previous roles as a testing team leader, I started to be responsible for people management on a project. To enhance my skills in this area, I enrolled in specific courses and self- development programs. This endeavor eventually led me to take an active role in organizing learning programs and coaching clubs, where I shared my acquired knowledge with others. Over time, I transitioned into a role exclusively dedicated to learning and development.
What is the best advice you’ve ever received? If you’re passionate about something, take action—even if you feel you lack certain elements like skills, time, or experience. Waiting for the perfect moment is futile, as there will never be an ideal time to pursue your passions. Embrace the journey, learn along the way, and let your passion drive your progress.
What is a great book you’ve read recently? Tribe by Sebastian Junger
What is your favorite hobby or pastime? SwimmingHave you earned the APTD or CPTD? Share your story with the community. 

Certification That Validates Your Expertise in Talent Development

In January, OpenAI’s conversational platform, ChatGPT-3, became the fastest-growing app in internet history. This is just one indication of growing curiosity about GPT (generative pre-trained transformer) and other chatbots in the past few weeks. As one of the first learning professionals to see the potential of conversational AI and one of the few designing the applications for years, I’m excited to see the recent attention paid to this engaging technology.In my book, AI in Talent Development, I outline several ways chatbots can be used as part of a robust learning experience, and ChatGPT-3, the third version in OpenAI’s ChatGPT series, demonstrates most of them. When ATD asked me to write a post on this subject, I struggled to find the value I could add to the exploding conversation. I decided to do what people say I do best: Give you the bottom line and point the way towards practical applications. Let’s start with the basics.How ChatGPT-3 WorksChatGPT operates on an autoregressive model. It’s not as complicated as it may sound. A transformer is a program, model, or algorithm that converts code into something else—in this case, human language. The autoregressive part means the software uses prior events to predict the most likely future events, which is what your brain does all the time. It allows ChatGPT and similar applications to simulate a conversation between two humans. Learn the two keys to making an application like this work:1. Natural Language ProgrammingNatural Language Processing (NLP) allows the bot to recognize input through human speech or writing, eliminating the need for menus or code to engage with it. This same ability enables the bot to reply through text. Before the development of NLP, most chatbots were menu-driven, and the bot responded by selecting the best fit from a database of pre-written options. Conversational AI represents a new way for humans to use computers; it’s a user interface requiring less hardware and prior knowledge than any previous UIs.!CAUTION! Don’t confuse Natural Language Processing with the pseudo-science term using the same acronym. Neural Linguistic Programming is widely disproved and an invalid practice.2. Massive Training DatasetsLike any neural network (including your own), AI models must be effectively trained using a technique called deep learning. Quite frankly, the stunning capabilities of ChatGPT-3 are nothing new. As David Chalmers points out, there is no new technology here. There are many bots with similar abilities, and I described them in detail in 2020. How this bot is trained and how well this approach works is innovative. First, Open AI used the largest training dataset, combining a database containing much of the internet, a huge library of books, and Wikipedia.Then, after refining the bot in-house, Open AI released it free to the world. As we all started to play with it, we were training it further for them. Think of it as a crowd-sourced training effort. The sheer size of the training database resulted in what everyone always expected: Impressive results that can mimic human expression so well it is hard to tell a machine generated it. However, there continues to be an underlying problem: Chatbots are only as good as their training (like us humans). If you consider the source of GPT’s training, you can see why it sometimes makes mistakes.What Can We Do With ChatGPT-3?Because this product is still being explored, there may be new use cases by the time this post publishes. Below are a few applications that can save time and make your work as a learning professional more efficient and productive.Write ContentIf you ask the bot to write a paragraph introducing a subject, it comes back almost instantly with plausible, grammatically correct text. Because its training included unvalidated sources like the internet and Wikipedia, some of the content it produces must be corrected. Still, you can get excellent first drafts and refine your content from there.Summarize DocumentsLooking for a “Reader’s Digest” version of a book or article? Paste the text into a prompt to ChatGPT, and it returns a nice summary that should hit most of the highlights.Write and Troubleshoot Computer CodeBecause ChatGPT was built to analyze and produce output in human language, it is also great at computer languages. Programmers are using it to troubleshoot code. It can even generate new code if you ask it to develop a new capability.Translate DocumentsFar more effective than other translators out there, ChatGPT can take a website or article and translate it into another language.Write and Grade QuizzesYou can feed your content into GPT and ask it to generate a quiz with answers. Or, give it a general subject, like world history, and it will do the same. Feed your student’s quiz responses into GPT, and it will grade them (even essays!).Create GamesI asked GPT to create a game teaching sixth-grade students about the solar system, and the bot came back with a fun adventure through space.Improve Your WritingI didn’t do this for this article, but I could have asked GPT to review my draft and suggest improvements.Conduct ResearchI asked the bot to provide a list of current peer-reviewed studies on chatbot use in education using APA style and received a properly formatted list.Why Does ChatGPT Have Some People Worried?While most of the comments about GPT are positive, you will find a few educators deeply concerned about this new tool’s capabilities.Mimicking Human WritingTeachers are worried about GPT’s ability to write plausible text reading like a human created it and write in a known author’s style. A student could ask the bot to write a paper in the same style as one of their previous works, and it would be hard to tell the GPT paper wasn’t an original student effort. But, again, this mimicking ability is nothing new. AI has generated art in the style of great artists for years. ChatGPT applies the same predictive approach to language.ChatGPT Makes MistakesAnother concern is the bot’s ability to present false information so convincingly that some users forget to validate the response with research. For example, I asked the bot to calculate the mean of five numbers, and the result was interesting. I received a detailed explanation of the statistical definition of “mean” and how to calculate it, which I did NOT request. However, the bot added the five numbers incorrectly.To be fair, ChatGPT wasn’t built to perform math problems. But it didn’t tell me that or report the result might be incorrect. Like any willing assistant, it did its best to provide an answer. If I had been a student relying on GPT’s help, I would have been wrong. The reason for most of these mistakes is the same reason that it is such a stunning improvement in the chatbot experience: It’s primary sources of information are the internet and Wikipedia.I asked Vince Han, one of the pioneers in building chatbots for learning, to sum up the challenges presented by GPT’s new capabilities, and here’s his response:“One of the effects of ChatGPT & increased quality in Artificial Intelligence in general is shifting the skills users need. For example, most users have developed a skill for how to search which is knowing how to craft keywords and how to sift through search results. Now, people will need the skill of discernment, or learning how to decipher truth and views from a chatbot that provides what reads like a definitive answer. So, from a performance support perspective, yes, one can now get an immediate response to a question but how accurate and relevant that response is will be up to them to determine. “As educators, we must now confront a problem that has been boiling for decades—the decline in critical thinking across most domains, demographics, and workgroups. In my opinion, ChatGPT makes this gap more visible and increases the urgency for closing it quickly.Closing ThoughtsBecause Microsoft owns the license for the exclusive use of the model, we’ve all been working for them, revealing exciting use cases that may find their way into AI-enabled Microsoft products. For now, the platform consists of both free and professional versions. It’s an excellent way to begin learning about the promise of AI and our place alongside it. As machine learning expert Santiago Pino says, “AI will not replace you. A person using AI will.”Where Can You Learn More?There are so many articles about this subject right now that I’ve limited myself to a few favorites:Under the Hood of Chat GPT With Myra RoldanHow ChatGPT3 Impacts the Future of L&D in an AI WorldChatGPT Has Educators Scrambling to Keep UpWhat Is ChatGPT and How to Teach With ItWhat Is ChatGPT and Why Does It Matter?What Is ChatGPT? Is It the Beginning of the End?Ger’s Learning Notes #51 - ChatGPTFor more information and resources, Check out ATD's AI Resource page.

Search results for 'M.E. Knowles'

Categories

Refine By

Search results for 'M.E. Knowles'

Categories

Refine By

Role

Topic

Industry