Donna Steffey, MBA, CPLP, president of Vital Signs Consulting, is an international trainer, author, facilitator of the ATD Master Trainer™ Program, and adjunct faculty member at Lake Forest Graduate School of Management.
“Cultural Intelligence develops intentionally with your commitment to increasing your global mindset.” -Donna Steffey
How are the major trends in technology and globalization impacting the field of training?
The traditional face-to-face classroom training is now less than half of all training done. According to the Association for Talent Development (ATD) 2017 State of the Industry report, that means that 51% of training is delivered via webinars, mobile, self-paced online, or other methods like DVDs or Podcasts. This represents a 10% change in the last 5 years away from traditional classroom training. With over 300 multi-national organizations employing over 35 million people around the globe, online technologies really do become the best method for reaching remote employees.
We see a trend toward mobile learning with 67% of people saying they now use mobile devices to access learning. What is interesting is that only 20% of organizations have formal mobile learning programs.
A trend known as micro-learning is becoming popular to shorten the path from learning to succeeding. Micro-learning is a bite-sized chunk of learning lasting 3-10 minutes and only covering 1-2 crucial points. It often includes interactivity and testing. According to the Dresden University of Technology in Germany, micro-learning improves retention by 20%.
67 percent of people use mobile devices to access learning.
Design thinking is one way to reframe problems, ideate solutions, and iterate toward better answers. It helps solve wicked problems. Those are the type that are especially insidious and difficult.
In a new book by Jeanne Liedtka, Daisy Azer, and Randy Salzman, Design Thinking for the Greater Good: Innovation in the Social Sector, the authors take on the challenge of applying design thinking to the social sector. The principles apply to all organizations and may help you reach a breakthrough in your organization. I recently spoke with Randy Salzman about their research. Randy is a journalist and former communications professor. His work has been published in over one hundred magazines, journals, and newspapers, from the Wall Street Journal and the New York Times to Mother Jones, Bicycling, and Style.
Design thinking is a modern version of what was once common, a method of addressing and solving problems outside of normal professional siloes. After about 500 years of ever-greater specialization, society is recognizing that wicked problems lie between the professions, between those siloes, and that most “answers” require a grasp of human behavior and a willingness to deeply understand the entire problem, not just “my” professional aspect of it. Design thinking, often called human-centered design, asks us to explore deeply, empathize continually, ideate rapidly, prototype simply and iterate constantly in order to address the problems that bedevil us. Unlike, for example, LEAN and most analytical methods of addressing problems, design thinking seeks to hold problem-solvers in the question space, rather than rapidly jumping to an answer as most Type A personalities – who corporate leaders tend to be — do. Reframing the question, exploring it deeply—and especially building solid empathy with users and other stakeholders—allows design thinkers to find unarticulated needs and desires and build solutions—tapping into unintentionally hidden aspects of human behavior. In today’s “quantitative” planning world, design thinking seeks to return to “qualitative” understanding of both bigger, and littler, picture issues.
It is being used today all over the world in a variety of very different organizations. Would you give us a few examples?
While many know of the success of Intuit, 3M, Proctor and Gamble and other major corporations in producing new products and services via design thinking approaches, less is known about the problem-solving methodology’s work outside of product development, and in social sector and government organizations. Today, many U.S. government bureaucracies – from Health and Human Services, the VA, even the armed forces – are today seeking to understand the people they serve at a much deeper level than treating people as numbers using a quantitative statistical approach. Non-profits, hospitals, and educational institutions are also adapting their thinking towards design-thinking’s “possibility first, constraints later” approach to problem solving. For instance, The Kingwood Trust in the United Kingdom is using design thinking to sense and adapt to the needs of autistic adults who cannot use written or oral language to even express their likes or dislikes, and involving them in the design of their living spaces. The Community Transportation Association of America is using it to build local capacity to solve the work-transport needs of lower income employees. Monash University Hospital in Australia has completed a dozen design thinking projects and are presently engaged in solving the truly “wicked” problem of how medical providers can deliver and be compensated for wellness instead of for providing interventions. All these stories are in our book, Design Thinking for the Greater Good: Innovation in the Social Sector. But the stories are too many to fit into any book. We only touched on the New Zealand government’s culture-wide tipping to design thinking. Most governmental ministries in that Pacific nation have a design-thinking shop aimed at exploring deeply and empathizing continually with the stakeholders they serve.
We like to talk in terms of a shift from “Innovation I” to “Innovation II” and liken to this shift to the one that occurred in quality, post WWWII. In the same way that quality was originally the realm of specialists and then gradually (facilitated by TQM) spread to the point where, today, quality is everyone’s job up and down the organization, innovation is increasingly seen as belonging to those outside of research & development and senior executives. For organizations to adapt and thrive in today’s climate of political and economic uncertainty and challenge, we submit that all staffers, all employees, need the training and authority to innovate. It must become a core organizational capability. In this environment of broadened responsibility for finding new ways to create value for stakeholders, design thinking can do for innovation what TQM did for quality – help us to teach, scale and democratize it.
Certainly, possibilities for innovation are accelerating for a variety of technological reasons, from big data to computing capacities. There has been less attention to the human dimension, to the awareness that flawed human beings do not behave like the so-called “rational consumers” the quantitative planning world was based on. As the authors of Nudge put it, man is not “homo economous” but “homo sapiens,” and until thinkers began to understand that most of us act without thinking – rationally or otherwise – very little qualitative understanding of human behavior was considered by “garage” and other technological innovators. Now—in what some are calling the “Smart Machine Age”—there is an awareness that every idea and every concept needs accompaniment from a social technology which aids in its spread. We think of design thinking as a social technology for change. As more and more business, governments, organizations recognize that a qualitative understanding of their stakeholders is needed, design thinking opens up a new kind of conversation that creates space for innovation to birth and blossom.
He arrived in the USA from Ireland with ninety-two dollars. He’s since founded a successful business training company and is a leading business expert. Brian Buffini shares his success formula in his new book, The Emigrant Edge: How to Make It Big in America.
Brian’s focus in on emigrants, but the success principles are universal. I recently asked him about his new book.
“The greatest use of a life is to spend it on something that will outlast it.” –William James
You outline the characteristics of successful emigrants and argue that these can be mastered by anyone seeking success. Tell us about your story. Is the approach different as an emigrant?
I’m Irish, and where I come from emigration is a very big deal. I moved to this great country as a nineteen-year-old with ninety-two dollars in my pocket, and now I’m a wealthy businessman. I’m the classic American rags-to-riches story. But I haven’t just acquired material wealth since I came here. I also possess a priceless internal fulfillment that no amount of money can buy. Why have I succeeded when people who are born and raised here haven’t? I believe I have the Emigrant Edge – a special mix of qualities that have given me a head start over native-born Americans. My life’s work has been dedicated to teaching people how to live the American Dream. I believe no matter where you’re from, you too can adopt these traits in your own life and attain success beyond your wildest dreams. I hope my new book THE EMIGRANT EDGE will help people live the American Dream.
Voracious openness to learn. Turning off trash TV and turning on learning opportunities sounds easy to do, but it’s also easy not to do. What’s your advice on how to embrace learning?
It is easy to lose yourself in mindless TV or spend hours on social media. However, you need to stay focused on things that help you grow. You need to upgrade your input – and that includes what you read, watch, and listen to. Continuing professional development is also vital. You need to invest in your learning. If you lack the skills needed for today’s market, the market will quickly render you redundant. Part of the secret is finding accountability partners – it could be a good friend, a mentor, or a coach – to help you stay focused and reach out of your comfort zone. Finally, you need to apply what you have learned. Listening is never enough – you must apply the teaching if you want your life to change.
“Ambition is the path to success. Persistence is the vehicle you arrive in.” –Bill Bradley
Some people collect things. When I was growing up, I watched my father collect degrees. He was always taking a class, learning a new skill, or listening to an educational program. In fact, way beyond retirement and the age when most of us would consider it, he’s finishing up a doctorate in yet another field.
I learned early on: one of the secrets to happiness and success is to become a lifelong learner.
Kay Peterson and David Kolb delve into how you can renew and enhance your natural ability to learn. How You Learn Is How You Live will inspire your learning journey.
I recently asked Kay to share more about her research into learning styles and lifelong learning.
“Deliberate learning is a skill that is developed through practice.” –Kay Peterson
A learning style is a way of navigating the ideal process of learning- the learning cycle- that emphasizes some parts over others. It’s not a fixed trait. Learning style preferences can change to meet life situations.
How and when do we develop our primary learning style?
Culture, personality, education, career choice and the demands of life influence learning style. Your preferences start early; yet they are not fixed traits. An active child may prefer to be outside exploring rather than sitting in a classroom. If she finds success through actively experimenting, it will lead to greater skill in these areas and a greater desire to use this style. The child may practice the Acting style until it becomes a habitual way of approaching any situation. Your learning style and life path are based on the choices you make.
“Practice is a means of inviting the perfection desired.” –Martha Graham
I’m a big fan of mentoring relationships. A mentor may be a formal relationship with someone or it may be a virtual relationship. In fact, the reason I read so much is that I’m curious and constantly learning from others. I’d rather learn from someone else’s mistakes than make them myself. I’d rather take a shortcut if someone else has already figured out the best way forward.
We believe that behind every successful person, you’ll find a mentor—usually several—who guided their journey. There are many famous mentor/mentee examples out there—Socrates and Plato, Warren Buffett and Bill Gates, Steve Jobs and Mark Zuckerberg, Maya Angelou and Oprah Winfrey—the list goes on and on. With the pace of change today, we believe that mentoring can ground you and guide you in a way that few other activities can. The amazing thing about mentoring is that in many ways it benefits the mentor as much as the mentee.
“Potential mentors are all around you once you start looking for them.” -Blanchard / Diaz-Ortiz
Many people who want a mentor don’t know where to start. You point out that “Potential mentors are all around you once you start looking for them.” How do you identify potential mentors? Ones who match your needs?
There’s an old saying that when the student is ready, the teacher appears. We’ve found in our own lives that mentors are all around you once you start looking for them. You might find a mentor in a boss, teacher, neighbor, friend, or colleague. Or you might find one through a professional association, volunteer organization, or online mentoring organization.
That old saying works both ways—when you’re ready to become a teacher/mentor, the student/mentee appears. We encourage people to step up and become mentors, because you won’t fully discover, appreciate, or leverage what you have until you start giving it away.
As for identifying a potential mentor/mentee, it’s important to think about compatibility. In the book, we show that there are two aspects of working with someone: essence and form. Essence is all about sharing heart-to-heart and finding common values. Form is about structure—how you might work together. For a mentoring relationship to thrive, you need to establish that heart-to-heart connection.
Success Tip: writing about issues that arise during introspection can help to clarify them.
Why is it important to keep a journal of your mentoring journey?
One of Ken’s most important mentors, Peter Drucker, taught him that, “if you can’t measure it, you can’t manage it.” It’s important to keep a journal of your mentoring journey so you can see where you’ve been and stay on track with where you’re going. In the book, the first step in our MENTOR model stands for “Mission”—creating a vision and purpose for the mentorship. Keeping a journal as you engage with your mentor/mentee will reveal the ways you’re fulfilling—or not fulfilling—that mission. For example, if your goal in a mentoring relationship is to create a career you love, you can record in your journal each step you take toward accomplishing that mission.
Success Tip: tread lightly on the networks of others. Never use or abuse the connections made for you.
“Tactful honesty in a mentoring relationship builds trust.” How have you seen that in practice in your own lives?
Ken’s earliest mentor was his father, a lieutenant in the Navy during World War II. Ken’s dad had a brilliant way of guiding Ken without dampening his spirit. For example, when Ken was in junior high, he was elected president of his seventh-grade class. He came home all proud of winning the election. Instead of telling Ken he was the greatest thing since sliced bread—or, on the other hand, telling him not to get a big head—Ken’s dad said with tactful honesty, “Congratulations, Ken. But now that you’re president, don’t ever use your position. Great leaders are great because people respect and trust them, not because they have power.” That One Minute Mentoring taught Ken one of the most valuable lessons he ever learned about leadership.
“Tactful honesty in a mentoring relationship builds trust.” -Blanchard / Diaz-Ortiz