Archive for the 'Learning' Category

25
May
12

Not just any top five list: Innovative and interactive learning formats according to you

By Aaron Wolowiec 2 Comments
Categories: Innovation, Learning, Meetings and Professional Development
Tags: , , , , , , , , , , ,

On May 23, Destination Michigan hosted its annual Michigan Meetings Expo at the Bavarian Inn Lodge in Frankenmuth. This year, instead of a traditional keynote session, the opening general session comprised five different speakers – each delivering one of five top Michigan meetings trends in five minutes or less.

Trend topics were solicited from local, state and national media outlets, as well as various social media channels, last year’s attendees and registrants of this year’s event. Once a comprehensive list was compiled, the program’s advisory board added in their two cents and settled on a top five:

  • Hybrid/virtual meetings;
  • Innovative/interactive learning formats;
  • Unusual/creative meeting spaces;
  • Mobile meeting apps; and
  • Comprehensive marketing: using print, web and social platforms.

Industry experts were then secured to speak about each hot topic. The five-minute presentations focused on the following four key areas:

  • What is the trend?
  • Why is it hot?
  • How do you replicate the trend efficiently, effectively and within budget?
  • Resources for more information.

I had the pleasure of developing content for a trend that’s near and dear to my heart: Innovative and Interactive Learning Formats. Highlights of this presentation included advanced instructional strategies, successful transfer of learning activities, how to create an engaging onsite experience and contemporary adult learning principles.

Certainly, the presentation was informative and fun (I somehow managed to compare “learning in the round” with Michael Jackson, Billie Jean and a “dance on the floor in the round”). Nevertheless, the real fun was had in the follow-on idea swaps.

In 20 minutes intervals, participants would select and participate in one of 19 table discussions – each assigned a specific meetings-related topic, including food and beverage trends, green meetings and corporate social responsibility. Throughout the morning, attendees engaged in four different idea swaps. Each table was assigned a facilitator who would pose questions, synthesize discussions and encourage participation, but the bulk of the content was generated by the participants themselves.

Additionally, each table would identify a scribe. This person would take notes throughout the session in the expo’s very own mobile meeting app. Following, I’ve created a top five list of best comments/notes taken during my idea swap related to innovative and interactive learning formats (with a bit of editing and editorial remarks thrown in for good measure):

  1. Check out this resource: How Speakers Deliver Return on Attendance. It will make you think about learning – and how you engage with professional speakers – in a new way. (Thanks Cathleen Hagan for the recommendation!)
  2. Associations should have both a meeting planner and an instructional designer on staff. Learning is as big a part of the meeting and attendee experience as is the food and beverage, a/v and the venue itself. As most associations only have access to a skilled meeting planner, I would recommend enlisting the support of a professional development leader within your industry or a cost-conscious instructional designer/consultant to support your planning efforts.
  3. Understand that the meeting should be more about the attendee than the speaker. In most cases, we’ve got the RFP process all wrong. We should begin by identifying the learning needs of our target audience and then select speakers who can effectively address those topics. Also, we can and must help speakers think more creatively about their delivery options and identify how flexible they are willing to be early in the selection process.
  4. Think outside of the meeting room – and know that the environment plays a significant role when it comes to creating a comfortable and engaging space to learn. Whenever possible, maximize spaces (both inside and outside of your venue) to encourage learning and to promote creativity. Utilize non-traditional furniture (such as club chairs, couches and exercise balls) to get the creative juices flowing.
  5. Experiment with a small event or a small portion of a larger event. Add a new instructional strategy, learning process or session format alongside the more traditional methods and allow your attendees the opportunity to test the waters (as opposed to cutting out what they’ve “always known” and replacing it with something altogether different). Over time, attendees will adjust to and embrace the changes, and will appreciate not having it forced upon them.

So, my question to you is this: If you attended either the general session or the follow-on idea swaps, what other “aha moments” occurred to you as you considered the role learning plays within your own organization’s events? For those who didn’t attend the expo, what other “lessons learned” would you share related to the implementation of innovative and interactive learning formats?

09
Apr
12

Achieve more: How research should inform your association’s meetings strategy

By Aaron Wolowiec Leave a Comment
Categories: Achieve More, Learning, Meetings and Professional Development

As part of my ongoing series titled “Achieve More,” I’m profiling this month the role of research in the development of compelling educational experiences that inspire learning, engagement and community.

At least in my mind, there are two different types of professional development staff (and neither is better than the other, they are just different). The first is characterized as highly innovative, collaborative and experimental, and could easily be classified as an early adopter. The second is much more traditional in his/her approach to the development and delivery of content.

To be sure, those who are especially avant garde are immersed in a variety of professional development listservs and discussion forums; are knowledgeable about adult learning principles; and have a propensity for developing interesting new content delivery methods. Coupled with cutting-edge educational opportunities, case studies and white papers, these individuals are thought leaders in their field and light years ahead of their time.

Based upon the goals and objectives of each specific program, these individuals bring to their organizations a wealth of knowledge and experience which they draw upon when building an effective strategy for educating members. These individuals rarely rely on member feedback and industry research, spending much more time focusing on instructional design and curriculum development.

Ultimately, these programs are memorable, refreshing and very successful. Although they require significantly more planning, organization, lead time and logistics management, these experiences are not only well received but contribute valuable engagement opportunities that support the organization’s recruitment and retention efforts (not to mention the bottom line).

Conversely, those individuals and organizations with a much more traditional approach to education (think: keynote speaker and a series of lecture-style breakout sessions that follow a similar schedule from year to year), are struggling to compete/demonstrate value in a market that is literally saturated with learning opportunities.

To these organizations, the challenge is to transform industry-specific knowledge and information into viable training; to align education with member needs through regular industry research, analysis and trending; to connect the dots between theory and practice; and to explore opportunities for virtual or blended learning formats.

When organizations want to reimagine a signature program or an entire annual meetings calendar (and don’t have the knowledge, skills and expertise of a professional development pioneer), I very often recommend the following five-step research process:

  1. Develop and conduct a member survey. Based upon the goals of the survey (e.g., to identify topics or speakers for future education programs), the survey can be as little as one question (e.g., “What is the one work-related issue/challenge that’s kept you up at night within the last year?”).
  2. Facilitate an education focus group. Convene a group of key constituents (e.g., education committee members, board members, industry speakers, subject matter experts, target audience members and staff) to interpret the results of the member survey.
  3. Identify actionable next steps. Based upon the input of the constituent group, develop a reasonable list of action items that will breathe new life into your education efforts (e.g., rework the annual meeting schedule, explore different learning formats for an upcoming program or add a blended learning series to the annual meetings calendar).
  4. Implement actionable recommendations. The assistance of volunteer leaders, subject matter experts and industry speakers should be enlisted to support the implementation of the group’s recommendations. Consultants may also be secured to support the process, as needed.
  5. Evaluate the process and the outcomes. Once each recommendation has been implemented, a careful evaluation should be conducted to determine both effectiveness and member satisfaction. Additionally, the five-step research process should be evaluated, tweaked and implemented annually in some form to keep the organization’s education strategy fresh, competitive and valuable.

So, my question to you is this: Do education research and strategic conversations about learning inform your annual meetings calendar? Is your organization’s approach to member education cutting-edge or much more traditional? How would implementing this five-step research process impact the effectiveness (and reputation) of your meetings department?

For more information about my professional development consulting firm Event Garde, download our promotional brochure, visit the website or like us on Facebook. A personal, fun and completely free conversation will also enable us to discuss how I can best contribute (via research or other strategy) to the success of your organization’s professional development efforts. Together, we can achieve more.

26
Mar
12

Adult learning principles – and what makes them relevant

By Aaron Wolowiec Leave a Comment
Categories: Learning, Meetings and Professional Development
Tags: ,

Part of being an effective educator, facilitator or content leader involves understanding how adults learn best. Andragogy is a theory that holds a set of assumptions about how adults learn. Specifically, andragogy places value on the process of learning. It uses approaches to learning that are problem-based and collaborative rather than didactic or rooted in lecture, and also emphasizes more equality between the instructor and the learner.

Andragogy as a study of adult learning originated in Europe in the 1950s and was then pioneered as a theory and model of adult learning from the 1970s by Malcolm Knowles (an American practitioner and theorist of adult education who defined andragogy as “the art and science of helping adults learn”). Today, just about every professional development guru serving the association community has shared their spin on adult learning principles.

From a staff perspective, these principles become important when identifying qualified professional speakers or when coaching home-grown subject matter experts to deliver content in a meaningful and engaging way. For those who don’t make their career on the speaker circuit (but sometimes find themselves in front of an adult audience delivering content), knowing these basic principles provides direction when organizing, building and delivering a dynamic learning session.

Following are the six principles of adult learning as identified by Knowles (and then grounded within the context of association learning by yours truly):

1. Adults are internally motivated and self-directed. Adult learners resist learning when they feel others are imposing information, ideas or actions (or when content leaders appear unprepared, inexperienced or inauthentic). To encourage more self-directed and intentional learning, as well as to foster the learner’s internal motivation to learn, content leaders should:

  • Develop interactive learning exercises that are challenging, but not overwhelming;
  • Show genuine interest in the thoughts, opinions and questions of their audience;
  • Provide feedback to learners, as appropriate, that is both constructive and specific; and
  • Support the disparity in learning styles by employing a variety of learning methods.

2. Adults bring life experiences and knowledge to learning experiences. Adults like to be given the opportunity to use their existing foundation of knowledge and apply their various life experiences to their own professional development. Therefore, content leaders should:

  • Welcome opportunities for learners to share their interests and experiences;
  • Draw correlations between past experiences and current problem-solving challenges;
  • Facilitate opportunities for reflective learning; and
  • Examine existing biases or habits that may influence future learning or skill development.

3. Adults are goal oriented. Adult learners become ready to learn when they experience a need to learn in order to cope more satisfyingly with real-life tasks or problems. To facilitate a learner’s readiness for problem-based learning and increase his or her awareness of the need for the knowledge or skill presented, content leaders should:

  • Provide meaningful learning experiences that are clearly linked to personal/professional goals;
  • Share real-life case studies that connect the dots between theory and practice; and
  • Ask questions that motivate reflection, inquiry and further research.

4. Adults are relevancy oriented. Adult learners want to know the relevance of what they are learning to what they want to achieve. To support learners in their quest for seeking and identifying relevancy, content leaders should:

  • Ask learners at the beginning of the learning experience what they expect to learn;
  • Check for meaning, understanding and relevance (to the context of work) throughout the learning experience;
  • Identify what skills, knowledge or expertise learners gained as a result of participating in the learning experience; and
  • Determine how learners might apply what they learned in the future (and in the context of their everyday lives).

5. Adults are practical. Through hands-on exercises and collaborative brainstorming, learners move from classroom and textbook mode to hands-on problem solving where they can recognize first-hand how what they are learning applies to life and the context of work. To support this transformation, content leaders should:

  • Clearly explain their rationale when presenting new ideas or innovative solutions;
  • Be explicit about how the content is useful and applicable to the learners’ work;
  • Promote active participation by allowing learners to try new things, offer suggestions or share healthy skepticism rather than simply observe; and
  • Provide ample opportunities for repetition to promote skill development, confidence and competence.

6. Adult learners like to be respected. Content leaders can demonstrate respect by:

  • Taking an active interest in the development of all learners;
  • Acknowledging the wealth of experiences that the learners bring to their work;
  • Regarding learners as colleagues with unique perspectives and valuable life experience; and
  • Encouraging the expression of new ideas, reasoning and feedback at every opportunity.

So, my question to you is this: How could you leverage these adult learning principles when vetting professional speakers? What opportunities exist within your organization to better coach subject matter experts in the principles of adult learning? The next time you are called upon to serve as a content leader, how will you approach the development and delivery of your session differently?

19
Mar
12

Some like it hot: Dynamic member experiences inspired by hot yoga

By Aaron Wolowiec 2 Comments
Categories: Learning, Meetings and Professional Development
Tags: , ,

If you follow me on Facebook or Twitter with any regularity, you know I practice yoga just about five days a week. The Funky Buddha Yoga Hothouse in Grand Rapids, Mich. offers Baptiste-style power Vinyasa – and this is where I practice. It is a challenging, flowing workout that produces extraordinary results while remaining accessible to all skill levels and abilities.

Power yoga isn’t about bending you into a pretzel or forcing you to chant. It’s about challenging you to reach your fullest potential. But that’s not all. The studio is hot. Like 95 degrees hot. Like Norwegian sauna hot. Essentially, the space is regulated to maintain July temperatures all year long. The rationale is simple: Heat purifies, improves flexibility, protects from injury and torches calories.

Now, by no means am I the most athletic, the most physically fit or the most flexible person to practice yoga. I never even considered yoga until passing the studio several consecutive days last summer. Each day (weather permitting), a chalkboard easel was placed just outside the studio’s front entrance donning a short, witty phrase (today, for example, the message board read: “spring into yoga”).

After about a week, I noted the studio’s website and decided to check it out. What I found was a very welcoming community. To this day, the landing page reads: “We love beginners. You take the first step. We’ll help you take the rest.” And so I did. I’ve been practicing now—on and off—for about nine months. In that time, a number of important themes have surfaced from my practice:

  1. Acceptance. From the very first time I stepped foot into the studio, I have not only been welcomed (feeling genuinely at home and among friends), I have experienced acceptance for who I am, what I bring to my mat, what I have the ability to do (or not do) and what I have to share with my fellow yogis (a label I quietly resist given my current experience level).
  2. Growth. Each class provides a new opportunity to grow—both physically and emotionally. When I consider my progress from moment to moment, the growth is small (sometimes too small to notice). However, when I pull back and examine my growth from week to week or even from month to month, the changes in my body, my abilities and my mind are staggering.
  3. Clarity. Both on and off the mat, I find improved clarity in my thoughts. And not through chanting or meditation. The determination and discipline required each day to tune out the world for a solid 75 minutes while I focus on me, my breathing and my practice results in clearer thoughts outside of the studio relative to my life, my relationships and my work.
  4. Refinement. Type A. Enough said, right? I’m a perfectionist and I like to do things “right.” The same is true on my mat, as well. Unfortunately, forcing your body into a pose is a sure-fire way to prevent its fullest possible expression (and can even result in injury). In fact, it’s only when you settle into a pose, embrace the discomfort and focus on tiny micro movements can you recognize and deliver true refinement.
  5. Destiny. Not to sound melodramatic, but you only get out of yoga what you put into it. Sure, we have instructors and assistants to support our practice and to co-create our poses; however, a majority of the practice is left up to us—to challenge ourselves to our edge (and, sometimes, beyond); to take care of ourselves; and to apply these lessons to life outside the studio, as well.

The same is true for our members. And, no, I’m not advocating you offer early morning yoga sessions at your next conference (though I think the option is always welcome for those of us who practice or for those who are interested in taking the first step). Rather, the key takeaway here is that each and every time we develop a new program or event we create new opportunities to foster community, inspire learning, instill clarity, encourage refinement and point to what’s possible.

So, my question to you is this: How seriously do you take this responsibility? Is your organization delivering dynamic, meaningful and compelling education and networking experiences that inspire learning, engagement and community (or is it more about the bottom line)? If the latter, what small changes could you implement throughout the planning process to ensure a better and more deliberate outcome for your members?

12
Mar
12

Achieve more: Professional development consultations to the rescue

By Aaron Wolowiec Leave a Comment
Categories: Achieve More, Learning, Meetings and Professional Development

It’s certainly no secret that the professional development landscape is changing. If you have any doubts, take a look at my Feb. 29 post titled, “The professional development trifecta: Competition, strategy and experience.”

There I break down the impact technology is having on the sheer volume of continuing education programs being offered today, the importance of education research in the development of quality learning and networking events, and the expertise required to pull off truly dynamic member experiences that draw upon innovative programming models and contemporary adult learning principles.

As part of a new, ongoing series I’m calling “Achieve More,” I will profile each month a unique strategy guaranteed to breathe new life into some aspect of your organization’s professional development efforts.

To kick-off this series, I’d like to address the benefits of a professional development consultation. Each and every day, someone, somewhere is planning an educational program or special networking event for association members. The very first step in the planning process generally includes a look back at the previous year’s records, including timeline, financials, communications and the like (assuming this is a repeat event).

Depending on the amount of available planning time and resources; the foresight to identify member needs through industry research, analysis and trending; the interest of volunteer leaders to take an active role in the establishment of program goals and objectives; and, finally, the organization’s own staffing, infrastructure and expertise, stage two varies considerably.

And, without a doubt, it’s this next step that determines the fate of an entire event.

Consider, for a moment, the old adage: “You only get out of something what you put into it.” Or, more succinct (and a bit crasser): “Garbage in, garbage out.” Primarily used to call attention to the fact that computers will unquestioningly process the most nonsensical of input data (“garbage in”) and produce nonsensical output (“garbage out”), this phrase is equally applicable to programs and events.

Churn and burn the same processes, meet with the same cohort of volunteer leaders, book the same venues, call upon the same speakers, partner with the same vendors (the violations are endless). Know what you’ll get on the other side? The same exact member experiences you’ve been turning out for the last several years (and, in some cases, even longer than that).

Certainly, there’s nothing wrong with building upon a successful learning format or booking a multi-year contract with a great hotel to save a bit of money for both you and your members, but the line must be drawn somewhere. Just because your members come back year after year doesn’t mean:

  1. Your educational program inspires learning, engagement and community (the ultimate goal);
  2. Your members will continue to come given the introduction of a next best alternative; and
  3. Your organization is meeting its fullest potential (for both attendance and revenue).

Now, I’m not jaded enough to think that meeting professionals and professional development staff around the world are intentionally taking the easy way out. Quite the contrary. I’m intimately aware of the limited resources with which many education departments are faced. However, this isn’t a valid excuse.

Enter professional development consultants.

“Quick-fix” consultations (limited in scope and, believe it or not, overall investment) can have a sizable impact on jump-starting your planning efforts and providing new, innovative perspectives on what is possible. Consultations with a knowledgeable professional development expert can range from half-day to full-day sessions (or longer, depending on your organization’s needs) and may focus on:

  1. Framing an upcoming program or event to make it unique and memorable (think innovative programming models here); or
  2. Coaching staff to host a meaningful volunteer leader committee meeting intended to capture new ideas or identify member needs; or
  3. Developing strategies to better support your speakers, transforming your organization’s subject matter experts into effective instructional designers.

The opportunities are endless. But in every instance, actionable recommendations should be provided by the consultant via a written report or executive summary to focus and refine your planning efforts long after the consultation has ended.

So, my question to you is this: What elements of your next signature program (or new 2012 event) could be reimagined? What effect would some coaching and advance preparation have on the effectiveness of your organization’s next education committee meeting? How would some targeted speaker preparation (e.g., dissemination of venue or session logistics, training or tips for better presentations) impact the experience of both your subject matter experts and program participants?

For more information about my professional development consulting firm Event Garde, download our promotional brochure, visit the website or like us on Facebook. A personal, fun and completely free conversation will also enable us to discuss how I can best contribute (via consultation or other strategy) to the success of your organization’s professional development efforts. Together, we can achieve more.

29
Feb
12

The professional development trifecta: Competition, strategy and experience

By Aaron Wolowiec 4 Comments
Categories: Learning, Meetings and Professional Development
Tags:

The professional development landscape is changing. Wouldn’t you agree?

Simply scan the environment and it’s clear our culture is mobile-obsessed. We’ve become more technologically advanced and move at a faster pace. Combine this competition for time and resources with the endless access to information and content available online—not to mention the countless organizations now offering education opportunities at competitive rates (even free!)—and you have a long list of continuing education providers competing for market share.

And as associations play a more significant role in training today’s workforce, they must help learners take responsibility for their own learning, as well as teach them how to learn and how to leverage that learning within their organizations. To remain relevant, associations must also:

  • Transform industry-specific knowledge and information into viable training;
  • Align education with member needs through regular industry research, analysis and trending;
  • Connect the dots between theory and practice; and
  • Explore opportunities for virtual and/or blended learning formats.

Finally, recall a past conference experience with a one-dimensional keynote speaker and an afternoon of lecture-style breakout sessions. (Rather not, right?) Members today demand compelling experiences—delivered in a unique and interactive way—that inspire learning, engagement and community. These transformations require buy-in from key leaders and stakeholders, deliberate training and coaching of program facilitators and content leaders, and significantly more planning, organization, lead time and logistics management than ever before.

So, my question to you is this: How is your organization adapting to this shift in the professional development landscape? What are you doing differently to make your education offerings more innovative and engaging (dynamic, even)? How will you stand out from the crowd this year?

23
Feb
12

Work smarter, not harder: Leveraging association content

By Aaron Wolowiec 3 Comments
Categories: Best Practices, Learning, Meetings and Professional Development

Picture this: All of the pre-planning for your organization’s largest annual conference of the year is safely behind you. The welcome reception, the golf outing, the award luncheon, the expo, the breakout sessions and the closing night celebration are all a distant memory. There are five minutes left until the closing keynote presentation concludes. You’re ready to collapse. Tell me: What’s the last thing on your mind?

Okay, I’ll say it: Curating, repackaging, repurposing and leveraging content. Am I right?

I’ve totally been there. Your toes are numb from standing for 72 hours straight. You’ve not slept in days. The most food you’ve eaten is a carrot stick from last night’s cocktail hour and half a dinner roll. Staff isn’t pulling their weight; several speakers have demanded last-minute technology; your florist shorted you a few centerpieces; and the band was high-maintenance (to say the least).

You want nothing more than to forget this conference ever happened. In fact, you’re working up the courage to confront a stack of BEOs (for your next conference) on Monday morning that require your immediate review and approval, not to mention what you’re going to do about the low attendance numbers for that event and the panelist who’s now canceled due to a scheduling conflict.

The point is this: A meeting professional’s job is never done. And it’s evident why post-program follow-up is low on the list of priorities. I mean, the sponsor, vendor and attendee revenue has already been collected and deposited, and—presumably—the organization has delivered an adequate participant experience. In other words, there’s no looking back. It’s time to focus all time, attention and resources on the next program—right?

Unfortunately, this is the vicious cycle causing us all to work harder, not smarter. Instead of quantity, the solution here is really all about quality. I know I’m not the first person to lobby for professional development experiences that extend beyond the confines of the program itself (either onsite or virtual). And while I could say just as many things about the pre-program experience, I think the real missed opportunity here comes after the program.

First, everyone who attended your program already engaged with your staff, your organization, your content and the other participants. Essentially, these attendees walk away with a tangible experience they can draw upon when they encounter the future marketing of products, programs or services that precipitate from this event. Assuming they had a good experience, they’ll be more likely to engage again; it’s like you have a vetted audience that’s eager to “pick up what you’re putting down” (to quote my sister).

Second, and this is really the kicker, the content already exists. You simply need to curate it, repackage it, repurpose it or leverage it in some meaningful way. And this can take any number of forms. For example:

  • Popular education sessions could be repeated in person or online;
  • Content previously presented in a 75-minute breakout session could be teased out into a half-day or full-day session;
  • Speaker-generated videos providing follow-up or points of clarification could be posted to the organization’s website;
  • An important topic could be formatted into a blog post, newsletter article or white paper;
  • Pictures from the event, as well as aggregated Facebook and Twitter posts, could be shared with members;
  • Online communities could be formed and moderated to continue conference discussions and create opportunities for further engagement and collaboration;
  • And the list goes on—limited only by your imagination.

The point is this: Tangible deliverables (such as those listed above) can and should be used to optimize existing engagement activities; create meaningful and relevant educational programs (long after the closing keynote session has ended); aid learners in connecting theory (presented at the conference) with practice (challenges they encounter on the job); and drive organizational recruitment and retention efforts by developing quality products and services that members value.

Again, the solution here isn’t about planning more programs, but rather maximizing the opportunities inherent in the ones you’re already planning (and can’t give up).

So, my question to you is this: How do you leverage content following your organization’s major annual conferences? What innovative products, programs or services would you like to develop following a signature program given adequate time and resources? What’s stopping you from hosting fewer educational programs each year and—instead—focusing more on strategic follow-up?

18
Jan
12

Associations as curators: Supporting your speakers, educators and facilitators to success

By Aaron Wolowiec 2 Comments
Categories: Best Practices, Learning, Meetings and Professional Development
Tags: ,

In the last week, I’ve had the occasion to engage in several different learning opportunities with a variety of individuals who were clearly not trained speakers, educators or facilitators. (We know what this looks like, yes?) The specific instances aren’t important; however, I should note that they cross several different organizations and involve about a dozen or more people (in other words, we’re not talking about an isolated incident here).

As a result of these experiences, I’ve decided to take a second look at this notion of “associations as curators.” Although the organizations in question technically aren’t associations, I feel as though the concept is equally applicable. The fact of the matter is that these organizations had quality content and endeavored to teach others – and did so poorly.

Now, I should tell you that I’ve been hating on the phrase “associations as curators” for at least the last six months. To me, it’s been way overused and didn’t really demonstrate to me new ideology related to education and professional development. After some careful reflection, though, I’m slowly seeing the err of my ways.

There’s an endless amount of information in this world to know (a point I talk about often). Presumably, there’s an association that specializes in just about every major body of knowledge. Associations curate this knowledge just as any manager or overseer does his or her gallery, museum, library or archive. Both are content specialists who (1) are responsible for their institution’s collections and (2) are involved with the interpretation of the material contained within these collections.

The important distinction here is the interpretation of this material. In other words, it isn’t enough to simply have knowledge or content or data or information. Rather, it’s necessary to create added meaning (value) through a process of elucidation or explication. It’s necessary to analyze, synthesize, evaluate and apply this material in a meaningful way, as well as teach it – successfully – to others. And there’s the rub.

All content experts are not good curators.

That is, not all speakers, educators or facilitators are skilled in the process of interpreting and delivering content in such a way that ensures retention and transference in adult learners. Nevertheless, as the entity “responsible for their institution’s collections,” associations (and all organizations, really) are responsible for ensuring that their speakers, educators or facilitators are adequately prepared to deliver meaning and value to learners (our members).

Traditionally, this is done via a series of interactions with speakers, educators or facilitators. Preparation can take the form of individual coaching, conference calls, online meetings, e-mails or dedicated websites or portals. And content can range from venue or session logistics; training or tips for better presentations; information about expected attendees (e.g., number, interests or skills); information about overarching themes or content tracks at the meeting; or information about the speaker or session evaluation process.

The point is this: As a curator, associations are responsible for much more than hiring speakers, educators or facilitators. To create the most dynamic member experience possible, associations must take an active role in supporting these individuals to success. (A lesson that’s equally relevant to for-profit organizations throughout Michigan and beyond!)

So, my question to you is this: How do you prepare speakers, educators and facilitators for your meetings and conferences? What type of content does your organization provide to these individuals in anticipation of an upcoming program? What best practices have you instituted over the years to ensure positive member experiences?

03
Jan
12

Changing the world (that is, Michigan) in 2012

By Aaron Wolowiec 6 Comments
Categories: Learning, Meetings and Professional Development

The Christmas decorations are all packed up and safely put away for another year. The endless trays of cookies and shortbread and toffee have been consumed; the trays washed. The house has been cleaned, the furniture and knick-knacks replaced to their usual positions, the laundry caught up and the New Year’s resolutions begun.

For many, this begins the longest three months of the winter. Here, in Michigan, it means the first “real” snow for many communities throughout our great state, as well as countless dark and dreary days, blustery temperatures, slippery driveways, icy windshields and salt-covered shoes tracking in and out of our cars, homes and offices (no matter how careful we are).

But it’s not all bad news, I swear. Although this picture (at first blush) appears bleak (and a touch depressing), the real story in 2012 has nothing to do with the weather. Rather, it’s the people that promise to make 2012 something special. Many of you have already read Maddie Grant’s post: “How are you going to change the world in 2012?” If not, I highly recommend checking it out to provide some context for my contribution to this meme.

As many of you know, 2012 is shaping up to be a big year for me. After nine years as an association professional with the same Michigan trade association, I’m changing gears and putting on the proverbial “consulting hat.” It’s both exciting and scary; however, the continued support of my family and friends is quickly transforming this dream into a reality.

My consulting work centers on learning. At the end of the day, when you take away the big, flashy lights, the world-renowned entertainers and the dynamic assortment of locally-grown foods, what matters most at any conference or meeting is the learning.

Year after year, associations around the world plan learning programs for their members. These programs contribute substantially to the financial stability of their organization, but are also intended to impart knowledge and information (with the expectation that these members will walk away with something meaningful that not only improves their lives, but also the lives of those people who use their products or services).

And this is a responsibility not to be taken lightly. There’s endless knowledge and information in this world to be known. These days, there’s also a (nearly) endless supply of providers willing to share this knowledge and information (usually, for a fee).

This reminds me a bit of a scene from American Idol that plays out time and time again. How many auditions begin with much promise (after all, the person auditioning has taken vocal lessons for the last 10 years) and end with the judges scratching their heads (or, more tragically, giggling).

What is the correlation? It’s simple: We can do better. Just because organizations can and do offer continuing education and professional development opportunities for their members (vocal lessons), doesn’t mean these learning opportunities are successful at imparting knowledge and information in such a way that ensures retention and transference (a quality singing voice).

“We can do better” means delivering content via innovative design and delivery methods that is unique to the target audience. It means developing an evaluation process that actually measures learning (rather than preferences) both onsite and at a specified period of time following the program. It means engaging speakers and facilitators during the planning process to ensure a learning experience that is dynamic and meaningful. (I could go on, but I think you can hear the passion in my voice.)

Although my work forwarding these and other initiatives related to learning promises to take me beyond the borders of Michigan, I’m committed to making things better here at home, too. This will begin with a Michigan association meetings industry survey in partnership with the Michigan Society of Association Executives. The results of this survey will identify current practices of Michigan meeting professionals and associations, and will identify future opportunities for me (and others) to give back to this remarkable community.

Anyway, that’s my first step to changing the world in 2012. Maddie’s recommended we tag some more people and encourage them to write a quick blog post or share a comment, and tag some more people. Following are the people I’m tagging (but the invitation is open to everyone!):

For more information about my new consulting firm, please “Like” Event Garde LLC on Facebook.

10
Nov
11

Best practices in vetting speakers

By Aaron Wolowiec 2 Comments
Categories: Learning and Meetings

We’ve all attended programs in the past where the audience feels a significant disconnect with the speaker. I’m not talking about those outlier individuals in every audience who – for one reason or another – just can’t relate. Probably because of my interests and experiences, I’ve been that outlier before. I generally don’t respond well to what I can only describe as cheesy humor or the gratuitous use of props.

No, what I’m talking about in this case is that speaker who’s striking a disconcerting chord with a majority of audience members. Following is only a partial list of reasons the speaker could be severely striking out:

  • Speaker isn’t a content expert – the “meat” of the program is essentially invalid (or outdated) before the program even begins (the program is D.O.A. or dead on arrival).
  • Speaker isn’t familiar with audience demographics – otherwise relevant content is rendered invalid when audience members can’t relate to the speaker’s message or experiences.
  • Speaker isn’t accessible – either perceived or in reality, this individual is unapproachable and, essentially, unsympathetic to the needs of the audience (they may just be in it for the money).
  • Speaker isn’t a skilled presenter – the delivery is uninspired, disorganized and/or confusing.
  • Speaker isn’t a skilled teacher – the speaker fails to play to the strengths of the adult learner and, therefore, the presentation is either boring or disengaging.
  • Speaker isn’t a skilled orator – the pace of the program is either too fast or too slow.
  • Speaker lacks intuition – the speaker fails to recognize during the course of the presentation signs of disconnect, discontent or fatigue.
  • Speaker lacks flexibility – the speaker is unable to respond “on the fly” to the dynamic and changing needs of the audience.
  • Speaker lacks charisma – the speaker is unable to inspire audience buy-in and any subsequent calls to action.
  • Speaker only presents canned programs – enough said.

So, what does this all mean? First of all, don’t underestimate the time, talent and resources necessary to select outstanding speakers for your next program. Second, I’d like to thank and congratulate all of the talented speakers out there who make professionals like me look good day in and day out. You have a difficult job, indeed. Beyond that, it serves as a good reminder that best practices do exist for vetting speakers. A partial list follows:

  • Research your speaker. Track down Web sites, YouTube videos and other collateral that provides some idea of not only the type of content you can expect from a prospective speaker, but also the speaker’s anticipated delivery style. It also helps determine the speaker’s experience presenting to audiences of similar size and scope as yours.
  • Seek client testimonials. Speakers generally have a list of past clients you can contact to discuss the pros and cons of former speaking engagements. Additionally, work your own personal and professional networks to gain additional insight and perspective about the speaker in question.
  • Meet with your speaker. Ask to meet with a prospective speaker before negotiating and signing a contract. Much insight can be gleaned from this interaction, including the speaker’s passion, knowledge and fit (either for your constituents or for a particular program format).
  • Hear your speaker in action. If your speaker will be presenting locally, ask for you and a colleague (maybe even the conference chairperson) to sit in on the session. Observe the speaker’s presentation style and connection with the audience. After the program ends, pay particular attention to the chatter as participants exit the room and the number of people who approach the speaker for follow-up. If books are available for sale, this can also be a tell-tale sign.
  • Demand customization. Absolutely require that your speaker customize a presentation that fits the needs of your audience and the objectives of the program. Any and all personal touches will make the program that much more meaningful, relatable and enjoyable for your audience.

So, my question to you is this: What other strategies do you employ to vet prospective speakers? What one recommendation have you found most helpful in vetting speakers that helps ensure exceptional learning experiences for your constituents?

meet aaron

Meetings innovator & professional development trailblazer. Founder & president of Event Garde LLC. Passionate about The Food Network, hot yoga, blogging, old homes & unclehood.

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