ASAE

American Society of Association Executives (ASAE) is a membership organization of more than 22,000 association executives and industry partners representing more than 11,000 organizations. Members manage leading trade associations, individual membership societies and voluntary organizations across the United States and in nearly 50 countries around the world.

Catalog of Available Courses and Workshops

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

Creating Successful Talent Within Your Firm

Available online or by appointment.

Embracing Sustainability in the Workplace

Online only - Instructor-led.

Cyber Security for Small Businesses

Available online or by appointment.

Developing Online Courses

By appointment only - Instructor-led.

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

Cybersecurity for Small Businesses

Description

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

Knowledge Level:

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

Program Design:

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

Learning Objectives:

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

This Course is Recommended:

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

Faculty

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

Improve Individual and Team Performance

PerforMore leverages your existing successes, unique strengths and diverse experiences in order to design a personalized roadmap. Our coaching programs are designed and delivered with expert guidance for individuals that have a desire to reach new personal levels of success. This is achieved through the M.A.D.E.S Coaching Model and energy leadership coaching. Energy leadership coaching is a process that develops a personally effective style of leadership that positively influences and changes not only yourself but also those with whom you work and interact.

Gamification: A fad or the future?

Photo of individual participating in online game.

On the professional LinkedIn group, Learning and Development, Eng-Sing SOON from Singapore initiated a discussion by asking if Gamification was a passing fad or the future of learning.

It was not surprising that the discussion quickly jumped towards defining what gamification meant.
Kenneth Camel from New Zealand stated first with, “The process of gamification means using gaming techniques in developing learning events, not necessarily making a game out of learning. Gaming techniques use engagement, teaming and communication to reach an objective. This brings different types of learners together to solve problems (scenarios, role playing and practice). The techniques have been around for a long time. (war gaming, D&D, board games, learning maps, lean manufacturing).”

Jack A. Loganbill from the Unisys Corporation was quick to note that he found that there is a wide difference in opinion of what exactly gamification is as it applies to training. He went on to responded to the question by asking the question “Is it turning the training into a game? Or is it applying gaming attributes the principles that make games so attractive, to the training.

For those who read my recent blog, I too have noticed that when working with different organizations I realized the term gamification has very different meanings to different people. So I opted to simply used Wikipedia’s definition. “Gamification is the use of game thinking and game mechanics in non-game contexts to engage users in solving problems and increase users' self-contributions. Gamification has been studied and applied in several domains, with some of the main purposes being to engage, teach, entertain, measure[, and to improve the perceived ease of use of information systems.”

Personally, I think Katin Imes, from Expedition 21 Media, Inc. provided one most clarifying definitions when he stated, “I want to point out a word-transformation that is happening. The term "gamification" means really different things in different domains. The current term is "on fire" in sales, media, online "customer engagement", and corporate offices but there it means:
- adding track able, effectible metrics to simple customer actions
- presenting those metrics to the public or to a subgroup in a themed, "fun" way that provides competition or rewards
- providing prizes, rewards, freebies, or recognition awards to the highest-metric participants.”

“When a learning professional hears gamification in a sense of applying it to training or learning, the term is much more to do with providing exercises ("games") that directly include the skills or knowledge being learned to be applied in a system ("rules") that provides a clear outcome ("win or lose", "measurable benefit or loss", "rank"). Quality games provide problems or resource situations that cannot be solved well without the skills or knowledge being learned, and allow participants to experiment and "tweak the dials" to experience the outcomes and effects of different strategies and factors or sequences.”

Once you settle on a definition for the term “gamification” you can go back to the question that the title asks: Gamification: A fad or the future of learning? Hopefully your interest has been peaked. There is a general consensus developing among those participating in the discussion on the LinkedIn Learning and Development Group that you can follow. I however will not provide a spoiler.

Gamification as a Situational Learning Tool

Photo by by azwaldo

The use of games or gamification for learning enhancement is not new in education. During the past few years however, there has been a renewed interest in gamification due largely to the new technologies that has become available. If you Google “gamification” it displays more than 700,000 results. Unfortunately too many people create educational games so that they can demonstration a technology rather than because it is the correct tool to improve or increase knowledge or a competency. Before selecting any delivery tools consider context and learning situation.

Working with several different organizations this past fall I realized the term gamification has very different meanings to different people. So for those of you reading this blog let’s establish a common definition used by Wikipedia. Gamification is the use of game thinking and game mechanics in non-game contexts to engage users in solving problems and increase users' self-contributions. Gamification has been studied and applied in several domains, with some of the main purposes being to engage, teach, entertain, measure[, and to improve the perceived ease of use of information systems.”

In the January 2015 issue of Chief Learning Officer is an interview with Jake Orowitz, Head of Wikipedia Library. In the interview Orowitz explains how Wikipedia uses gamification for situational learning to onboard volunteers, sharing the process related to editing material.

There are several interesting business case studies that use Gamification to enhance learning. For Microsoft the situation was to create a bond between the consulting business’ senior managers and to use the opportunity for content delivery and learning, bringing management up to date on the vision, financial results and strategy for the year. A full gamification solution considering context and situations was designed to motivate participation in the event, measuring engagement with the content presented and creating team spirit within the ad-hoc teams formed during the process. As a part of the process the tools to deliver the content were selected using mobile phones and tablets.

Another situation called for improving a course designed for those learning how to specify building materials for the new LEED MR Credit: Building product disclosure and optimization credit, under the Health Product Declaration (HPD) option. A collaborative team between Expedition21Media.com, Lowther7, LLC, and GreenCE was created to meet the challenge. It was determined by the team that a good way to increase learning and have participants better demonstrate competency was to imbed a mini-game in the course at a point after students learned how to specify building materials. To see the results for yourself play the free version of the LEED Materials Credit mini-game!

For the last three decades the popular workshop, the Accounting Game was offered by Educational Discoveries, Inc. and Professional Training International. The situation called for assisting non-CPA’s to understand basic accounting and balance sheet practices. The one day, on-site workshop used a simple lemonade stand business simulation format.

As I stated at the beginning of this blog post, the use of games or gamification for learning is not new to education. One of my first graduate courses was how to create and use games to promote learning, develop skills, and improve competencies. Kevin Werbach and Dan Hunter have written a book entitled, For the Win: How Game Thinking Can Revolutionize Your Business (Wharton Digital Press, 2012).

Through Wharton – University of Pennsylvania and Coursera, Kevin Werbach, offers the free course, Gamification. It is the application of game elements and digital game design techniques to non-game problems, such as business and social impact challenges. This course teaches the mechanisms of gamification, why it has such tremendous potential, and how to use it effectively.

Professional Curriculum: A Benefit Offered by Associations

Graph of the 3 Key Curriculum Elements

I am often asked by association education leaders and executives, how can my association compete against all of the external education providers? My reply is usually the question, why are you trying to compete?€ Associations have an advantage that no commercial business, firm or university can match -MEMBERS, lots of them. The membership usually represents every aspect of the related profession, or should come close. What a wonderful talent pool to provide answers to these questions. Associations have the opportunity to be a reliable, first source for quality education related to the profession.

Where should the association start to build their education programming? The answer, associations should rely upon their members to develop a curriculum. They can effectively create guidelines that supports the entire profession. Drilled down, detailed curriculum can also be created that support niches and sub-groups if desired.

An excellent example of what can be achieved is demonstrated by what the American Institute of Architects (AIA) achieved in 2007 and 2008. Drawing upon member volunteers representing firms, universities, and industry, along with a few staff, they created the foundation of an architect’s professional development curriculum. The curriculum was built upon three key elements. (Note: You can substitute by filling in your professional association below where indicated)

Core Areas: The general area of focus within the practice of (Fill in your profession).

Performance Domains: The key areas of practice in the field of (Fill in your profession) including the specific aspects and activities of professional practice.

Curriculum Proficiencies: The skills and abilities needed to perform professional service. What the professional (Fill in your profession) needs to know to perform successfully within a given area of practice.

Building upon a foundation, the committee began to fill in the curriculum topics. The team focused on the four professional core areas of design, building performance, leadership and practice. From there, they began to build out a recommended curriculum for the practice. Here are some of the skills the team agreed needed to be included for the practice of architecture.

Critical Thinking: Research, data analysis.
Project Management: Project operations, project controls, project delivery.
Practice management: “ Business administration, financial, legal, HR, marketing.
Communications: Written, oral, graphics.
Professional Service:Management Administration, strategic planning, ethics, values.
Technical Skills: Systems technology, BIM, auxiliary/support software.

When I first started at Arup, I talked with Jeffery Beard, Ph.D. and Dee McKenna, J.D., both at the time representing the American Council of Engineering Companies (ACEC) Education and Business Development. Jeff and Dee shared with me an engineering PD curriculum with 16 core areas for development. Like the AIA, Jeff and Dee used this curriculum as a guideline for content delivered in ACEC courses and convention programming.

I shared ACEC'€™s curriculum with my L&D team at Arup. After prioritizing and adjusting the curriculum to meet our own internal needs we began to restructure our own education content. We enhanced the process by adding three competency levels, Awareness, Practitioner, and Mastery and assigning our courses to one of these competency levels.

The AIA had a seven year head start while ACEC had five years before a large design firm took advantage of the reliable information source provided by these two associations. Most external providers in the industry are still struggling in the design structure of their course offerings. Postscript. Based in part upon the foundation provided by the recommended ACEC curriculum, Arup was recognized in March as a 2014 LearningElite company in learning and development by CLO Media. Only two design firms even made the list.

Recognition: The 2007 Curriculum Sub-Committee and the Continuing Education Quality Assurance Program participants included:

Curriculum Committee and CEQAP Participants:
Mike Rodriguez, FAIA; Amy Yurko, AIA; Mike Broshar, FAIA; Emily Grandstaff-Rice, AIA; Jonathan Fischel, FAIA; Brenda Scheer, AIA; Mark Graham, AIA; Quentin Elliott, AIA; William Seider, AIA; Ed Vidlak, AIA; Gordon, Mills, FAIA; Marvin Malecha, FAIA; James Mitnick, PE; Robert Lopez, RA.and Leslie Nathan, AIA;

AIA Staff:
C.D. Pangallo Ed.D; Patricia Lukas, M.A.; Richard Hayes Ph.D., RAIC, AIA; Theodora Campbell-Orde; Barb Sido, ABD; Thom Lowther, Ed.S. and Daniel Bauman (AIA Intern);

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

http://www.flickr.com/photos/nasacommons/7876163956/sizes/m/in/set-72157631277625484/

For nearly three decades I have been designing and managing organization-wide professional development programs. Early on I figured that to reach high standards I should try to model my programs after some of the best in the business, so I would regularly pull ideas from different industry award program guidelines and applications. The various awards programs use buzz words and phrases like: Excellence; quality and total quality management (TQM); the customer is always right; best practices; and elite programs.

Over the years I have submitted my organizations for professional development awards. I have also served on jury’s, managed continuing education award programs, designed award programs, and trained jurors of award programs. What I discovered is that while the award applications, processes and criteria may be different depending upon who is offering the award, there are still common themes and practices between them.

Using the Baldrige National Quality Award and IACET as models, we created the AIA/CES Award for Excellence for The American Institute of Architects, Continuing Education System. This program was used as a cornerstone for building a national continuing education program that shaped education offered in the design industry. Today, other learning and development award programs such as the ASTD-Awards/Best-Awards and the Chief Learning Officer, CLOmedia Awards are also being used to elevate the practice learning and development.

As part one of an eight part blog series I have assembled common themes from these and other prestigious organizational award programs. Not all of the awards programs are specific to learning and development but they do reflect similar core values. Since award applications, structures and terminology differ greatly I have taken this opportunity to organize the core values that we found and used to create the AIA/CES Award for Excellence. The core values listed below are generic and can apply to many professions and industries.

Common core values that address the following:
* Commitment and support €”examines the firm'€™s educational commitment and support.
* Planning and analysis €”examines the firm’s structure for analyzing the educational needs and professional development of the professional.
* Design and implementation €”examines the program(s) goal setting, learning objectives, design, and delivery methods.
* Resources and records €”examine human resources and the record-keeping process.
* Evaluation and improvement €”examines evaluation and improvement process of the education activities.
The assessment guidelines that you can view in the remaining seven installments of this blog are intended to assist those individuals who are responsible for establishing and operating an Architectural/Engineering Design Firms’ professional education department. The recommendations are organized in a manner that should be used as general guidelines to establish, organize, and manage the organizational structure of the firm. This assessment tool is not intended for the design or development of any individual course, certification, skills or professional program.

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

Photo of small group breakout sessions

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

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

KEY 4: Content and Design

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

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

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

Sources:
Using the Baldrige National Quality Award and IACET as models, a special task force created the AIA/CES Award for Excellence for The American Institute of Architects, Continuing Education System. This program was used as a cornerstone for building a national continuing education program that shaped education offered in the design industry. Today, other learning and development award programs such as the ASTD-Awards/Best-Awards and the Chief Learning Officer, CLOmedia Awards are also being used to elevate the practice of learning and development.

Building a Design Firm'€™s Professional Development Program – Implementation and Delivery

Photo of staff reviewing graphs on a laptop

Be patient and allow time for your implementation and delivery action plan to work. Individual courses can often be created and delivered in a short time frame if there is an established system in place. However, for an organizational-level program or curriculum, think in terms of a process that may take 2- 3 years to see real results. Your needs assessment and analysis (Key 2), and planning and performance projection (Key 3),will provide you with direction and a path. If the firm is committing time to the development of internal courses be sure that each support the firm'€™s strategic business plan. Most mid-sized firms and larger have a generational mixed staff so don't be afraid to try the new and the different methods of delivery. Stay as current of technology as your budget will reasonably allow. Be prepared for continual change and adjust accordingly. For those firms that already have some in-house programs in place consider tapping into the expertise of your own staff members, those who present at professional conferences or are adjunct instructors for your local college or university. I offered several suggestions last year in my blog An Overlooked Internal Training Source for A/E Firms.

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

KEY 6: Implementation and Delivery

Key 6 examines the firm's process for course / program delivery methods. This section provides recommendations for matching the appropriate delivery method based upon expected Learning Outcomes.

How well does your firm'€™s implementation and delivery process match up?

1. For each course/program the question is asked, “What do you want the participant to be to do, or what should they know when they finish the course /program?€ Then, €œwhat is the best delivery method to achieve the expected outcome?€
2. Courses and curriculum include provisions for practice and application, not just volume of information. There is a process for ensuring that program delivery methods are consistently appropriate for course content and material. [Ex: Instructor -led, PowerPoint, Case Study,Case Study, Gaming, Webinar, Podcast, etc.)
3. Selection of delivery methods that is appropriate to the learner'€™s skill/knowledge level is considered, such as awareness, practitioner, and mastery level.
4. Technology is used as a tool to support courses and curriculum, not drive them.
5. The firm ensures selecting appropriate delivery methods as required by external agencies when supporting special designations and license requirements.
6. There is a process to establish a schedule that meets requirements by external agencies when supporting special designations and license requirements.

Sources:
Using the Baldrige National Quality Award and IACET as models, a special task force created the AIA/CES Award for Excellence for The American Institute of Architects, Continuing Education System. This program was used as a cornerstone for building a national continuing education program that shaped education offered in the Architecture, Engineering, and Construction (A/E/C) industry. Today, other learning and development award programs such as the ASTD-Awards/Best-Awards and the Chief Learning Officer, CLOmedia Awards are also being used to elevate the practice learning and development.

Overlooked Internal Training Sources for A/E Firms

Use Professional Presentations for Internal Development

This summer I was reading a firm’s internal newsletter and noticed that there were at least sixteen instances of the firm's staff providing presentations and white papers at a variety of fall, national and international conferences and workshops. Some of the professional associations that were hosting these events would be recording the presentations. In a few instances these recorded presentations would later be converted to recordings or webinars and sold for a profit by the association or organization.

Having worked with associations for many years I realize that some associations rely upon the professional members to give back to the profession by sharing their knowledge. I believe that this is a great service and I encourage professionals to share their knowledge and research with the industry that they represent. This knowledge sharing process has been going on for decades with the A/E industry. It has been a win-win for the professional and the association. The professional is provided a platform upon which she/he can share their knowledge, research and opinions. The association wins by being viewed as a reliable source of knowledge within the industry, and in some cases receiving a revenue source for providing seminars, workshops, recording and webinars to the profession.

The source of the knowledge most certainly comes from the professionals and the firm that support the research and experience. The winners here are usually those professionals who sit in attendance during the conference or workshop or who later purchase the video or webinar. What is so often missed – the professional’s presentation that is recorded at a conference for future redistribution and sales is not captured by the very firm that supports the professional’s research and experience in the first place. To add to the problem, the firm usually has to pay additional fees for their other employee members who want to hear or view the recorded presentation given by their fellow employee. In other words, firm end up paying the association for a copy of the recording or webinar that was provided by their own employee.

Professional development within an A/E firms has evolved during the past decade. It is time to re-think how A/E firms share and distribute their intellectual property with professional associations. I offer two suggestions to this dilemma.

One, the firm’s legal department should create a contract that predetermines use, sale and resale of related material of any presentation that is recorded by an association or hosting organization. If the original presentation is going to be recorded and used in any way as a revenue source for the association or hosting organization, then at a minimum a copy of the presentation should be provided to the firm for its own internal use and training.

A second option, the firm could record the presentation themselves and copyright the material. They could then distribute the material internally for reuse, internal training and sharing of select material with their clients. By copyrighting the presentations the firm could shape how the material might be used or redistributed by another organization at a later date. .

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