Wednesday, February 27, 2013

To Solve the Problem, Ask the Right Question. Again.

 The other day I had an interesting experience as I flew home from the Annual Academic Chairpersons Conference. I was flying with my department chair, Dr. Kody Kuehnl, and we were writing out a list of all of the things that we had learned during the conference. As we talked, we kept asking: What did we learn at this conference that could be useful in our work at Franklin University? It was late at night and we were both tired. There were a few times when it seemed that we had identified everything we could think of, but we kept asking the question. And each time we asked the question, we came up with a new answer, something that was useful and better and could be applied to our work to create positive change.

This reminded me of a lunch meeting I had with a friend who had an instructional design problem. He was struggling with how he might design a piece of instruction for a particular organization, and every time we asked the question, we came up with answers that did not fit the needs of the organization. I have noticed that normally at this point, most people give up and move on to other conversation topics, but we kept asking the same question - how can we design this course so that it meets the needs of the organization? Some time near the end of our lunch meeting, I had an insightful idea that seemed to materialize from an area of my mind that I had not accessed before. It seemed to emerge as an answer to the problem, almost as if the answer came from someone else.It was a solution that solved the problem and allowed my friend to move forward with his design.

Keep Asking the Question
So, what problem do you need to solve? What would you like to create? What answer do you need? Often it is a matter of simply asking the question again and again until the right answer comes. If the answer does not come, keep asking and you will be surprised what your mind teaches you.

Monday, February 25, 2013

New Web Page, Masters of Instructional Design and Performance Technology

The program website for the Instructional Design and Performance Technology Masters Degree at Franklin University has received an outstanding upgrade.

New Webe page for MS Degree in Instructional Design and Performance Technology.
New IDPT Program Website

This new site includes several nice features:
  • A good description of several of the program's outcomes - what students learn in the program
  • Great information on employment the field, including job growth rates and titles
  • A picture of that guy up there (Not sure who he is, but he looks professional :) )
Hope you enjoy! Feel free to share this with anyone who you think will be interested in pursuing a master's degree in learning and performance!

Wednesday, February 20, 2013

They've Got Cookies in There - The Power of Gratitude


I live in Columbus and work Downtown at Franklin University. The other day I was taking a cold walk to clear my mind and get a little exercise. I happened to be passing by a church that regularly hands out food to people in need, and I was walking by the church just as a beautiful woman came out of the large church doors, carrying bags of food. She had tears in her eyes as she looked at me and said, "You better hurry, they have cookies in there!"

Here was a woman who was so grateful to receive cookies with her gift of food. I don't know the woman's situation - perhaps she had small children who would be delighted to eat the cookies - whatever the case, this brief experience made me instantly grateful for all of the great blessings and opportunities I enjoy.

The Power of Gratitude
Gratitude empowers. It gives us a sense of perspective and helps us focus on the good and the positive in life.When we feel or express ingratitude, we often distort what is important. Complaining about work issues obscures the blessing of having a job. Complaining about a spouse's minor faults does not acknowledge the wonderful things the spouse does. But focusing on what we are blessed to have instead of what is wrong brings a fulfilling sense of happiness and success.

Perspective
I read one time about a man who was ardently complaining about a new workout plan to his brother. He felt like he could never accomplish what he wanted to do and felt as if he would never reach his goals. As he talked, he realized that he was complaining to his brother who had been paralyzed and had lost all use of his body. By feeling gratitude for his blessings and love for his brother, he was empowered to accomplish his fitness goals with renewed sense of purpose.

Gratitude empowers because it gives a truthful perspective and focuses on the positive.

So, what are you grateful for?


Monday, February 18, 2013

Become an Active Learner (Here's How!)

These days, learning is absolutely critical to success. We live in the knowledge society, and there are constant changes in our world. Business, education, and social structures are all changing rapidly, and we must be constantly building and improving our knowledge so that we can adapt and thrive in our volatile environment. 

We Can Learn!
Our minds are designed to learn, but most people go through life passively learning whatever they are fed by their environment. This is a huge problem, because our environment regularly spews toxic information that is often useless and even harmful. In this post, I will describe how we to become an active learner in your life. I will provide several tips and strategies for immediately become more proactive in your learning so that you can achieve greater success and fulfillment.

We Must Become Active Learners
To be competitive and remain relevant as individuals in society, you must become an active learner, continually gaining and applying relevant knowledge to your life. But what does it mean to be an active learner, and what are the best strategies for using active learning? Active learners are (1) engaged in their learning, (2) purposeful in their studies, (3) reflective about what they learn, and (4) apply what they learn in meaningful ways. Active learning yields powerful positive results in peoples' lives, but how can you become more active in your learning? 

Questions for Becoming an Active Learner
To begin becoming an active learner, answer the following questions. Be sure to really answer the questions and even write them down - doing so will help you to really begin to create a more active approach to your learning and will give you greater fulfillment in your life. Ask yourself these questions:
  • Self-awareness - What do I like to learn about? What knowledge will help me succeed in my business or in my profession?
  • Orientation toward learning - How can I easily become more oriented toward learning? (See the tips below)
  • Goal-oriented learning - What specific knowledge and skills would I like to learn? What attitudes would I like to adopt in my life? What career goals do I have, and what would I need to learn to reach those goals?
  • Control of information coming into your mind -
    • must be positive - Ask yourself: What information is positive and motivates and inspires me? In contrast, what information provides little benefit? What information actually harms me or others? Control what you allow into your mind and ensure that it empowers you and would give me the ability to bless other people?
    • must be truthful - Ask yourself: What information is based on evidence? What information will provide me with the results I desire? Make sure that you fill your mind with knowledge that is credible and produces results.
Tips for becoming an Active Learner
Over the last several years, I have learned how to actively learn in my life. Based on my experiences, I have distilled several tips and strategies:
  • Join learning groups and organizations - get involved with people who are learning about what you are interested in.
  • Attend workshops - many of these are free or inexpensive, and you can get a great deal of useful knowledge by attending.
  • Attend motivational seminars - motivating knowledge can be extremely powerful, and many of these seminars are very low-cost.
  • Listen to motivational books and speeches- this is an excellent way to fill your mind with positive, encouraging information.
  • Earn a college degree - a formal education continues to be one of the most powerful ways to obtain excellent knowledge that will benefit you throughout your life.
  • Always read - ensure that good knowledge is continually flowing into your mind.
  • Listen to audio books - if you listen for an hour a day as you commute to and from work, you will end up with over 250 hours of acquired knowledge in one year, the equivalent of 40-50 books!
  • Become a writer - writing helps you to assimilate and organize your knowledge and helps you understand what you have learned more clearly. I personally blog about the things I am learning about, ant it seems to
  • In a formal learning setting, such as a classroom, do the following:
    • have a goal you want to accomplish or a problem you want to solve and use the knowledge you gain to solve that problem.
    • ask questions that are pertinent to your needs.
    • take notes on what you are learning about.
    • ask for examples of what you are being taught.
    • ask for explanations, especially if you do not understand.
    • ask for additional resources so that you can learn more.
    • ask for additional people to talk to.
    • search for more knowledge in the internet.
    • set goals and learn more on your own.
You Must Keep Learning
Learning is one of the most important things you can do to succeed in today's society. Our world is constantly changing, and you must continually learn and adapt so that you are equipped to succeed and excel at everything you apply ourselves to. I have found that the more I learn, the better I get at it, and the more I learn, the more I want to learn. Knowledge is power, and these active learning strategies will give you power to move forward in your own goals.

Wednesday, February 13, 2013

Confessions of a Boring Academic Writer

The other day I was looking back at some of the academic articles I have written and I had a somewhat disturbing realization:  I have become a boring academic writer. I recently looked back at some of my writing on this blog, and although there have been flashes of interestingness, I largely use the dry, third-person, detached approach.

I'm not as worried about myself in other areas of life- I really like people, I think I am reasonably humorous, and I think (hope) that the classes I teach are pretty engaging and perhaps even fun for my students. But somehow my writing has become abysmally dry.


I Blame My Academic Training
Why has my writing become so dry? I blame my academic training. As scholars we are taught to be "objective" in our research and therefore we are often taught to write in a formal, objective tone. We are taught to detach ourselves from what we are observing, to be systematic, to be methodical. If you want an example of detached, third-person sort of writing, read my dissertation. Better yet, don't. Unless you are really excited about instructional design or research methods, you will find it really boring.

Now, I am not attacking academic research and writing. In fact, I believe it is extremely important because it provides knowledge that can be used to improve the human condition. I believe that my experience in graduate school was absolutely transformational, and would never trade that experience away. But one unfortunate byproduct is mind-numbingly boring writing, something I would like to change in my own writing.

Sometimes Interesting
I feel like every once in a while I put out something interesting and engaging - I enjoyed writing this post on My Irritations When Flying, for example - but most of the time I worry that I am altogether to detached and scholarly-sounding.

How to Write Less Boring?
So, how can I break free of this serious, academic, dry approach to my writing? (Feel free to view this as a cry for help. Not that I am going to go crazy or gain 50 depression-induced pounds or anything weird like that - just that I am open to suggestions on how to improve my writing). I feel like I need to break free of the boring academic structure that my mind finds itself trapped in.

Any advice from interesting writers?

Monday, February 11, 2013

I Am a Song-Writer!

Well, I am now officially a song-writer! (Actually I am just a song-title-er...) My friend Annemarie Neff requested some song titles from her friends and she chose mine as the title of her latest song.

Here is the video of the song Annemarie wrote:

Summary of 2013 Academic Chairpersons Conference

Over the last week, I have been attending the 2013 Academic Chairpersons Conference in San Antonio, Texas. It has been an outstanding experience, and I appreciate that my Dean at Franklin University has supported me in attending the conference.

I thoroughly enjoyed this experience. I usually attend conferences related to instructional design and technology, so the academic administration focus was an entirely new perspective for me. I found it refreshing to meet enthusiastic people from all over the United States who struggled with similar problems and issues. I learned a great deal by simply listening to them describe their situations, and it gave me a broader perspective on my own university and helped me gain clarity on where I want to go in my career as an educator. A great experience.

Below I link to the posts describing my leading up to and at the conference.

Before the Conference
At the Conference

Leadership and Effective Decision-Making

I recently attended the 30th Annual Academic Chairpersons Conference. At the conference, I attended a great workshop by Dr. Kent Crookston, a faculty member at Brigham Young University, on decision-making. In his presentation, entitled "Three Keys to Effective Decision-Making," he presented what he called the three key components for decision-making.
  • Be Proactive - take responsibility for your own life and for your work.
  • Be Humble - demonstrate a "compelling modesty," act with calm determination, and never blame other people or things for poor results.
  •  Be Composed - even under stress, it is vital that we control our fight or flight responses and deal with issues and problems in a composed manner.
Really this is a principle-centered approach for making decisions.


Popular Decision-Making
Dr. Crookston also presented two popular forms of decision-making, which appear to be popular in the literature. First, he presented what I call the scientific or process-oriented approach to decision-making. With this approach, the decision-maker follows a 9-step process in which several activities are employed, including:
  1. Identify the decision-maker
  2. Clarify what is to be decided
  3. Consider other stakeholders
  4. Gather and analyze data, facts, and information
  5. Consider options
  6. Determine objectives and rank them
  7. Identify the option that best meets the objectives
  8. Say yes to the selected option and mourn the loss of the others
  9. Implement your decision
This approach makes a lot of sense and likely yields great returns. One issue, though, is that this process can take some time to work through, and often there is a limited amount of time available to follow the process.

The second is what I call the "intuitive" approach to decision-making. This is really the gut-reaction approach and operates under the assumption that the process approach is rarely used in the real world because takes too long to follow the process.

The Decision-making Continuum
It seems that these two approaches are presented as a dichotomy - two distinct and entirely different approaches. However, I believe that there is a continuum between these two approaches to decision-making. It is probably somewhat rare to follow the "scientific" approach in its entirety; however, an individual or group may use some of the general steps identified above and therefore would find themselves between a purely scientific approach and a more intuitive approach.The more data we gather and analyze, the more scientific our approach. The less data we have gathered, the more intuitive the approach. I would assert that in every decision, at least some of the steps in the process are followed, and the individual has some sort of an intuitive sense of what the best decision is; therefore, the idea for a continuum holds.

My Synthesis of These Approaches
 In reality, all three of these approaches can (and likely should) be used simultaneously. The scientific provides a framework and a sequence for making decisions in a methodical manner. The intuitive allows the individual to remain true to their intuitive sense. And Crookston's approach enables the individual to stay centered on principles that facilitate the successful application of both the scientific and the intuitive.

To make an effective decision, a leader must use each one of these strategies. If the "scientific" process approach is not used, then there is no critical thinking and the decision will likely be flawed.  If the intuitive approach is not used, then the decision may not resonate with the needs and desires of the one making the decision. And if Crookston's principles are ignored, then unhealthy behaviors and attitudes will short-circuit and cloud the decision, thus compromising the effectiveness of the decision.

To these three decision-making strategies, I would also add a sub-component: technology. This can include any tool or technique that makes a decision-making task more efficient or effective. Technologies include any tool or model that facilitates steps in the decision-making process. The image below summarizes these four components of effective decision-making.
Components of Effective Decision-Making
Components of Effective Decision-Making
The Important of Context
The context in which decisions are made plays a crucial role on how these components are utilized by the decision-maker. For example, if there is little access to needed technologies, then the decision-making is altered; if there is very little time to make decisions, then the decision will likely land closer to intuition on the decision-making continuum. In an ideal world, all four of these components should be utilized to their fullest to ensure that decisions yield the most favorable results.

Friday, February 8, 2013

The Alamo!

I walked over to The Alamo with Kody, yesterday. A great historical site. And I look great, too...


Dr. Gardner at the Alamo.
Joel at the Alamo.

Day 2 of Chairpersons Conference

Leadership Transitions Training and Development
Workshop by Katherine Frank, Margarte Thomas Evans, Cathy Foos, Rob Tolley and Mark Pomper

The focus of this workshop was the development of faculty during large transitions within a college. There are very often big changes in an organization's structure, and it is important to continually develop a chairperson as they fit their role. There were a couple of points that I thought were particularly important:
  • It is vital that an organization fosters leadership from the beginning. Very often an organization is reactive when a new chair position opens up. Instead, training and development should be a key part of faculty development so that a succession of leadership can take place.
  • Personal relations with faculty are the most important aspect of leading as a chair. If you can have a positive working relationship with the people you lead, you will be much more effective as a leader, even if there is disagreement on decisions made.
Notes on Progressing as an Administrator
I am a relatively young faculty member - probably the youngest faculty member at my university. Moving to a chair position as early as I did was probably a little early in my career. However, it also gives me the benefit of learning a great deal in a short amount of time. I am still not totally sure of my career direction, but one of the possibilities is to work in my career as an administrator in higher education. I have enjoyed my work as chair, though it can be quite difficult, at times. And I think I have some of the skills and abilities that would make me a good academic leader.

I met with Dr. Kent Crookston, professor at Brigham Young University, for a brief one-on-one that the conference arranged for its attendees. Dr. Crookston and I discussed  potential career avenuse I might take, and we ended up discussing the possibility of working toward becoming a dean or even a provost. During our discussion, he gave me the following pieces of advice:
  • Be strategic -have a goal in mind. Where do you want to end up?
  • Decide what kind of institution you would like to work in. My experience as a faculty member has been in smaller, teaching-focused universities. If I want to move to larger research universities, I will likely need to earn tenure before I can become an administrator at those larger universities.
  • Find a mentor who has done some of the things you want to do. This mentor can help you begin to prepare for the next position.
  • Study administration. Read leadership journals and magazines. Get deep into the literature. Dr. Crookston recommended the Harvard Business Review as one of the best. 
  • Stand out in your current position as a leader without appearing overly-ambitious. Do your best to shine at what you are doing now.
Truthfully, I am still not sure exactly where I would like to end up in my career. I am happy where I am now and feel good about the work I am doing. I can see that I might excel as an administrator, but I have a passion for teaching and writing that I would like to hold on to. Whatever I decide to do, this  knowledge gives me an idea of the kinds of things I might do to really move forward in my goals.

Navigating Waves of Change

Jeremy Buckner, Christine Dalton, Kara Stooksbury, Laura Wadlington

The final presentation I attended was about peer-led professional development for academic chairs.A group of fairly new department chairs were confronted with a need for developing themselves as chairs and decided to create a series of workshops for doing so. They created for workshops for themselves and their peers within their college around the following topics:
  1. Personality, work style and communication - In this session the participants all took the Jung typology test, which helped them to start looking at themselves and how the prefer working and communicating. They discussed their results with their peers and planned out ways to work with their strengths.
  2. S.W.O.T. Analysis of own departments - In this session, participants performed a S.W.O.T. Analysis of their own departments. This is an exercise in which the Strengths, Weaknesses, Opportunities, and Threats related to the department are analyzed and articulated.
  3. A Session with the Chief Financial Officer - In this session, the CFO of the university presented the reality of the financial state for the departments in the college. She answered their questions and helped them see how their work related to the college's budget.
  4. Departmental Strategic Planning - This session has not yet occurred, but it will involved planning for the coming 5 years. This is something that I believe could be very valuable for me and my program. We are on a good path, and I believe that we could really move the program forward with some disciplined work.
The presenters said that they found that there was a greater sense of collaboration among the participants, and the participants were surprised to find that there were some great similarities between the departments.

I am excited to see what I learn tomorrow - looks like another set of good presentations.

Thursday, February 7, 2013

Notes from New Chair Alliance Workshop

As I noted in a previous post, this week I am attending the 30th Annual Academic Chairpersons Conference. Today I attended a full-day pre-conference workshop for new academic chairs called the New Chair Alliance. It is a workshop designed to provide new academic chairs with ideas and strategies for completing their work as academic administrators.

In this post, I will share some of my notes from this workshop. It will really be just a list of some of my thoughts, notes and observations as I worked through the workshop.
New Chair Alliance Workshop
New Chair Alliance Workshop
On Managing a Difficult Workload
One of the themes that continued to come up during the workshop was the issue of an overwhelming workload. I have noticed that my work has increased exponentially as the program chair, and I feel like I am constantly working just to keep up with what is going on. Here are some ideas on how to manage this workload effectively.
  • Categorize your tasks into the following categories: important/not important, and urgent/not urgent. This will help you focus on what is important.
  • If you can delegate a task to someone else, then do it.
  • If you can, automate some tasks by having someone else or technology do it.
  • Check emails only periodically (2-3 times a day) so that you can focus your time on the projects at hand.
  • Minimize interruptions. Block out time on your calendar to keep time for yourself. Screen people from interrupting you (close your door, have a secretary screen you, etc.)
  • Use the 4D principles to handle tasks - do, delegate, defer, delete.
  • Do the most important tasks and let the less-important fall to the wayside.
On Finding Balance
Another theme that came up was finding balance in your life. This includes professional balance as well as personal and family balance. I find it difficult to balance my teaching, course design, and interactions with students and faculty so that I can spend time on my research and writing agenda. I also have a hard time making sure I can spend time with my beautiful girls at home.

Personal health is the most important thing a chair can prioritize. Without health, the ability to succeed as chair is ruined, so taking care of physical, mental, and spiritual health is vital. I've found that I have to go to the gym in the morning before work if I want to have a healthy day, so I make that daily workout a priority.

Strategic Planning
The workshop facilitators also discussed the importance of creating a strategic plan for each department or program. I have dome some of this for the IDPT program but feel like a more robust strategic plan for the program, including participation from all major stakeholders, could be a powerful way to move the program forward. I plan to begin this initiative sometime in early summer.

Random Quotes In the Workshop (some are rather humorous)
  • "If someone can do it 80% as well as you can, have them do it."
  • "If you see a turtle sitting on a fence-post, you can be pretty sure it didn't get there by itself."
  • "If you're not comfortable with multi-tasking, don't become an administrator."
  • "All I do is shoot the closest wolf."
  • "don't let other peoples' problems become your problems."
  • "If you can't live with the conclusions someone has come to, seek a second opinion."
  • "I don't want to shuffle the deck chairs of the Titanic if I know it is going to sink."
  • "The frog does not drink up the pond in which he lives." (Sioux Proverb)
There was certainly a great deal more discussed, but I think these were the highlights for me. I have generated a lot of notes on how I can begin to use what I have learned and I am excited to see how I can keep things moving forward for the IDPT program.

Wednesday, February 6, 2013

Arriving at The Hyatt Regency San Antonio

I flew from Columbus to San Antonio with a brief (somewhat delayed) stop in Houston. The trip was largely uneventful. I am attending the 30th Annual Academic Chairpersons Conference with my Department Chair Dr. Kody Kuehnl. My goal is to gain some perspective on how I can more effectively lead my program as the program chair of the IDPT program at Franklin University.

Dr. Joel Gardner at Hyatt Regency Hotel, San Antonio, Texas
Dr. Joel Gardner at Hyatt Regency Hotel, San Antonio, Texas
The rooms are very nice and I am grateful for the opportunity I have to take advantage of professional development opportunities such as this conference. In my experience, Franklin University and its leadership are generous in their development of their faculty, and I have greatly benefited from this generosity.

Tomorrow we will attend a full-day pre-conference workshop for new academic chairs called the New Chair Alliance. It should be a good introduction to the practice of academic administration. I am not sure what to expect, but I am hopeful that it will be a meaningful experience that will help me move forward as an effective leader and administrator of my program.

Monday, February 4, 2013

Upcoming Conference: 30th Annual Academic Chairpersons Conference

This week I am attending the 30th Annual Academic Chairpersons Conference. Because I was recently appointed the Program Chair of the Instructional Design and Performance Technology Master program at Franklin University, I am excited to learn even more effective strategies and approaches for managing and leading this program.
The conference will be held in San Antonio, Texas. I have never been to San Antonio before, and apparently we will be very close to the River Walk and also to the famed Alamo.

As always, I plan to write about my experiences at the conference, and I look forward to learning how I can improve myself and move the IDPT program forward.