Podcasts about ksas

In this episode of War Docs, Dr. Paul Roach discusses the military-specific curriculum developed in partnership with Uniformed Services University and the American College of Surgeons. Dr. Roach, a retired Navy captain with expertise in complex surgical oncology, explains how the curriculum was developed based on the knowledge, skills, and abilities (KSAs) developed from the experiences of surgeons in the global wars on terror. Tune in to learn more about this important aspect of military medicine.   [00:01:43] The development of the military-specific curriculum. [00:05:20] Blunt abdominal trauma. [00:07:29] Diagnostic peritoneal lavage. [00:13:43] Damage control surgery in austere locations. [00:15:29] Basic principles of damage control surgery. [00:19:07] Universal psychological aspect to military surgical care. [00:22:28] Unique military medical training.

Welcome back to another episode of SA Voices From The Field! In today's episode, we have a special guest, Hyunmin Kim, who will be sharing their insights and experiences in the field of higher education and student affairs. In this episode of the "Student Affairs Voices From the Field" podcast, Dr. Jill Creighton interviews Hyunmin Kim, the assistant director of residential life for the Courtyards at the University of Maryland. Hyunmin shares his journey into student affairs and his recent transition into his current role. Hyunmin's journey into student affairs began with a personal connection to residential life, as he grew up in a family housing unit on a university campus. He found his passion for working with students while in college, leading him to pursue a master's degree in public administration with a focus on educational leadership. His career path eventually led him to become the assistant director at the Courtyards. During the discussion, Hyunmin reflects on his first 90 days in his new role, highlighting the challenges and learning experiences. He emphasizes the importance of taking time to reflect and recharge, especially in a field that can be emotionally demanding. Hyunmin also discusses his approach to supervising professional staff and the transition from supervising paraprofessionals. He values building close relationships with those he supervises and believes in a balance of professionalism and personal connection. Looking ahead, Hyunmin discusses his plans to focus on building a strong culture and traditions within the Courtyards community. He aims to engage upperclassmen residents and establish a legacy of involvement and participation. Additionally, he explores ways to use social media to connect with students and meet them where they are while maintaining the university's educational mission. In conclusion, Hyunmin encourages others in the field to smile, remember why they chose student affairs, and be innovative in their approach to engage and support students. He also stresses the importance of setting a positive and inclusive culture within residential communities. Please subscribe to SA Voices from the Field on your favorite podcasting device and share the podcast with other student affairs colleagues!   TRANSCRIPT Dr. Jill Creighton [00:00:02]: Welcome to Student Affairs Voices From the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. This is season 9 on transitions in student affairs. This podcast is brought to you by NASPA, And I'm Dr. Jill Creighton, she, her, hers, your essay voices from the field host. Today on SA Voices, we're pleased to feature Hyunmin Kim, who is serving as the assistant director of residential life for the Courtyards at the University of Maryland. He was born in Seoul, South Korea, but was raised in Nashville, Tennessee. He has a master's in public administration from American University with a focus in educational leadership. At the courtyards you could always find him joking with residents and looking to find new and interesting ways to interact with residents. Hyun Min, welcome to the show. Hyunmin Kim [00:00:48]: Hello. Thanks for having me. Dr. Jill Creighton [00:00:50]: And we're talking to you today from Maryland College Park. Hyunmin Kim [00:00:53]: Yes? Yes. That is correct. Dr. Jill Creighton [00:00:54]: Well, we're glad to get to know you today in our theme of transitions. And one of the things that we love to kick off our show with is asking someone how they got to their current seat. So what is your come up journey to being the assistant director at Maryland College Park? Hyunmin Kim [00:01:08]: Yeah. I love giving a good old origin story. I think it's a pretty common story amongst higher educators. I think when I started college, I had A little bit of, like, an idea about, like, something that I wanted to do. And then I got to college, and I realized that it just really wasn't for me, and I had no passion for it. So it was time for a bit of soul searching. Right? Because, obviously, it's just like I work my whole life for a specific goal and then just goes down the drain. So I kinda started to think back about kind of experiences that I had growing up that I really enjoyed. Hyunmin Kim [00:01:35]: So my parents immigrated from South Korea. My dad did his PhD in Nashville at Vanderbilt University, And we lived in a residential college then, like a family housing unit. And I remember as a kid just kind of being a part of that community growing up, just going to those events at the rec centered with my father, and it was I think it was a lot of fun for me as a kid. So then I got involved on our campus, you know, through hall council. It's very you know, the classic higher ed store. Hall council, RHA, the desk, and all that. Then kinda slowly, I just realized that I had a real passion for it, so I did my master's in public administration and leadership Development. And then did my grad work, and then I just ended up at the Courtyard at the University of Maryland, and I just kind of ended up as the assistant director. Dr. Jill Creighton [00:02:12]: And how long have you been in that assistant director seat now? Hyunmin Kim [00:02:16]: Since May of this year, so not too long. Not too long. Very fresh, the position. Dr. Jill Creighton [00:02:19]: Absolutely. And before that, you were in the coordinator position at the same university. Yes? Hyunmin Kim [00:02:25]: Yes. I was a resident director. Dr. Jill Creighton [00:02:27]: So one of the things we're gonna be focusing on for you today is the 90 day story, the 90 day transition because you're basically just coming out of the other side of that 90 days, right about now. And interesting for your transition that it happened really in the summertime, which is a much more chill time to transition a position in our industry than it would be if you did it in, like, October or something. So tell us about the beginnings of the transition in terms of wanting to interview with your current colleagues for a position because I know that that can be a really nerve wracking space. Hyunmin Kim [00:02:57]: I think the first thing that I really thought about was when when they approached me, like, hey. Like, this This position's opening up. Would you be interested? It's a less formal interview process because we know you, but would you still be interested? And I think I really thought it's like, Am I qualified to be the assistant director? Right? Because I'm I think I'm on the younger side, for higher educators. I'm, like, coming into, like, Year 2 of it, so I was a resident director for a year, and then they approached me at this position. And I think that was the first thing that I thought was, like, am I ready? Can I actually do it, and what do I actually what does an assistant director actually do? And I talked to my boss who was the assistant director at the time, And she was like, you're ready. I mean, you you worked underneath me. You can do it. It's just a matter of getting there and just showing up for the job and following through and and learning as you go and Kind of understanding how the role plays a part into the community as you continue to work in the role. Hyunmin Kim [00:03:46]: So, you know, I go through the process. I think now that I've kind of been that 90 day, as you said, it's I feel like now I'm slowly getting comfortable as to what I'm supposed to do. The qualified part, I think every day, that's a struggle just, like, knowing if I'm doing the I think if this is actually making a good impact for my student staff or the students that I work with, I think it was overall a very interesting transition, and I think a lot of time for Self reflection on my part about my years as a director. Dr. Jill Creighton [00:04:09]: So in that self reflection, how did you come to the determination that you were ready and you didn't wanna apply? Hyunmin Kim [00:04:14]: I think my life's Motto has always been, you gotta try it first. And if it doesn't work, then, like, you'll know, but, like, you gotta at least try. And I'm a very hands on guy. I've always been more of human, and I've just really enjoyed getting my hands deep with the students. So I think my mindset was is if I'm just in my head space constantly fighting demons, that I I really never will know, and then it'll go to someone else who may not know the community as well as I do, who may not know my students as well as I do, who may not know the needs as well as I do. And I think I came to kind of the conclusion that I do know what my students need and what my students staff especially need. So I was just like, alright. We're gonna run with it. Hyunmin Kim [00:04:48]: We're gonna do it. And, If it doesn't work, then we're gonna grow, we're gonna improve, but I won't know until I try. So I just kind of jumped in a little bit. I turned off my brain a little bit. Dr. Jill Creighton [00:04:57]: And you made that leap from 1st entry level professional into that mid level, like, as you said, pretty quickly. So what are the skills and abilities and knowledge areas that you needed or the KSAs in order to really start to think about the conceptualization of how your regular work and your mindset towards work need to change in that jump. Hyunmin Kim [00:05:16]: Yeah. I mean, I think as a resident director, you really are I mean, I've, you know, much love for all the resident directors. It's just you're really out there with the students. You're the 1st line of defense in the trenches, and I think sometimes it's easy to lose sight of the bigger picture as you're always just so, like, knee deep with students. And I think that year of Maybe with my RAs, it was just like I was just so knee deep with them. It was sometimes hard to see the bigger picture as to why sometimes my supervisors were making the decisions that were being made. I'm like, why why are we why we doing this, and I think going to my 1st NASP, interacting with, you know, the KC, but also just kind of, like, talking to other friend other colleagues and friends in the area. I had to kind of take a step back and kinda distance myself a little bit from my students who I enjoy so much just to kind of See the bigger picture. Hyunmin Kim [00:05:58]: Right? Because it's not just student staff that I work with or it's not just students that I work with. It it's the collective body of the courtyards, and and it was just trying I had to kind of just take a step back and be less hands on, be a little less turn off brainy, and actually turn on my brain a little bit more to see what the bigger picture was and to understand what it meant to To kind of make the harder decisions, the harder calls, and I guess transitioning my mindset to be a little bit more broader focused rather than so narrowly focused on Just like one specific sect, I guess, of higher ed. Dr. Jill Creighton [00:06:26]: And when you think about working with the students, which I think is why almost all of us got into higher education is we're really passionate about working with developing adults. How has that changed your relationship with the students in your community given now that you're not in the day to day and you're in that mid level leadership space? Hyunmin Kim [00:06:42]: Honestly, I think especially right now because it it has been my and now, like, the school year started, I'm not doing as much up front interaction with the residents. It's a little lonely. Like, I'm not gonna lie. Like, middle management is great, but also I think there's a little bit of loneliness at the top. I see them a lot less, and I can't interact with them as much. So I find myself talking to them more, which I don't know if they want that from me, but, like, I get a lot more Excited now. So I find myself actually just going up to them a lot more, asking my RD, like, what's the deal with this resident? What's the deal with this RA? Like, I think I try to Stay in the notes, stay in the loop more. I I find myself spending more time at programs. Hyunmin Kim [00:07:18]: Like, I'll just kinda show up and just kinda sit there and be like, alright, guys. Just do your stuff. Like, I'm just gonna be here. I just wanna See what's going on. I just wanna know what's happening. So I think I've had to become a lot more intentional with how I interact with students because it really is kinda why we all do it. When you are middle management, you see it a lot less, And it's a lot more paperwork and which is so much fun. But leaving that office is like, let's talk to people. But yeah. So just being a lot more intentional in my interactions with them and Approaching them a lot more and making them talk to me a lot more.   Dr. Jill Creighton [00:07:45]: So that 90 day space is a really critical upstart time for anyone in a new position. And even if you've been at the same institution, there's a lot to learn. So can you tell us about how you approached that 1st day of entering into that new space, you know, mentally coming onto campus and knowing, okay. Today, I'm the assistant director. And then how did you strategize for yourself looking ahead in those first Hyunmin Kim [00:08:05]: 90? When I transitioned, all of us were transitioning into new spaces as well. So my supervisor, who is still my supervisor, she's now the associate director, like, of the courtyards and the commons, and And we were looking for a new resident director. So within that 90 days, it was just a lot of hat juggling for me. It's like, are you still kind of the resident director? You're still kind of the assistant. My boss is busy. Like, I don't know where she is. Like, I'm just juggling hats here. And I think it was really just I have to hold down the fort 1st, cover all our bases, and then I can kind of process what it means to be an assistant director. Hyunmin Kim [00:08:39]: So I think for the 1st 45 days, it was just me, like, Cutting out fires, just making sure that, like, everything was, like, fine and ready, you know, for the move in process to start, like, late July, like, early August, just all of that. Like, make sure that all of that's ready. Making sure that my resident director is prepped and ready to go, thinking about what type of supervisor that I wanna be. So the 1st 45 days is just like, Like, the sky is literally falling. And then I think after those 45 days, after we got an a new resident director, I started to kinda have that mentorship responsibility. And I think It really hit me that day. It wasn't even the 1st day. I don't even think it was, you know, like, the 1st 45 days. Hyunmin Kim [00:09:14]: It was, like, the 1st, like, 60 days. My resident director just kinda sits out of my office. She kinda plops out. She just goes, How do you have all the answers, dude? I'm like, that was literally me last year. Right? Like, I was like, I got nothing for you. If you told me, hey, Hamdan, what's this policy? I'd be like, ask Olivia, who's my boss? And she just goes, how do you know everything? And I think During that conversation where she kinda felt like, I feel a little out of place because I feel like I don't know enough. And, you know, we were kinda able to have that Talk about, like, new employee kind of, like, loneliness, new employee, like, imposter syndrome that you feel when you're a new employee. I think helping her talk through that was kind of that, like, oh, I am someone's supervisor now. Hyunmin Kim [00:09:53]: And the kind of the pressure and the responsibility that comes with it, I think that it was that around that conversation when that hit. And that and that's kinda when, like, my mindset became less resident director and more assistant director. Dr. Jill Creighton [00:10:03]: Are you supervising professional staff now as well?   Hyunmin Kim [00:10:06]: Yeah. I have 1 resident director that I with us. Dr. Jill Creighton [00:10:08]: Okay. So you've gone from supervising all paraprofessionals to supervising 1 full time professional. Tell us about that transition and how you've adjusted your supervisory style and maybe any reading or research that you've done on how you can be a good supervisor for that person. Hyunmin Kim [00:10:21]: I think I prefer professional Staff member a little bit more because I think with RAs, we're friendly. We have fun, but we there's, like, a line that you can't cross. And I still have to be, like, conscious of them. I I mean, we're all developing, but they're, like, in that extremely, like, developmental stage of their lives. So I Think any and all criticism and, like, feedback that I give to them, I like to just kinda be a little bit more mindful with it. And I think with a professional staff member because it is their full time job, we kinda talked. I was like, hey. Like, so So what do you need from me as your supervisor? And after I kinda learned that and I knew her previously because she was my RA, actually. Hyunmin Kim [00:10:55]: She She transitioned from that. We all just kind of did a little bit of a small leap over. So carrying that relationship over, having that preexisting between professional and paraprofessional to professional and professional. There was a lot for me to learn. So I think I obviously I talked to some of my bosses. Right? I talked to some of my other colleagues. Started doing a little bit of reading, like, as to because since I did do my master's in, like, management, like, leadership, stuff like that, I went back to my readings, went back to some of the essays that I wrote just Like, what was I thinking in grad school? Like, do I still think that way? Right? Because I I think it hasn't been too long, but I think just working with students, I think your thought process is subject Change a lot. And then I watched The Office. Hyunmin Kim [00:11:33]: I'm not going to lie. I just kinda sat down. I just kinda watched The Office, which is it's always a show, but it's the show that American workers voted, like, was the most relatable to them because it just kinda felt like The Office. So I just Sat down, and I just kinda started watching Michael Scott, Jim Halpert. Just though those people just going through their day to day, supervising each other, and Kind of like how interesting, like because I'm a big pop culture guy, so just kinda synthesize that pop culture element with that academic element to try to Synthesized that, and then I talked to my supervisee about it, and then we just kinda worked out that relationship that way. Dr. Jill Creighton [00:12:05]: I think that's really fascinating that you use the office as kind of a Control case study on the work in higher ed. Because I think that, you know, the the core of Michael Scott as a character is that he's a horrible supervisor for most of his work, but he also deeply cares about his employees. He knows all the names of Angela's cats and things like that. Like, when Sprinkles dies, he doesn't even have to ask which cat. He just knows It's sprinkles. And so I think those things are are fascinating to learn. Like, oh, you can care deeply as a manager and still be a terrible manager, or you can be fairly decent as a manager, but your employees might not like to you. And there's probably a balance in there. Dr. Jill Creighton [00:12:36]: I like Radical Candor personally, where it's been challenged directly and care personally. Those things I I think are critical, but we're all learning how to operationalize them even if we believe them in philosophy. Hyunmin Kim [00:12:46]: I would say I'm doing alright, but, you know, I'll have to ask her tomorrow. It's like, can I have a do it? But it was fun. Dr. Jill Creighton [00:12:51]: So reflecting on that 1st 90 days now that you're you're through, is there anything that you wish you would have done a little differently to set yourself up for success? Hyunmin Kim [00:12:58]: I think I should have taken some more time to breathe in the 1st 90 days. I don't remember my 1st 90 days, if I'm gonna be completely honest. I blacked out For those 90 days. So if you told me what happened from May till, like, now, I'd be like, I couldn't tell you. There's isolated incidents, but I think I should have taken some more time to breathe. I'm a pretty reflective person normally, but I don't think I took as much time for myself to reflect During those 90 days, I think during that 1st week and stuff like that. I mean, obviously, I think thinking too much wouldn't have been great, but I think I just kind of, like, sped run it and just kinda push through it. So I think I just kinda overwhelmed myself to the point where, like, I think there was, like, a couple weekends back where I just had to, like, turn off, Every single device, like, every phone, I was like, hey. Hyunmin Kim [00:13:41]: I can't be on duty. Someone else can be on call. It's not me today. I just slept for, like, 18 hours, and And I was just like, I can't do this today. And I just ordered it and just, like, had a a me day, but I think that was long overdue because I think I should've Taking more time to take care of myself throughout that 1st 90 days. So Did you take a break at all between the RHD role and the assistant director role? Hyunmin Kim [00:14:02]: I had, like, a week and half home, which I think comes with other responsibilities. So when I'm home now, it's gotta help. I'm the eldest son of an immigrant family. Obviously, my parents, I'm very grateful. I think I have a less classic immigrant story than some of my other colleagues because my father is an English professor. So he's very fluent in English. I've never had to translate for that man. Like, that man speaks better English than most Americans do. Hyunmin Kim [00:14:24]: But it's just other responsibilities just being home, part of that community. So home is home, but it's not fully relaxing because you still gotta help your parents, your siblings while you're there, you know, the members of your community while you're there. So it went from, like, Helping 1 community to the next community. So by the time I got back, I was just, like, exhausted. Dr. Jill Creighton [00:14:42]: So resting is a great tip. And then looking at your journey in the last 90 days of what's been really amazing or what's gone really well for you, what's something that you would definitely repeat when you make your next 90 day jump? Hyunmin Kim [00:14:52]: This was by accident because we were like, our offices were under construction, but I had to share an office with my RD for, like, a month. So we had, like, a fun little buddy cop set up where, like, both of our desks We're, like, pushed together so, like, we'd face each other at work. Dr. Jill Creighton [00:15:06]: So you'd wait in gym? Hyunmin Kim [00:15:07]: Quite literally. I mean, we actually kinda have that dynamic as we play jokes on each together. It's very fun, but I don't know how feasible I would be in the next 90 day job because that would be a little bit of a higher position. But I really would wanna spend A lot more close time with the people that I supervise more so because those 30 days of me getting to know my RD a lot more Closer than when I knew her as an RA. It was just so much fun. It was in a very real time because she's my boss, like, question. And can we talk about this? Let's figure this out. We, like, interviewed our race together, like, in that office. Hyunmin Kim [00:15:38]: So it was a good time to kinda, like, very personally get to know her so I could have that professional, but also Have that, like, heart behind it. So now I can be like, alright. You better turn the center again. I'm gonna fire you, like, tomorrow. And she's like, yeah. If you would. And then we just, like, banter back and forth. We have, like, a very, like, Quippy and quirky dynamic, but I think that 30 days of sharing the office, I think, for me was extremely meaningful. Hyunmin Kim [00:15:58]: I don't know if she liked it, but I'd so if I could do that again, I'd wanna spend more time with the people that I supervise and a lot closer. Even if that meant I don't get to use my Nice office for a little bit. I just wanna spend as much time as I could with my supervisees before we hit the ball running again. Dr. Jill Creighton [00:16:13]: So you've shared a lot of wisdom related to your own transition. Is there anything else that you wanna share regarding the last 90 days? Hyunmin Kim [00:16:20]: I would just say, like, smile. Like, just smile and just kinda remember why you started higher ed. And I think that was a big thing for me. Because this job, I feel like the field can get tiring. Student affairs is is inherently a tiring role because it's a people role. Our job is people. Our job is emotion, and our job is care. And we're all humans, and I think we all have that breaking point of when we give too much of us and there's not enough of us left. Hyunmin Kim [00:16:44]: And I think just smiling, remembering back why you started, going back Pure roots. Even for me, and I haven't been in a position very long. Sometimes I forget why I started. It sometimes just feels like a job, and it is. But at the end of the day, it was a passion project that I started that's been with me since I was a kid, and I think I just remember back to that level of joy that I had as a kid just growing up in a residential facility, but then as a college student, just all the fun times with the residents. Just What other position can you just yell on the quad at strangers? And that's fine. And it it's higher ed. Right? It's just such a fun, quirky, just Charismatic field where there really aren't as many borders as you'd like to think, but it's the fields continuously growing. Hyunmin Kim [00:17:22]: So I would just say smile, remember why you did it, and just remember to, I guess just be really innovative in what you do. Just because there's a set precedent about what higher it's supposed to be doesn't mean that that's the precedent we're supposed to always follow. And I think being a little unorthodox with it, there's nothing wrong with that. So if you're listening, smile, remember back, and be a little chaotic. A little bit of chaotic. It never did anyone wrong, I think, as long as metered, obviously, but that would be my words of advice for anyone who wants to start or who's in that transitionary period. Dr. Jill Creighton [00:17:50]: And I'm hearing that as kinda smile for yourself, not like smile because other people are asking you to smile. Just to clarify. Absolutely. That's what I'm hearing. Thank you so much for the wisdom in this area. So let's look ahead for a second. You finished your 1st 90 days, like, moments ago. What are you looking at in the future 90 days? Hyunmin Kim [00:18:09]: Culture building is my next thing. So I'm a big believer in tradition and culture and fun rituals. So this idea got shut down, but I wanted to start, like, a ResLife Twitter account so we could, like, tweet other, Or I guess it's x now. But so we could start, like, talking to other resident halls so we could just casually hit up North Campus, be like, hey. Soccer 1 v one. Just kinda have that fun little banter between residence halls. They said we couldn't because, you know, like, it it'd be a problem. They're like, that's too professional. Hyunmin Kim [00:18:34]: I'm like, alright. My bad. Dr. Jill Creighton [00:18:36]: Wendy's do it. Hyunmin Kim [00:18:37]: Right. That's what I'm saying. Imagine you wake up one day and 1 dorm's calling and another dorm's stinking, and it's like, oh, this is funny. Like and then you kinda see, like, what knowledge each storm has. And, you know, I think that would raise resident engagement and interest because you don't see that very often, but they wouldn't me. So it's okay. I'll figure it out another way to do it. But, no, I think tradition and culture establishing what it is to be, like, at courtyards, I think for me is is really important because COVID stopped a lot of that. Hyunmin Kim [00:19:02]: A lot of those older traditions and and, like, I think we had some good traditions, but I think as we need to, we need to evolve, we need to grow, and we need to Be hip with the times as as one might say. Woah. Woah. Yeah. Yeah. Yeah. Yeah. Yeah. Hyunmin Kim [00:19:17]: I know. My students are gonna kill me for that one. But, yeah, establishing tradition and and real culture, like a courtyards culture is, I think, what I'm looking to do now. So I guess right now is just assessing the needs of our students, and I don't mean the needs educationally. They got enough education going for them. I am not trying to, like, school them anymore, but How can I educate them in other ways, socially, right, culturally, just athletically? And our students just love sports. UMD is a great school in regards to Sports. We have great intramurals. Hyunmin Kim [00:19:45]: So I think something that we're trying to establish is a ResLife Soccer League or football for other people in the world, but, like, kind of just Setting a precedent for what it means to live at the courtyard because we do have primarily upperclassmen, and we have been known to be called the retirement community and which is fine. Our on call structure is great because they don't cause us as much problems, but it's that stigma. Upperclassmen don't care about ResLife. They don't wanna do anything. And I think How to embrace that apathy and make them care, but not care enough, but care enough to where they wanna do it. So establishing that culture of upperclassmen, I think, is What we're really looking to do, setting up legacy too. So our student recruitment process is gonna start very soon, so finding younger RAs and, like, obviously, I wouldn't discriminate based on age, but I think I have a little bit of a goal of trying to get a bit younger faces, so maybe sophomores, maybe juniors, where they can do 1, 2 years, not just 1 year and they're out, but, like, one, years 3 years even so that we can kind of set that legacy, set that tradition, set that precedent so we can kinda just keep building back. And we'll keep building now that that lockdown period has been over, but setting culture, setting legacy, setting a precedent as what it's like to live at Courtyards. Hyunmin Kim [00:20:50]: This is my next 90 day journey. Dr. Jill Creighton [00:20:51]: You also mentioned something really important with the social media aspects, whether it be on a specific platform or not, which is just kind of trying to meet our students where they're at, which which has been a mission of student affairs professionals since the inception of the field. But I think what that means now for Gen zers is kind of embracing that Gen z humor that we see that some of us understand very well and some of us don't understand at all, but that Gen z humor is also relatable. And then balancing that line of we are still your university that's here to develop your student journey. And we know this research from millennials, but millennials hated it when their university was on Instagram and Facebook. And so it's also important to recognize that maybe that's how Gen z is engaging, but that's not how they wanna hear from us. So it it's kind of this fine balance of how we find it. Hyunmin Kim [00:21:36]: No. I think that's a really good point. It's like, how do we approach them? Because Gen Z is a little dark. They're a lot darker than, I think millennials, then they're very grind mindset heavy, but also, like, very, like, dark humor. So, obviously, it doesn't land well professionally Most of the time because you really can't say it in a professional setting. But I think finding that nuance of how to approach Gen z on social media has been An ongoing struggle with me because for us to really meet Gen z where they are, we do have to forego a lot of our preexisting notions of what it means to be a university account on social media. And fair enough, I think we're just scared of what the backlash is gonna be if we do start to adapt a little bit. Are we trying to be too hip? Like, Are we forcing it, or are we just unhinged, and are we offending people? And I think rightfully so, they stopped my idea, but I think it's our job also to try to figure out how we should modernize And meet them where they are or at least try to meet them where they are. Dr. Jill Creighton [00:22:27]: It's time to take a quick break and toss it over to producer Chris to learn what's going on in the NASPA world. Christopher Lewis [00:22:34]: Thanks, Jill. Really excited to be back in the NASPA world, and there's a lot going on in NASPA. One of the things that I wanted to share today was a statement that NASPA put out just recently, the DACA ruling from the Southern District of Texas. If you didn't see that in your email, I am going to read it to you today to make sure that you are aware of NASPA's stance. A second ruling was issued in the middle of September by judge Andrew Hanon of the Southern District of Texas On the revised deferred action for childhood arrivals or DACA that sets up a likely return of DACA to the Supreme Court. Judge Hannon's decision reiterating his initial position that the program is unconstitutional signals a continued legal battle And holds in place a block on new recipients from applying, limiting the program's protections to current Recipients only. The Department of Homeland Security issued a final rule on DACA that should have gone into full effect on October 31, 2022. However, while an injunction from the US District Court for the Southern District of Texas remains in effect, DHS is prohibited from Granting initial DACA requests and related employment authorizations under the final rule. Christopher Lewis [00:23:57]: The political gamesmanship involved and the ongoing legal And legislative attacks on the DACA program continues the ambiguity experienced by an estimated 400,000 undocumented immigrants in higher education. NASPA supports the possibilities created by the DACA program, which provides educational and career pathways for immigrant students, faculty, and staff and creates a more robust and inclusive higher education community. We wish to amplify advocacy efforts by experts and organizations such as the President's Alliance on Higher Education and Immigration and the American Immigration Council Who are supporting students and advocating for permanent comprehensive legislative solutions. Reform is possible, full. Demonstrated by the introduction in this congress of the Bipartisan Dignity Act and the American Dream and Promise Act. Consult NASPA's position for immigration policy and higher education on the NASPA website for resources on advocating For a permanent solution with your lawmakers on the hill. We also encourage our members to download your state data 1 pager And the higher education immigration portal to develop evidence based talking points. You can go to the higher education immigration portal by going to to the following web address, higher ed immigration portal, all one word, .org. Christopher Lewis [00:25:25]: There's lots of deadlines coming up For the NASPA annual conference in Seattle, which is coming up over the next few months, and you wanna make sure that you're watching your email for those dates. One of the dates to keep in mind is November 3rd. That is the date that you do have to put in any request for non NASPA sponsored events, including events that might be from your own institution or from other organizations that you're a part of. So if you are planning to have a meeting or reception that you haven't put in yet, make sure to put that in soon. Also, watch in early October for the housing information for the conference. You know that those tend to fill up quickly, So you wanna make sure that you get your housing request in as soon as possible. And if you haven't registered yet, now is a great time. It's gonna be a great conference with tons of programs and a great way to reconnect and come back together To celebrate everything that is NASPA and everything that is higher education in student affairs. Christopher Lewis [00:26:33]: Every week, we're going to be sharing some amazing things that are happening within the association. So We are going to be able to try and keep you up to date on everything that's happening and allow for you to be able To get involved in different ways because the association is as strong as its members. And for all of us, we have to find our place within the association, whether it be getting involved with the knowledge community, giving back within one of the the centers or the divisions of the association. And as you're doing that, it's important to be able to identify for yourself Where do you fit? Where do you wanna give back? Each week, we're hoping that we will share some things that might encourage you, might allow for you to be able to get some ideas that will provide you with an opportunity to be able to say, hey. I see myself In that knowledge community, I see myself doing something like that or encourage you in other ways that allow for you to be able to Think beyond what's available right now to offer other things to the association, to bring your gifts, your talents to the association and to all of the members within the association because through doing that, all of us are stronger and The association is better. Tune in again next week as we find out more about what is happening in NASPA. Dr. Jill Creighton [00:27:58]: Producer Chris, thank you so much for your wisdom always in the NASPA world segment. We really appreciate you continuing to keep us updated on what's happening in and around NASPA. And, Hinnam, we've reached to our lightning round. So I've got 7 questions for you to answer in about 90 seconds. Here we go. Question number 1. If you were a conference keynote speaker, What would your entrance music be? Hyunmin Kim [00:28:20]: Requiem by Mozart. Dr. Jill Creighton [00:28:21]: Number 2, when you were 5 years old, what did you wanna be when you grew up? Hyunmin Kim [00:28:25]: A paleontologist. Dr. Jill Creighton [00:28:27]: Number 3, who's your most influential professional mentor? Hyunmin Kim [00:28:29]: It'd be Hady Fultz at Kennesaw State University. Dr. Jill Creighton [00:28:33]: Number 4, your essential student affairs read. Hyunmin Kim [00:28:36]: Rainbow Fish, I don't know. Dr. Jill Creighton [00:28:38]: Number 5, the best TV show you binged during the pandemic. Hyunmin Kim [00:28:41]: How I Met Your Mother. Dr. Jill Creighton [00:28:42]: Number 6, the podcast you've spent the most hours listening to in the last fear. Hyunmin Kim [00:28:46]: The Daebak Show podcast with Eric Nam. Dr. Jill Creighton [00:28:48]: And finally, any shout outs you'd like to give personal or professional? Hyunmin Kim [00:28:52]: The listeners. Hi. Thank you for listening. Dr. Jill Creighton [00:28:54]: Alright, Hyunmin. You've made it to the end of our show. You've done an amazing job telling your 90 day transition story. Thank you so much. If listeners would like to reach you after the episode comes out, how can they find you? Hyunmin Kim [00:29:05]: My messages on LinkedIn are always open. I'm always open to connect with people. You guys can just type in Hyunmin Kim at the Courthouse University of Maryland. I should pop up. There's a picture of me smiling awkwardly because that's what I do. Or you can email me at h kim atcocm.com, and I'll get back to you. Dr. Jill Creighton [00:29:21]: Hyunmin, thank you so much for sharing your voice with us today. Hyunmin Kim [00:29:24]: Thank you for having me. I had so much fun. Dr. Jill Creighton [00:29:27]: This has been an episode of SA voices from the field brought to you by NASPA. This show is always made possible well because of you, our listeners. We are so grateful that you continue to listen to us season after season. If you'd like to reach the show, you can always email us at thesis@naspa.org or find me on LinkedIn by searching for Dr. Jill L. Creighton. We welcome your feedback and topic and especially your guest suggestions. We'd love it if you take a moment to tell a colleague about the show and please like, rate, and review us on Apple Podcasts, Spotify, or wherever you're listening now. It really does help other student affairs professionals find the show and helps us become more visible in the larger podcasting community. Dr. Jill Creighton [00:30:08]: This episode was produced and hosted by Dr. Jill l Creighton. That's me. Produced and audio engineered by Dr. Chris Lewis. Guest coordination by diversity and the University of Michigan Flint for your support as we create this project. Catch you next time.

As a young marine we used to chant a cadence, “born in the woods and raised by a bear, double set of dog teeth, triple coat of hair”. While nothing about this typifies our guest, Jason Miller, it rang through my head as he told me of his upbringing in the fire service.  He knew from a young age what he wanted and right out of high school he “got in” and by his own account was “raised by the fire department”. Or rather by “bears” for sure!   Miller landed in the PFD and has built a wonderful career, serving on the line as a firefighter and company officer for 27 years. Recently, he took the step to become a command officer, and a credit to his KSAs, he landed at the top of the heap. While soon-to-be-Chief Miller looks out for his folks in the fire house with great care his vision extends further. His development of the storm stick, a clever gross decon tool to aid in the battle against exposure to carcinogens, Miller demonstrates his stewardship for the fire service at large. In episode 75 we discuss all of this and so much more. Please enjoy!   __________________________   You can find the Fireground Fitness podcast wherever great podcasts are located. So, search it out and subscribe. Your feedback is powerful, and greatly appreciated. Go to apple podcasts, subscribe, rate and review the podcast or shoot me an email! If you would like to contact today's guest... IG: stormstickdecon FB: stormstick WWW: stormstickdecon.com Email: info@stormstickdecon.com Your host can be reached at: IG: @firegroundfitness FB: @fireground fitness Twitter: @firegroundfit Email: raynegray@firegroundfitness.com

TechVibe Radio explores the delicious side of tech when it talks to Marcus Vahle of Valkyrie Donuts. Tech and donuts? Heck yes! Learn about these vegan donuts that get their square shape from 3-D printed donut cutters.  If donuts aren't enough, learn how the Advanced Robotics for Manufacturing Institute (ARM) is spinning up a new project to demonstrate how VR and similar technology can be used to provide incumbent manufacturing workers with the ability to earn credentials based upon the knowledge, skill and abilities (KSAs) gained through on-the-job training in a manufacturing facility incorporating robotics and automation.

Anytime we are handling a firearm we must have the right attitude and put our safety knowledge and skills in practice.  Firearm incidents are extremely rare, when the proper rules are followed at all times.  Any firearm incident is a result of one of two reasons: ignorance and carelessness.Ignorance is a lack of knowledge. Ignorance of the rules of safe gun handling and ignorance of the proper and safe way to operate a firearm. Always remember the NRA 3 Rules of Safe Gun Handling:  ALWAYS keep the gun pointed in a safe directionALWAYS keep your finger off the trigger until ready to shootALWAYS keep the gun unloaded until ready to useCarelessness is a poor or improper attitude. Carelessness is a failure to apply the 3 Rules of Safe Gun Handling, and failing to observe proper procedures for safely operating a firearm.There's a reason the word ALWAYS appears three times in NRA's Rules of Gun Safety!Enjoy!

On today's episode, we talk about the practical tools that you & your girls can start implementing with purpose in order to identify how to create long-lasting change. We also chat about ways to find a bit of balance, whatever that looks like for you, while practicing these skills to set yourself up for success. When it comes to success, it doesn't matter how skilled or knowledgeable you are; having the wrong mindset will hold you back from achieving your goals and/or creating the changes you truly desire. KSAs, knowledge, skill & abilities are the key to success here. In order to really own that, you must have the ability to put your KSAs together so they work for you! In This Episode, You Will Learn About: [01:10] Intrigue about Pumpkin spice [04:46] Knowledge, skills, and abilities (KSAs) toolbox [05:28] The formula to creating long-lasting change [06:38] How to balance goals and abilities to achieve your goals [09:21] Overcoming the feeling of failure [11:17] The importance of self-awareness in unlocking change [13:40] Tools to overcome negative emotions [17:10] How to correct your mistakes without depleting yourself  [19:26] Redefining your failure, making the right choices, and moving to the next level Connect with us on Instagram: Girls Mentorship | @girlsmentorship Jill Petersen | @jillphxsen Mary Frances | @msmaryfran

Join our panel as we discuss: Leadership and influence, definition of teamwork, and ability to adapt through change. Dr. Holly Sullenger is an award-winning, internationally renowned corporate speaker and trainer. She is the CEO of Dr. Holly speaks, PhD, LLC, offering online and in-person corporate speaking, training, and consulting solutions to help professionals acquire the knowledge, skills, and abilities (KSAs) they desperately need. Dr. Holly has worked with individuals representing a vast array of different occupations and industries. She is known for being able to present high-level topics in ways that make the content easy to understand, to assimilate, and to act on. Dr. Holly's passions include prompting “light bulb moments” in her participants, and helping professionals stay relevant in their fields. https://www.DrHollySpeaks.com Larry Long Jr is the Founder and CEO of Larry Long Jr LLC, which focuses on sales motivation, inspiration, training & coaching, and the host of the ‘Midweek Midday Motivational Minute'. He is also Co-Founder and Lead Instructor of The Sales Allies, an online sales training course and supportive community designed to uplift the sales community. Larry is extremely passionate about coaching, and helping professionals take their game to the 'next level'. As an experienced sales leader with a demonstrated history of success in SaaS sales, Larry brings a unique perspective to the table and understands many of the challenges faced by sales professionals. LinkedIn: https://www.linkedin.com/in/longjr7 The Lou Everett Group “Our mission is to Transform Today's Leaders by serving people and businesses through leadership coaching, corporate training, empowerment speaking, and personal development.” As seasoned leadership coaches and trainers with over four decades of combined experience we love serving people and companies throughout their growth transitions. Regardless if you are a solopreneur or at the C-Suite level, Leadership is Influence. Nothing more, nothing less. Lou Everett and Sherri McManus are your thinking partners offering dedicated and customized continuity plans that are designed to, not only resolve your current struggle, but provide proactive support, training and accountability with the goal of avoiding negative impacts on the growth of your business. Our clients have experienced measurable return, increased productivity, and up to 500% revenue growth. Our website is https://loueverettgroup.com/ Interested in speaking with us about having the Team here at "Ok Boomer Teach Me Sales" work with your sales team? Call us at 919-267-9871, email us at tom@bloomerassociates.com or visit our websites: Bloomer Associates https://bloomerassociates.com/ Ok Boomer Teach Me Sales https://okboomerteachmesales.com/ Have questions about our new sales course offerings? Social Selling for Ad Sales Pro's $197 Leadership Assessment & Development $297 Sales Presentations that Work $197 Lessons Learned in Media Sales $297 All 4 week programs include: Self-paced Video instruction. Easy to follow Workbooks, 1:1 video coaching sessions. --- Send in a voice message: https://podcasters.spotify.com/pod/show/okboomerteachmesales/message

Nia and Aughie explore the skill set required to be President of the United States.

Nia and Aughie explore the skill set required to be President of the United States.

Olivia Fuller: Hi, and welcome to Book Club, a Sales Enablement PRO podcast. I’m Olivia Fuller. Sales enablement is a constantly evolving space and we’re here to help professionals stay up to date on the latest trends and best practices, so they can be more effective in their jobs. Today, I'm so excited to have Julie Dirksen, author of “Design for How People Learn”, join us. Julie, I’d love If you could just take a minute and introduce yourself to our audience. Julie Dirksen: Yeah, so, my book is “Design for How People Learn” and I identify primarily as an instructional designer. So, how do we design good learning experiences that are effective at helping people basically be better at their jobs? Almost all of what I do is geared towards kind of adult or workplace learning. “Design for How People Learn” came about because it seemed like we were sort of missing a first book in the field that explained some of the underlying principles to people in terms of how do you think about designing good learning experiences, and what are the factors that you need to take into account? We had some older ones, but there hadn’t been one in a while. And so, my whole marketing plan for the book was hopefully other people will recommend it. And, that’s worked out pretty well. I think we’re somewhere over about 50,000 copies sold at this point. It was described the target audience as, “Hey, you’re a good customer service rep” or it might be, “Hey, you’re a good salesperson, we’re going to let you train them.” They’re salespeople and then all of a sudden you have to take all of this domain knowledge that you have about your job and figure out how do you communicate it to other people. And so that’s really who the book is aimed at. And that was my origin story. I was, “Hey, you’re a good data entry person, you can teach data entry to other people.” So, I had a data entry job and I was a college student. So many people come at learning and training and sales enablement from a domain expertise point of view. The whole point was to give people some of the key ideas and background in order to be able to then figure out how do they take all this great knowledge that they haven’t communicated to other people. OF: In your book, you talk about the importance of assessing different learning gaps when designing a learning experience. What are some of the different types of learning gaps that might be present? JD: People are always looking for something, have a systematic way to think through a learning problem and to, to decide what to design for it. And that’s where things like learning styles come from like, “Oh, that’d be a way to analyze the problem.” It turns out the evidence base behind learning styles isn’t very good. There doesn’t seem to be much evidence to support that it’s an effective model. I wanted to give people sort of a different tool set and you’ll see a lot of times KSAs are knowledge, skills, attitudes, and I actually expand on that a little bit. So, I look at if it is a knowledge gap, what’s going to help people. Sometimes that is the gap between where somebody is and where they need to be. If you have a very experienced salesperson who totally knows their product line and all you’ve got are a few updates to that product line, then knowledge is all they need. They just need to know what those updates are. They’ll be able to take that knowledge and go and use it. But if you’ve got an inexperienced salesperson who doesn’t know much about the product line at all, just handing them those facts probably isn’t going to be enough to help them adequately apply those in the workplace. Sometimes it’s a knowledge gap, but sometimes it’s more than a knowledge gap and a lot of training unfortunately gets treated as we just need to tell people the thing and then they’ll do something differently. I also look at things like procedural gaps, where we have a really defined rule set. So, the procedure for filling out a sales report or the procedures for doing an order or something like that might be really specific. And we have a nice set of rules and we know exactly what correct performance looks like. But then there are also skills gaps. Skills have one really simple thing. Is it reasonable to think that somebody can be proficient without practice? And if the answer is no. They really can’t be proficient at practice. For example, could you call somebody up and explain it to him over the phone? Well, procedural stuff, maybe you could just talk them through the steps, right? But with skills, you're never going to call somebody up and explain golf to them over the phone, and then expect them to be able to go out and play golf. So, anything where we really know that practice is going to be important in order for somebody to get good at something, that’s what I consider to be a skills gap and skills are particularly important because then the answer is sort of built right into the question of what do we need to do for these people? Well, we need to give them opportunities for practice and figure out how they’re going to get feedback on their performance. I can go as deep as you want on kind of different kinds of skills and what the issues are. A lot of times it’s seeing enough case examples. That’s a big one that shows up in skills gaps, right? Expertise is often brought about because people have seen enough examples that they start to really understand what the patterns are. But sometimes that stuff is subtle. So, like buying signs from a customer might be something that an experienced person can absolutely pinpoint. Boom, that’s a buying sign. But if it's somebody new and they’ve only seen a few customer examples, they may not be able to kind of pinpoint those. The question is how many cases does that new person need to see in order to develop that same level of expertise that your experienced person has? I also look at gaps around habits, which are things that are it automatic or nearly automatic behaviors that occur in response to usually a trigger in the inbox. So, something you kind of do without thinking about it. You can have knowledge that flossing is a good idea. You can know how to floss adequately. You can even be really motivated the floss. You totally want to start flossing but it's still not a habit for you. Then when we have that issue of we need that extra mile or ensure whatever the distance would be to make it a habit. Then the question is, how do we do that? Do we build it into procedure? Do we change? Do we make people much more aware of the triggers in the environment and kind of a prediction and how they’re going to handle that trigger so that the habit starts to become a little bit more automatic for people? Do we just practice it enough that they can do it without thinking about it? There’s a number of different strategies specific to that. If you identify that the gap has habit built into it, then you know there’s some other things that you can do to kind of help with that. Also motivation gaps, and I sort of referred to this as people know what to do, but they still aren’t doing it. So, people know they’re supposed to wear safety equipment, and yet, for some reason it’s not happening. And then there’s kind of a whole set of questions that you go into with motivation, because quite frankly, we typically think of motivation as people don’t care enough, but usually what the problem is with motivation is that there’s no feedback in the system to reinforce the behavior. Or there’s the other motivation problem – this system is actually set up to reinforce the wrong behavior. I was talking to some people in one of my workshops and they were talking about their company’s different attitudes towards making calls in the car when people were driving. Both companies actually had a policy against it and one had a policy against it that was followed up on very carefully. And you know, it was a serious infraction if you’re found to be making a bunch of calls while driving. At the other company, it was like, “well, yeah, technically it’s against the rules, but you know, we had to hit your numbers without doing it.” Everybody just pretends it’s okay. And I’m like, well, you know, the issue there isn't how motivated this person is to be safe and driving, the issue is, what is it the feedback mechanisms that are in place in both of those environments? Then the last one really is environment. Sometimes it’s easier to fix the system or to fix the tools or to create supports than it is to try to fix the person. I’ve been using hand washing as an example, and obviously that’s super top of mind for everybody at the moment with pandemics and things like that. But I mean, the hand-washing compliance and health care used to be closer to about 40% and now, and I will grant you it’s been a few years since I pulled the data, but the last time I pulled the data, it was closer to 70%, but the difference was less about changing the people and more about the addition of things like alcohol-based hand rubs and changing the physical environment to make hand-washing super convenient and just part of the process of moving around the physical environments. That’s a case where we can spend a lot of time trying to persuade people to act differently, but actually fixing their environment probably has a bigger impact in that case. OF: When people have different levels of knowledge, how can you address that with the design of your learning programs? JD: Yeah, and it really depends. So, if you’re in any kind of environment where the learners are interacting with each other, then figuring out ways to sort of have respect for the people who have more knowledge and then enlist them in the efforts that you’re doing. So, whether it’s group work or having them kind of pairing them up with somebody who’s more of a new person so that they can actually use some of their knowledge and information to help some of the other people in the class. Also, it’s less tedious for them if they’re actually helping people, as opposed to just sort of being told stuff that they already know. So, this is one of the really hard problems in classroom environments. This is a tough thing, because you want to design your class experience to target the learner where they’re at and when they’re kind of all over the place, it’s hard to have multiple experiences. Especially in kind of face to face classroom and things like that, that in digital environments, I think a lot about is about layering in the environment. So, we’ve got the sort of straightforward version that should be good for everybody, and everybody should be able to understand. But then you can build in some aides and supports for somebody who’s really new. So, I didn’t understand this thing. Tell me more. And you can also build in the learn more or more advanced topics. And so, creating a good way to sort of set options in front of people so that they can adjust to the level that they want to be at, or that they need to be. I do think that if it’s a good digital learning experience, stuff that you’re asking your learners to do, and so some can access more help or some can speed through it faster, depending on their levels. So, there are ways to design some of those digital learning environments so that the learners themselves can adapt to it because our computers are still pretty stupid. And the smartest person in a learning environment is still going to be your learner. So. giving them some choices and options that they can choose to see, “yes, I need more information” or “no, I really don’t”. They’re probably the person best able to judge that at any given time. It’s not perfect, but it’s still a better solution. So, trying to figure out how do we create environments where people can adapt the environment themselves, or make choices about how much information they needed at any given point. OF: What are some strategies to command the attention of your learners? JD: And this is a hard problem. Honestly, I think this is one of the hardest problems of the big switch that we’ve had to do to virtual learning is when you are in your virtual environments, you’re not leaving your regular workplace and kind of going to a place with less distractions, which is what happens when you go to a training class. And I mean, there’s other reasons why training classes are maybe less ideal in the sense of they don’t have the context of real life. But at the same time, the fact that you’re sort of stepping out of all of these distractions is a huge benefit. And I think part of the reason that there’s continued to be as much face to face learning experiences as there have been is because it’s definitely cheaper to do digital and not fly people some place. Mostly we can’t right now, so that changes the equation. But I think that the social aspect and the aspect of being able to put yourself outside all of those distractions and things. So, I think there’s two pieces. One is ensuring that any of your virtual learning experiences are giving people a role, some reason or some active thing to do. So, even if it’s just a Zoom session, can you be asking them questions? Can you have them respond in the chat? Can you have some things that they work on? Can you use breakout groups? Can you do anything that kind of creates that sort of focus of “I have to do this thing, so that helps me pay attention.” The other piece is there’s certainly strategies that you can encourage people to do about, “Hey, remember to shut off all of your notifications and remember to turn off the ringer on your phone and put it face down.” Some of those kinds of things, because I know I’ve gotten busted a few times because you’re in a meeting and you know that this part doesn’t apply to you and then you’re checking your email and all of a sudden somebody says your name and you’re like, “I don’t know what we’re talking about.” That’s a very normal part of any kind of online learning environment is how many people are checking their email and things like that. I’m also a big believer with those kinds of things, it's not like yelling at people or shaming them, but kind of enlisting them in the solution and the problem-solving. So, what you could do at the beginning of one of those Zoom sessions is go, “okay, what strategies are people using to help them be here and be present and be focused.” And if you even just talk about it and people volunteer strategies, now they have an investment in actually then doing that thing. So, getting people to participate in the conversation of how do we manage those distractions? And then you serve to a certain extent. You just have to accept that. But some of it’s a little bit inevitable. We’re all doing the best we can right now. OF: What’s the difference between recognizing and then recalling information? And then how can you ensure that retention actually occurs with the information that’s learned? JD: Absolutely. So, one of the biggest issues with most of the kind of self-study learning environment, so anytime you’ve done any learning course or things like that, it’s relied really heavily on recognition-based learning. So, a multiple-choice test gives you three or four answers and asks you to recognize the right answer. That’s a much easier cognitive task than being able to just recall the right answer and type it in or something like that. It’s really easy for a lot of those environments to just really rely on recognition. But unfortunately, in the real world, when you’re dealing with a client objection, nobody’s saying, which of these three choices would you like to respond to this client with? That’s not how that goes, sadly. You don’t have the Google glass thing that gives you your little choices right up there here. Which option would you like to say to this customer? We may get there eventually, but we don’t have it right now, in most cases. If people have only learned to that standard where they can pick it out of a list, which is recognition, then they may not be able to actually recall it and be able to use that answer when they go back out into the field and they’re talking to somebody. In order to get them to that recall standard, where they can actually generate the answer for somebody, they probably need to practice actually doing that. Now, one of the nice things about digital tools is there are a lot of ways for people to like record themselves or things like that. So, I know that there are a number of webcam-based sales simulation things that are out there in the world. Those can be really nice. I like the ones where people actually have to come up with their own answer as opposed to just choosing one from a set of options and choosing one from a set of options can be a great way to learn it in the first place, but it probably won’t get you to the point where you can actually then recall that answer when you’re talking to the customers. So, the question is how do we get the practice to the point where people can actually remember this answer and use it when they get out into the world, as opposed to just being able to choose it from a list. OF: How can learning design help turn skills into habits? JD: Yeah. So, one of my favorite sort of little tools or tricks is something called the implementation intentions. And what implementation intentions are, this is a researcher named Peter Gollwitzer. Who’s done a lot of work in this area. And what he’s looked at is basically just setting up a little script for yourself when X happens, I’ll do Y. And so basically, we know that we’re going to get certain responses back. So, let’s say we’re in a sales call. We know we’re going to get certain objections. I think with objections, there’s pretty good stuff around when you get this objection, here’s what your plan is. But you think about it in terms of all of these sort of little triggers that exist out in the world. So, I’ll give you an example of what an implementation intention might look like. Let’s say you want to quit smoking and you know that you’re going to get cravings to smoke at some point. So, you can create an implementation intention that says, “okay, when I feel that craving what I’m going to do, I’m going to distract myself”. And that one’s okay. But you can actually get more specific. So, you could say if I get a craving to smoke, because I’m stressed out, I’ll call my sister and my sister will talk me down. Or if I get a craving to smoke because I’m bored, I’ll play Candy Crush on my phone. Or if I get a craving to smoke because I’m around other people and it’s socializing, I’ll chew gum. I’m just going to have my plan ready because typically we run into these situations where we’re trying to formulate a new habit. We don’t really know exactly how we want to respond to it. We know we want to do it, but we don’t necessarily, they have like the little script written in the back of her head because it’s much easier to execute if you’ve already decided on what the action is when you bump into this thing. So, if I hear this objection, I’m going to ask this question. Or if I bump into this problem, I’m going to do this thing. It’s a really tiny thing, but it’s actually kind of a nice life hack for stuff. I have a standing implementation intention that when I can’t find something in my house, so let’s say I can’t find the key the garage door or something like that, when I do find it eventually, I will put it back in the first place that I looked for it when I started looking for it, because that’s apparently where my brain thinks it belongs. And so instead of putting it back where I found it, I’m going to put it back where I think it should be. And then that way, things are easier to find after the next time I need the key to the garage door lock or something like that. So, having those little things can be a really nice strategy around habits. OF: Well, Julie, thank you again for sharing your expertise here with our audience. We really enjoyed the conversation. JD: Yeah, no problem, absolutely. OF: To our audience. Thanks for listening. For more insights, tips, and expertise from sales enablement leaders, visit salesenablement.pro. If there’s something you’d like to share or a topic you’d like to learn more about, please let us know. We’d love to hear from you.

Olivia Fuller: Hi, and welcome to Book Club, a Sales Enablement PRO podcast. I’m Olivia Fuller. Sales enablement is a constantly evolving space and we’re here to help professionals stay up to date on the latest trends and best practices, so they can be more effective in their jobs. Today, I’m so excited to have Julie Dirksen, author of “Design for How People Learn”, join us. Julie, I’d love If you could just take a minute and introduce yourself to our audience. Julie Dirksen: Yeah, so, my book is “Design for How People Learn” and I identify primarily as an instructional designer. So, how do we design good learning experiences that are effective at helping people basically be better at their jobs? Almost all of what I do is geared towards kind of adult or workplace learning. “Design for How People Learn” came about because it seemed like we were sort of missing a first book in the field that explained some of the underlying principles to people in terms of how do you think about designing good learning experiences, and what are the factors that you need to take into account? We had some older ones, but there hadn’t been one in a while. And so, my whole marketing plan for the book was hopefully other people will recommend it. And, that’s worked out pretty well. I think we’re somewhere over about 50,000 copies sold at this point. It was described the target audience as, “Hey, you’re a good customer service rep” or it might be, “Hey, you’re a good salesperson, we’re going to let you train them.” They’re salespeople and then all of a sudden you have to take all of this domain knowledge that you have about your job and figure out how do you communicate it to other people. And so that’s really who the book is aimed at. And that was my origin story. I was, “Hey, you’re a good data entry person, you can teach data entry to other people.” So, I had a data entry job and I was a college student. So many people come at learning and training and sales enablement from a domain expertise point of view. The whole point was to give people some of the key ideas and background in order to be able to then figure out how do they take all this great knowledge that they haven’t communicated to other people. OF: In your book, you talk about the importance of assessing different learning gaps when designing a learning experience. What are some of the different types of learning gaps that might be present? JD: People are always looking for something, have a systematic way to think through a learning problem and to, to decide what to design for it. And that’s where things like learning styles come from like, “Oh, that’d be a way to analyze the problem.” It turns out the evidence base behind learning styles isn’t very good. There doesn’t seem to be much evidence to support that it’s an effective model. I wanted to give people sort of a different tool set and you’ll see a lot of times KSAs are knowledge, skills, attitudes, and I actually expand on that a little bit. So, I look at if it is a knowledge gap, what’s going to help people. Sometimes that is the gap between where somebody is and where they need to be. If you have a very experienced salesperson who totally knows their product line and all you’ve got are a few updates to that product line, then knowledge is all they need. They just need to know what those updates are. They’ll be able to take that knowledge and go and use it. But if you’ve got an inexperienced salesperson who doesn’t know much about the product line at all, just handing them those facts probably isn’t going to be enough to help them adequately apply those in the workplace. Sometimes it’s a knowledge gap, but sometimes it’s more than a knowledge gap and a lot of training unfortunately gets treated as we just need to tell people the thing and then they’ll do something differently. I also look at things like procedural gaps, where we have a really defined rule set. So, the procedure for filling out a sales report or the procedures for doing an order or something like that might be really specific. And we have a nice set of rules and we know exactly what correct performance looks like. But then there are also skills gaps. Skills have one really simple thing. Is it reasonable to think that somebody can be proficient without practice? And if the answer is no. They really can’t be proficient at practice. For example, could you call somebody up and explain it to him over the phone? Well, procedural stuff, maybe you could just talk them through the steps, right? But with skills, you’re never going to call somebody up and explain golf to them over the phone, and then expect them to be able to go out and play golf. So, anything where we really know that practice is going to be important in order for somebody to get good at something, that’s what I consider to be a skills gap and skills are particularly important because then the answer is sort of built right into the question of what do we need to do for these people? Well, we need to give them opportunities for practice and figure out how they’re going to get feedback on their performance. I can go as deep as you want on kind of different kinds of skills and what the issues are. A lot of times it’s seeing enough case examples. That’s a big one that shows up in skills gaps, right? Expertise is often brought about because people have seen enough examples that they start to really understand what the patterns are. But sometimes that stuff is subtle. So, like buying signs from a customer might be something that an experienced person can absolutely pinpoint. Boom, that’s a buying sign. But if it’s somebody new and they’ve only seen a few customer examples, they may not be able to kind of pinpoint those. The question is how many cases does that new person need to see in order to develop that same level of expertise that your experienced person has? I also look at gaps around habits, which are things that are it automatic or nearly automatic behaviors that occur in response to usually a trigger in the inbox. So, something you kind of do without thinking about it. You can have knowledge that flossing is a good idea. You can know how to floss adequately. You can even be really motivated the floss. You totally want to start flossing but it’s still not a habit for you. Then when we have that issue of we need that extra mile or ensure whatever the distance would be to make it a habit. Then the question is, how do we do that? Do we build it into procedure? Do we change? Do we make people much more aware of the triggers in the environment and kind of a prediction and how they’re going to handle that trigger so that the habit starts to become a little bit more automatic for people? Do we just practice it enough that they can do it without thinking about it? There’s a number of different strategies specific to that. If you identify that the gap has habit built into it, then you know there’s some other things that you can do to kind of help with that. Also motivation gaps, and I sort of referred to this as people know what to do, but they still aren’t doing it. So, people know they’re supposed to wear safety equipment, and yet, for some reason it’s not happening. And then there’s kind of a whole set of questions that you go into with motivation, because quite frankly, we typically think of motivation as people don’t care enough, but usually what the problem is with motivation is that there’s no feedback in the system to reinforce the behavior. Or there’s the other motivation problem – this system is actually set up to reinforce the wrong behavior. I was talking to some people in one of my workshops and they were talking about their company’s different attitudes towards making calls in the car when people were driving. Both companies actually had a policy against it and one had a policy against it that was followed up on very carefully. And you know, it was a serious infraction if you’re found to be making a bunch of calls while driving. At the other company, it was like, “well, yeah, technically it’s against the rules, but you know, we had to hit your numbers without doing it.” Everybody just pretends it’s okay. And I’m like, well, you know, the issue there isn’t how motivated this person is to be safe and driving, the issue is, what is it the feedback mechanisms that are in place in both of those environments? Then the last one really is environment. Sometimes it’s easier to fix the system or to fix the tools or to create supports than it is to try to fix the person. I’ve been using hand washing as an example, and obviously that’s super top of mind for everybody at the moment with pandemics and things like that. But I mean, the hand-washing compliance and health care used to be closer to about 40% and now, and I will grant you it’s been a few years since I pulled the data, but the last time I pulled the data, it was closer to 70%, but the difference was less about changing the people and more about the addition of things like alcohol-based hand rubs and changing the physical environment to make hand-washing super convenient and just part of the process of moving around the physical environments. That’s a case where we can spend a lot of time trying to persuade people to act differently, but actually fixing their environment probably has a bigger impact in that case. OF: When people have different levels of knowledge, how can you address that with the design of your learning programs? JD: Yeah, and it really depends. So, if you’re in any kind of environment where the learners are interacting with each other, then figuring out ways to sort of have respect for the people who have more knowledge and then enlist them in the efforts that you’re doing. So, whether it’s group work or having them kind of pairing them up with somebody who’s more of a new person so that they can actually use some of their knowledge and information to help some of the other people in the class. Also, it’s less tedious for them if they’re actually helping people, as opposed to just sort of being told stuff that they already know. So, this is one of the really hard problems in classroom environments. This is a tough thing, because you want to design your class experience to target the learner where they’re at and when they’re kind of all over the place, it’s hard to have multiple experiences. Especially in kind of face to face classroom and things like that, that in digital environments, I think a lot about is about layering in the environment. So, we’ve got the sort of straightforward version that should be good for everybody, and everybody should be able to understand. But then you can build in some aides and supports for somebody who’s really new. So, I didn’t understand this thing. Tell me more. And you can also build in the learn more or more advanced topics. And so, creating a good way to sort of set options in front of people so that they can adjust to the level that they want to be at, or that they need to be. I do think that if it’s a good digital learning experience, stuff that you’re asking your learners to do, and so some can access more help or some can speed through it faster, depending on their levels. So, there are ways to design some of those digital learning environments so that the learners themselves can adapt to it because our computers are still pretty stupid. And the smartest person in a learning environment is still going to be your learner. So. giving them some choices and options that they can choose to see, “yes, I need more information” or “no, I really don’t”. They’re probably the person best able to judge that at any given time. It’s not perfect, but it’s still a better solution. So, trying to figure out how do we create environments where people can adapt the environment themselves, or make choices about how much information they needed at any given point. OF: What are some strategies to command the attention of your learners? JD: And this is a hard problem. Honestly, I think this is one of the hardest problems of the big switch that we’ve had to do to virtual learning is when you are in your virtual environments, you’re not leaving your regular workplace and kind of going to a place with less distractions, which is what happens when you go to a training class. And I mean, there’s other reasons why training classes are maybe less ideal in the sense of they don’t have the context of real life. But at the same time, the fact that you’re sort of stepping out of all of these distractions is a huge benefit. And I think part of the reason that there’s continued to be as much face to face learning experiences as there have been is because it’s definitely cheaper to do digital and not fly people some place. Mostly we can’t right now, so that changes the equation. But I think that the social aspect and the aspect of being able to put yourself outside all of those distractions and things. So, I think there’s two pieces. One is ensuring that any of your virtual learning experiences are giving people a role, some reason or some active thing to do. So, even if it’s just a Zoom session, can you be asking them questions? Can you have them respond in the chat? Can you have some things that they work on? Can you use breakout groups? Can you do anything that kind of creates that sort of focus of “I have to do this thing, so that helps me pay attention.” The other piece is there’s certainly strategies that you can encourage people to do about, “Hey, remember to shut off all of your notifications and remember to turn off the ringer on your phone and put it face down.” Some of those kinds of things, because I know I’ve gotten busted a few times because you’re in a meeting and you know that this part doesn’t apply to you and then you’re checking your email and all of a sudden somebody says your name and you’re like, “I don’t know what we’re talking about.” That’s a very normal part of any kind of online learning environment is how many people are checking their email and things like that. I’m also a big believer with those kinds of things, it’s not like yelling at people or shaming them, but kind of enlisting them in the solution and the problem-solving. So, what you could do at the beginning of one of those Zoom sessions is go, “okay, what strategies are people using to help them be here and be present and be focused.” And if you even just talk about it and people volunteer strategies, now they have an investment in actually then doing that thing. So, getting people to participate in the conversation of how do we manage those distractions? And then you serve to a certain extent. You just have to accept that. But some of it’s a little bit inevitable. We’re all doing the best we can right now. OF: What’s the difference between recognizing and then recalling information? And then how can you ensure that retention actually occurs with the information that’s learned? JD: Absolutely. So, one of the biggest issues with most of the kind of self-study learning environment, so anytime you’ve done any learning course or things like that, it’s relied really heavily on recognition-based learning. So, a multiple-choice test gives you three or four answers and asks you to recognize the right answer. That’s a much easier cognitive task than being able to just recall the right answer and type it in or something like that. It’s really easy for a lot of those environments to just really rely on recognition. But unfortunately, in the real world, when you’re dealing with a client objection, nobody’s saying, which of these three choices would you like to respond to this client with? That’s not how that goes, sadly. You don’t have the Google glass thing that gives you your little choices right up there here. Which option would you like to say to this customer? We may get there eventually, but we don’t have it right now, in most cases. If people have only learned to that standard where they can pick it out of a list, which is recognition, then they may not be able to actually recall it and be able to use that answer when they go back out into the field and they’re talking to somebody. In order to get them to that recall standard, where they can actually generate the answer for somebody, they probably need to practice actually doing that. Now, one of the nice things about digital tools is there are a lot of ways for people to like record themselves or things like that. So, I know that there are a number of webcam-based sales simulation things that are out there in the world. Those can be really nice. I like the ones where people actually have to come up with their own answer as opposed to just choosing one from a set of options and choosing one from a set of options can be a great way to learn it in the first place, but it probably won’t get you to the point where you can actually then recall that answer when you’re talking to the customers. So, the question is how do we get the practice to the point where people can actually remember this answer and use it when they get out into the world, as opposed to just being able to choose it from a list. OF: How can learning design help turn skills into habits? JD: Yeah. So, one of my favorite sort of little tools or tricks is something called the implementation intentions. And what implementation intentions are, this is a researcher named Peter Gollwitzer. Who’s done a lot of work in this area. And what he’s looked at is basically just setting up a little script for yourself when X happens, I’ll do Y. And so basically, we know that we’re going to get certain responses back. So, let’s say we’re in a sales call. We know we’re going to get certain objections. I think with objections, there’s pretty good stuff around when you get this objection, here’s what your plan is. But you think about it in terms of all of these sort of little triggers that exist out in the world. So, I’ll give you an example of what an implementation intention might look like. Let’s say you want to quit smoking and you know that you’re going to get cravings to smoke at some point. So, you can create an implementation intention that says, “okay, when I feel that craving what I’m going to do, I’m going to distract myself”. And that one’s okay. But you can actually get more specific. So, you could say if I get a craving to smoke, because I’m stressed out, I’ll call my sister and my sister will talk me down. Or if I get a craving to smoke because I’m bored, I’ll play Candy Crush on my phone. Or if I get a craving to smoke because I’m around other people and it’s socializing, I’ll chew gum. I’m just going to have my plan ready because typically we run into these situations where we’re trying to formulate a new habit. We don’t really know exactly how we want to respond to it. We know we want to do it, but we don’t necessarily, they have like the little script written in the back of her head because it’s much easier to execute if you’ve already decided on what the action is when you bump into this thing. So, if I hear this objection, I’m going to ask this question. Or if I bump into this problem, I’m going to do this thing. It’s a really tiny thing, but it’s actually kind of a nice life hack for stuff. I have a standing implementation intention that when I can’t find something in my house, so let’s say I can’t find the key the garage door or something like that, when I do find it eventually, I will put it back in the first place that I looked for it when I started looking for it, because that’s apparently where my brain thinks it belongs. And so instead of putting it back where I found it, I’m going to put it back where I think it should be. And then that way, things are easier to find after the next time I need the key to the garage door lock or something like that. So, having those little things can be a really nice strategy around habits. OF: Well, Julie, thank you again for sharing your expertise here with our audience. We really enjoyed the conversation. JD: Yeah, no problem, absolutely. OF: To our audience. Thanks for listening. For more insights, tips, and expertise from sales enablement leaders, visit salesenablement.pro. If there’s something you’d like to share or a topic you’d like to learn more about, please let us know. We’d love to hear from you.

What's more grueling, writing a dissertation or running for President? What the are KSAs for a national political candidate? How is campaigning for a third party like teaching and consulting? How is managing a political campaign different from managing a company? In this episode, I talk to Dr. Jo Jorgensen, the Libertarian Party candidate for President of the United States. Dr. Jorgensen has a Ph.D. in I-O psychology from Clemson University, where she currently serves as a Senior Lecturer in Psychology. To learn more about her campaign, visit www.joj2020.com. (Click here to check out the study I mentioned in this episode on the link between militarization and and police violence.)

Technical rescues are high-risk/low-frequency incidents, and that means training on them is critical. One slip, and you could have a very bad day. If you know NFPA 1006, you know the minimum KSAs are tough. But departments routinely face problems with training when they have a shortage of really good instructors, current equipment, and funding for adequate training time. Back with me on Code 3 to offer some solutions is Dalan Zartman. Dalan is a technical-rescue expert for the Ohio Emergency Management Agency and Department of Homeland Security. He serves as regional training program director and advisory board member at Bowling Green State University. Dalan is a member of the Central Ohio Strike Team and the Washington Township Fire Department. He's founder and president of Rescue Methods. Support this podcast

The growth of intelligence-led approaches to law enforcement and homeland security has placed increasing demands on the knowledge, skills, and abilities (KSAs) of analysts. Core competencies are the KSAs analysts should have so that their contributions can improve organizational decision-making and how an agency delivers its public safety responsibilities. The second installment of our Developing the 21st Century Analyst series explores what these core competencies are and how they enable growth in our mission of public safety and development of individual analysts.

Welcome to the Ready, Row! USA podcast, as we continue regular broadcasts featuring the best of rowing news, programs, gadgets & gear from clubs and rowers across the country. Today's topic is Learn-to-Row (LTR) in honor of US Rowing's Learn-to-Row Day, June 1. We like to call it the start of Learn-to-Row MONTH! Our newest correspondent and today's host is Tara Morgan, founder of Seize the Oar Foundation. She’s also a Learn-to-Row evangelist, and a coach/member of the Vashon Island Rowing Club in Washington State. She joins regular correspondent Mark Wilson of the All-American Rowing Camp in DeLand, FL. Please check out our fabulous sponsors! Watch or listen for discount codes or visit Rowing.Chat/sponsors. Tara's Tips for Making It Stick HOST or VISIT A National Learn To Row Day event COLLEAGUES - TALK TO EACH OTHER - Check out my Learn To Row Facebook page LTR COACH SHORTAGE: We are in an LTR coach shortage in our community, a masters coach shortage in general in the PacNW. PLANT THE SEED: Learn To Row can take a lot of different forms in terms of approach (sweep vs scull, pick vs full stroke) and curriculum (setting/meeting goals, individual progress), length (weekend clinics to TRRA’s 6-month novice team). COOL THE JETS: I’ve never met an LTR who said they were taking the class because they wanted to be on a competitive rowing team and compete. CULTIVATE RECEIVERS: Working with the “receiving end” coaching staff, develop KSAs, or knowledge skills and abilitiesCOACHING GOALS: Find out the drills they should know, the rates they should be able to row at, the erg pieces they will be tested on, the extra practice they should be incorporating in their lives (stairs, running, weight lifting, crossfit, etc.) THE BIG PICTURE: In my LTR, I teach and nurture team just as much as I teach strokes and tech. FREE DOWNLOAD - Download here: http://www.seizetheoar.com/learn-to-row THE KSAs - Coach Tara also uses an internal document she’s created over many years of LTR called “The KSAs” or Knowledge Skills and Abilities. Ask her for it at Coachtara@seizetheoar.com Mark's Coaching Tips for Learn-to-Row: My approach to LTR is more focused on Learn About Rowing. I have some thoughts on this and how it relates to new people’s expectations. The LTR experience has several goals and needs to be clear at the onset of the program for the coaches, the club and most importantly the new rower. For the set of LTR coaching tips I designed for a club in NC this month, contact Mark@allamericanrowingcamp.com. GADGETS & GEAR for Learn-to-Row: MEGAPHONE - Hearing - there’s such a thing as “learning deafness” - absorbing LTR info for the new rower can cause them to not hear you from the coach launch. Use BLUE OCEAN megaphone if your community noise policies allow it. MEDICAL TAPE - Use this to put on the back of the rowers for their pair partner - messages of reminders, hope, encouragement or simple “3 SEAT, STARBOARD, BOW FOUR” to help them remember all the names we call them other than their given name. WALL SIT - Use this to wake up your rowers legs before they go out, because we all know they pick it up with their arms for the first 2000 stroke. And it teaches them to suffer willingly. And it’s measurable over time to show progress. FORCE CURVE display on the rowing machine. This gets 'em every time! OTHER: Pins/buttons/swag

So what, we often find ourselves asking, are the must have KSAs for HR professionals of the future? As the digital transformation sweeps the world there are, of course, incredible changings happening in workplaces around the globe. In the recent “2019 HR Skills of the Future” report, the authors discuss the need for HR professionals to become digitally and numerically literate...but what does this mean in the trenches? How do individuals working in human resources take that journey? What does the future look like not just for the CHROs at large enterprises but also for Susie the HR Coordinator at a regional insurance office in Ames, IA or Monroe, LA?   Join us this week with guest Anthony Onesto, Chief People Officer at Suzy, who has led numerous HR transformations. Prior to becoming CPO at Suzy, he was Head of US for Konrad Group and founded KAE.ai, an artificially intelligent human resource agent that augments human resource departments and he’s helped build and scale several high-growth startups over the course of his career. Anthony is also founder of Ella Adventures, which creates and publishes a girls in STEM focused comic book and cartoon series called Ella the Engineer.   @RobinSchooling @MikeVanDervort @DrivethruHR

Marlene Neill, PhD, APR, assistant professor at Baylor University and a top PR and ethics researcher discusses: What are the top ethics issues facing public relations professionals? What are the top ethics KSAs for public relations professionals? What ethics skills are PR professionals lacking? How PR professionals can help

The year is just about over, which means you'll soon be reflecting on all the things you managed to accomplished over the last 12 months, or maybe all the things you weren't able to accomplish…   In any case, before you set out to tackle your goals for the year ahead, you'll want to listen to this episode for some excellent insight that will help you achieve your leadership aspirations in the year ahead. We're bringing leadership expert, motivator, and natural entertainer Jerry Esselstein back on to tell us just how we can go about setting meaningful leadership goals for the year ahead.   Keep Your KSAs in Mind   It's important to be mindful of your KSAs – your Knowledge, Skills, and Abilities – when you approach goal setting. How adaptive are you in complementing your weaknesses, and how skilled are you in taking advantage of your strengths?   If you want to improve as a leader, whether or not you're in a leadership position within your organization, you will be interested in these other topics discussed in this episode: The difference between a leader and a manager. How you can be more aware of your power to influence others, and set and manage expectations for your teams. How to set personal priorities and feedback periods on a time frame, and then commit to them.   If you liked this episode of unsuitable on Rea Radio, let us know by hitting the like button or by sharing it with your followers on social media. You can also use #ReaRadio to join the conversation on Facebook and Twitter, and you can watch the podcast in action on the Rea & Associates YouTube channel. We've also included access to additional resources on our website at www.reacpa.com.

Dr. Lowery, Dr. Nelson, Coach Stevens, and - wait for it - DOCTOR Jon Mike share news and talk about KSAs. A discussion over what goes on behind the scenes in a PhD dissertation defense leads to a discussion on the different qualities that make someone good in his field. Knowledge, Skills, and Abilities - KSA - get attention. What goes into acquiring a high level of knowledge? How does knowledge differ from skill? How does a person's ability level relate to these other qualities? And where do YOU rank on each quality? Tune in for insights. Also listen-in for a summer contest, more on Phil's foray into boxing, and new ways to look at vitamin D. Come on in and raise your knowledge level!

Dr. Lowery, Dr. Nelson, Coach Stevens, and - wait for it - DOCTOR Jon Mike share news and talk about KSAs. A discussion over what goes on behind the scenes in a PhD dissertation defense leads to a discussion on the different qualities that make someone good in his field. Knowledge, Skills, and Abilities - KSA - get attention. What goes into acquiring a high level of knowledge? How does knowledge differ from skill? How does a person's ability level relate to these other qualities? And where do YOU rank on each quality? Tune in for insights. Also listen-in for a summer contest, more on Phil's foray into boxing, and new ways to look at vitamin D. Come on in and raise your knowledge level!

Dr. Lowery, Dr. Nelson, Coach Stevens, and - wait for it - DOCTOR Jon Mike share news and talk about KSAs. A discussion over what goes on behind the scenes in a PhD dissertation defense leads to a discussion on the different qualities that make someone good in his field. Knowledge, Skills, and Abilities - KSA - get attention. What goes into acquiring a high level of knowledge? How does knowledge differ from skill? How does a person's ability level relate to these other qualities? And where do YOU rank on each quality? Tune in for insights. Also listen-in for a summer contest, more on Phil's foray into boxing, and new ways to look at vitamin D. Come on in and raise your knowledge level!