Podcasts about segmented

Like many of us, Al stresses about not sleeping well. Tour life - sleeping and eating irregularly - aren't exactly a prescription for a good night's sleep! But the remedy lies in this week's Dream Guest Dr. Christian Benedict, the sleep guru himselfPrompted by brilliant audience questions, Al and Christian discuss the importance of sleep and laughter. Find out about the secret fruit that helps you sleep, and why the doctor of sleep himself barely sleeps at night!Finally, Al and Christian are both tested in their sleep knowledge in the True or False -segment. Turns out werewolves may exist after all!Buy tickets to Al's new tour "Tid för skratt" here:https://www.alpitcher.comFind Christian Benedict here:https://www.instagram.com/sleep_advocate/Co-hosts:Soma Manuchar / https://www.youtube.com/@UCAfzYIR4n4ko30xip8PUK-g / https://www.instagram.com/homeofsomaSimon Larsson / https://www.instagram.com/simonwithdrumsFind out more about Al here:official webpage: https://www.alpitcher.comInstagram: https://www.instagram.com/alpitcherTikTok: https://www.tiktok.com/@alpitcherManagement/sponsorship inquiries:Anna Gauffin / anna@annamgmt.seThis podcast is produced by SOSI Studios - soma@sosistudios.com(00:00:26) Intro Welcome to the new season (00:02:10) Al has problems sleeping (00:03:11) A stranger called Al tired (00:04:14) How many hours of sleep Al, SImon and Soma? (00:06:00) Bands cancelling due to exhaustion (00:06:39) Introducing the guest (00:07:49) Sleepguru Christian Benedict (00:08:02) How did you sleep? (00:08:20) Why does Christian always look so tired? (00:08:56) Stevie Wonder of sleep science (00:09:54) Living in Norrland darkness (00:10:21) Eyesight and sleep (00:11:49) Is the light from screen of your phone bad for sleep? (00:13:06) Lack of light in Sweden with a shots of coffeine (00:13:29) Christian moving to Sweden from Nothern Germany (00:13:41) Seasonal depression - is it a myth? (00:14:56) 45% of adults in Sweden have sleeping difficulties (00:15:39) Christian's sleep environment from hell (00:16:33) The reason Christian sleeps in the kitchen (00:18:11) Somniphobia (00:19:18) Al is impressed with Christian's voice (00:22:04) Melatonin (00:25:51) Kiwis, Al and sleep (00:26:27) Kiwi fruit (00:27:49) Is having a drink good for sleeping? (00:31:01) Laughter is the best medicine - even for sleep (00:32:33) Don't overthink sleeping (00:33:11) Swedish siesta? (00:34:43) Al's Advice - Audience Questions (00:37:04) What is insomnia? (00:37:55) Should I get up or stay in bed if I can't sleep? (00:40:17) True or False? (00:40:46) Segmented sleep is better for you than the regular 8-hour-sleep? (00:41:34) Do humans sleep less today than a hundred years ago? (00:42:22) Professors are chaps too! (00:43:40) Is snoozing in the morning bad for you? (00:45:05) Sleeping the back against your spouse means relationship troubles? (00:45:50) Dr. Benedict's sleeping conditions (00:46:33) During the waxing of the moon some men turn into werewolves? (00:49:32) Outro (00:49:52) Robes on

The Teacher's Key with Cathy Sandiford is heard each Tuesday at 12:30 PM Central Time. You can follow The Teacher's Key on Facebook here. Facebook - https://www.facebook.com/theteacherskey/ The Teacher's Key Podcast

A note from your hosts...   We are inching our way to adding video to our podcast!  Yes, it's true. It is taking us forever (mainly because we don't know tech and we don't have the funds to buy fancy equipment and hire someone to do it for us....ha ha. But, we are getting there. Your contribution (no matter the size) helps us tremendously and brings smiles to our faces. ;0)   So, if you LOVE the podcast...if you look forward to Wednesdays because you are pretty sure there will be a new episode... Become a Humor Contributor by donating $5 per month or a one-time gift of any amount. Click here to go to Tracy's website and help us offset the cost of producing weekly episodes for your binging pleasure and personal growth.   Funds collected from our Humor Contributors are used for: monthly platform fees email service fees editing costs equipment upgrades And...we are adding video to this podcast ASAP! If you look forward to each episode, please help us keep going and growing by crossing over from Humor Consumer to Humor Contributor.    Thank you so much! Tracy and Cathrine   Now, back to the episode... Welcome to episode 208 of the Life Happens, Laugh Anyway podcast, where comedian Tracy DeGraaf and her co-host/bestie, Cathrine, delve into the essential topic of disaster preparedness. Join them as they share humorous anecdotes, practical advice, and valuable insights on how to stay prepared for unexpected situations. In this episode, Tracy and Cathrine guide you through the process of creating a 72-hour go bag. Segmented with wit and wisdom, they discuss the must-haves for your survival kit, the difference between "bug out" and "to-go" bags, and share personal stories of past camping and evacuation experiences. Beyond the checklist of essentials like water, food, and first aid supplies, you'll enjoy lively discussions about emergency plans, survival strategies, and why a well-maintained sense of humor is a crucial part of preparedness.  

In this episode of the Learning While Working Podcast, we are joined by Dwayne Wood, an associate professor at National University and an expert in instructional design for workplaces. As the landscape of AI, especially generative AI like ChatGPT, rapidly evolves in higher education, Dwayne shares his unique perspective on how this technology is reshaping learning experiences. From the ethical implications to the challenges of maintaining critical thinking and creativity in students, this episode unpacks the complexities and opportunities AI brings into the educational sphere.About Dwayne WoodDwayne Wood, Associate Professor at National University, is a renowned educator and instructional designer. His expertise lies in creating highly effective and engaging pedagogical methods, designing effective and engaging curricula, creating learning materials tailored to diverse audiences, and designing educational experiences for adult learners.With a distinguished background in military service, Dwayne brings a unique perspective to the world of education, blending discipline and innovation to create transformative learning experiences.Key takeaways:Applying learning to the workplace: Dwayne emphasises the importance of helping students transfer their academic knowledge to real-world work environments. This practical approach is crucial in preparing better citizens and a workforce ready for modern challenges.The impact of generative AI on higher education: Generative AI, such as ChatGPT, is revolutionising traditional assessments and learning models. While it can make tasks like writing research papers more efficient, there is concern over whether the cognitive effort required for genuine learning is being diminished. Dwayne discusses the balance universities need to find in leveraging AI tools responsibly.Experiential learning and AI literacy: In his own instructional design courses, Dr. Wood uses AI technologies as both instructional tools and as subjects of study. Students engage in project-based learning, reflecting on how AI affects their task completion and overall learning experience. This method fosters transparency and critical discussion about AI's role in education and the workplace.Developing human skills: Despite AI's growing presence, certain skills remain uniquely human. Dwayne highlights critical thinking, creativity, and cultural awareness as irreplaceable by AI. He advocates for educational strategies that emphasise these human aspects, ensuring students are well-rounded and versatile thinkers.Segmented time stamps:(06:43) Education must enable workplace skill transfer.(07:46 Teaching AI tools for instructional design experience.(11:44) Technology confirms biases; critical thinking requires multiple perspectives.(15:55) Teaching responsible technology use remains challenging.(19:20) Reframing discussions as experiments for leadership development.(22:22) AI enhances learning, not replacing human thought.(24:53) Cultural literacy and creative thinking are essential.Links from the podcastConnect with Dwayne Wood on LinkedIn  National University Website

Bolster your marketing with effective research - understanding your customers leads to increased engagement with your brand! Learn what buyer personas and segmenting can do for you with this Kyrios Systems guide - click https://kyriossystems.com/blog/b/personalizing-marketing-tailor-messaging-different-buyer-personas now! Kyrios Systems City: Hoover Address: 1236 Blue Ridge Blvd Website: https://kyriossystems.com Phone: +1 205 736 8422 Email: info@kyriossystems.com

In this episode of the Learning While Working Podcast, Anamaria Dorgo Anamaria Dorgo, the founder of Handle With Brain, shares her innovative "No Course" approach to learning design. Learn how to create sustainable learning communities, encourage participant-led experiences, and leverage curiosity and adaptability in the learning process.About Anamaria DorgoAnamaria Dorgo is a Learning Experience Designer, Facilitator, and previously the Head of Community at Butter. With degrees in psychology and human resources, she has a lifelong commitment to learning, resulting in her creating engaging learning experiences for a global community. ​​She is the founder of Handle with Brain, an experience design consultancy.Key takeaways:Collaborative Learning: The "No Course" approach is based on peer-to-peer interaction and mutual support, encouraging participants to learn by doing and sharing real-time feedback. Ideal for projects involving new technologies, such as AI.Community Building: Start small with passionate peers, prioritise co-creation, and let the community grow organically. Shift from a service provider mindset to a collaborative, participant-led approach for sustainable development.Action-Based Learning: hands-on, context-specific projects help participants focus on their personal and professional growth. Bi-weekly sessions with peer coaching and practical workshops ensure continuous progress and learning.Segmented time stamps:(00:00) Introduction(05:08) Experimenting with peer coaching and the liberating structure called Troika consulting(12:40) Switching meetings to weekly, adding workshops and speakers.(15:04) How content is enhanced by peer sessions.(18:04) Auditing requires thorough individual analysis first.(21:45) Having a Slack channel for communication and cohort updates.(24:24) Collaborative learning fosters accountability and progress.(30:04) Communities start small and grow through shared value.(31:20) Collaborative learning is about inviting questions and finding answers.Links from the podcast:Connect with Anamaria Dorgo on LinkedInCheck out her website More about the courseLearn more about Liberating StructuresListen to Mapping Ties

In this episode, Jacob Stoller and Andrew Stotz discuss the myth that managers need to know everything in order to manage. What happens when you ask non-managers for feedback? TRANSCRIPT 0:00:02.2 Andrew Stotz: My name is Andrew Stotz, and I'll be your host as we continue our journey into the teachings of Dr. W Edwards Deming. Today I'm continuing my discussion with Jacob Stoller, a Shingo-Prize-winning author of The Lean CEO and also Productivity Reimagined, which explores how to apply the Lean and Deming management style at the enterprise level. The topic for today is Myth Three: The Top-down Knowledge Myth. Jacob, take it away.   0:00:31.2 Jacob Stoller: Okay. Great to be here again, Andrew. And, yeah, the myth we're gonna talk about is this notion that managers can make their workers and their people more productive by telling them exactly what to do. And that's surprisingly prevalent in the workplace. But I wanna start out by just saying how this relates to the other myths that we were talking about, 'cause we started with this, what Dr. Deming calls the "pyramid," the org-structure type or...   0:01:08.9 AS: Organizational chart.   0:01:09.9 JS: Paradigm idea, yeah, the organizational structure that says that everything is a independent component, right? You got your different departments, they all work independently, we optimize each, and we optimize the whole, right? So, from that, it naturally follows. And we did Myth Number Two that we can follow financial logic, 'cause financial logic fits nicely into that structure. And of course, we saw last time that all the shortcomings and problems you get when you follow that kind of thinking. So, the third myth is we get to top-down knowledge. And again, that follows from the pyramid structure. If it were true that interdependent components weren't interdependent, that everything could act independently, it would certainly follow that you could have knowledge about those components taught in school and that it would all make sense. I think it's the interdependence that really shoots that whole thing down of top-down knowledge. So... Sorry. Yeah.   0:02:16.3 AS: Go ahead.   0:02:18.8 JS: I wanted to start with a bit of a story just to illustrate how prevalent this is. I was doing a workshop with a small excavation company, and we were looking at ways to make them more effective and serve more customers, grow more effectively, and stuff like that. I did an exercise with them, and we looked at where maybe the waste was taking place the most. And they were driving trucks around a lot. This was a rural area, so there was a lot of mileage that was perhaps being wasted. So, we did an exercise with tracking value and non-value mileage. If you're going to a customer, that's adding value. But if you take a detour to have lunch or something, well, that doesn't add value to the customer, right?   0:03:08.8 JS: So, we were exploring those things, and that exercise worked out really well. They made some big changes, and it actually really helped the company grow. They started posting little notes in the trucks talking about, "Remember, value versus non-value." They were tracking it. And it was really interesting. But the success was largely due to one participant. And I'm sure you've seen this, Andrew, in workshops where somebody really seems to get it. And he had all these ideas, a very, very thoughtful guy, and we were just writing down his suggestions. He had a lot to do with that. But after the workshop, I sat down with him when we were chatting, and he told me that he'd been in the construction business for 15 years, and nobody had ever asked him for his opinion about how work was done. Never.   0:04:04.7 AS: Incredible.   0:04:07.1 JS: I was just stunned by that. This guy was so good. [laughter] When you think about that, it's pretty typical. And I think it's really, people are, managers are taught that it's their job to tell people what to do. And often that puts them in a tough spot. Often they have to be in a role where maybe that they're not that comfortable, because maybe they know deep down inside that there's a lot of knowledge out there that they're not aware of.   0:04:41.3 AS: Yeah, it's interesting. It reminds me when I was a first time supervisor at Pepsi, and I worked in the Torrance factory in Los Angeles, in Torrance, California, and then I worked in the Buena Park factory. And at Buena Park, I was given control of the warehouse. In both cases, I was a warehouse supervisor.   0:05:02.9 JS: Right.   0:05:03.1 AS: And I remember I worked with the union workers who were all moving the product all day long. And I just constantly focused on improvement and that type of thing, and talking to them, and trying to figure out how can we do this better, faster, cheaper and with less injury and all of that. And when I left, it was two years, it was maybe a year and a half that I was at that facility. And one of the guys that had been there, he said... He came up to me, he said, "25 years I've been here, and nobody really listened to us the way you did."   0:05:41.0 JS: Oh, wow. Well, that's a hint.   0:05:41.8 AS: And it just made me realize, "How can it be?" Now, I know Pepsi was taking first-time graduates out of school and putting them in this job, and... I don't know. But I just was... I was baffled by that. So, at first blush you would think you'd never hear that. People are always talking, but people aren't always talking. That's not that common.   0:06:03.1 JS: Yeah, for sure. And it's so really deeply entrenched in the system that it's very, very hard to break. One of them, I talked to a couple of companies that actually went through transformations, and this was with Lean, where they transformed their managers as a lot of Lean companies do. And I know Deming companies do this as well, where they changed their role from being someone that tells people what to do, to somebody who actually is a coach and an enabler, and draws people out and uses their knowledge and encourages them to solve their own problems, whether it's PDSA or whatever methods they support. And both of these companies lost half their management team through that transition. But both of the leaders admitted, they were honest enough to admit, that the reason why they lost the managed, they blamed themselves. They said, "It's 'cause we as the top leaders didn't prepare those people for the change." So, that was interesting as well.   0:07:17.6 AS: I want to go back and just revisit... Myth Number One was the myth of segmented success. The idea that, "Hey, we can get the most out of this if we segment everybody and have everybody do the best they can in each of those areas." Dr. Deming often said that we're destroyed by best efforts. And part of that's one of the things he was saying was that it doesn't work. Segmented success doesn't maximize or optimize the output for a system. The second one was the myth of the bottom line, and that was the idea that just measuring financial numbers doesn't tell you about productivity, and just measuring financial numbers doesn't give you success. And then the third one was, that we're talking about now, is the Myth Number Three, is top-down knowledge myth. And so, I'm curious. Tell us a little bit more about what you mean by "top-down knowledge myth."   0:08:17.7 JS: Essentially it's knowledge from outside the workplace being... How do I wanna say it?   0:08:26.0 AS: Pushed down. [laughter]   0:08:28.0 JS: Pushed down, imported, or imported into the workplace, imposed into the workplace. It's really that idea that something from outside can be valid. And it certainly can, to a degree. You can have instructions on how to operate a machine. You can have all kinds of instructions that are determined from outside, but there's a limit to that kind of knowledge. And when you really wanna improve quality, it really does take a lot more input. But I think there are many... This is one of the myths I think that there are very many different sides to. And one of the sides is that what I call the... It's related to variation, but it's really what I call the "granularity problem." And it's the fact that problems are not these nice, big omnibus types of items that a manager can solve. They tend to be hundreds of problems, or thousands.   0:09:37.0 JS: And so, when you've seen transformations, for example, in hospitals, I think that's an environment we can all understand, again, it's because of many, many different improvements that they become better. One example that I was given is, let's suppose you have a medication error problem. That's really, really common in hospitals now, right? But medication error is, it's not one thing. It could be because of the label, labeling on the bottles. It could be the lighting when people are reading the medications. It could be the way they're arranged on trays. It could be the way they're stored. It could be in the supply chains. The really successful healthcare transformations have been by getting thousands of improvements. And I mean literally thousands of improvements from employees who live with those processes every day. Managers can never [chuckle] know all these hundreds and thousands of things, especially, they can't be everywhere. So, really, the answer is that you do need an army of problem solvers to really get the kind of excellence that we want.   0:10:56.0 AS: Dr. Deming had a quote that he said which was, "A system cannot understand itself." And he's talking about, you got to understand... Sometimes it takes someone from outside looking at the system. And that's different from what you're talking about, which is the idea of someone at the top of the organization saying, "I know how to do this, here's what you guys got to do, and here's how you solve it," without really working with the workers and helping understand what's really going on. And I think what you're saying in this too is the idea that people who are empowered at the work level to try to figure out what's the best way to organize this with some support from above, that's management in that sense is a supporting function to give them ideas. If there's a person that understands quality or Lean, or they understand Deming's teachings, then that outside person can also give that team resources and ideas that they may not typically have. But the idea that a senior executive could be sitting up at the top of the company and then being able to look down and say, "Here's how to do each of these areas," is just impractical.   0:12:12.3 JS: Oh, yeah. And I think Dr. Deming was... He was giving managers, I think, a very challenging task to understand systems and to know, 'cause you're responsible for the system if you're management. So, you really have to know when you have to be constantly getting feedback from people who are working in the system and trying to improve their work within the system. So, yeah, it's got to be a definite give and take. And in Lean, they call that "catchball," where there's a constant back and forth between the managers and the workers in terms of the problems they're having and what needs to be done to help them. So, yeah, it's very tuned in to each other.   0:12:55.0 AS: Yeah, and I would say, from my experience in most companies, management's not really trying to help them. Each unit's fending for itself and trying to figure it out, and they're not really getting that much support from management. And so, the idea being that with the proper support and encouragement to learn and improve, the teams that we have in our businesses can achieve amazing things. And this goes back to also to the concept of intrinsic motivation versus extrinsic. And I think what Dr. Deming, what was appealing to me about Dr. Deming when I first started learning about it, was he was talking about "unleash the intrinsic motivation of people, and you will unleash something that is just amazing." And the desire to improve is going to be far better than... And that's why sometimes he would just say, "Throw out your appraisal system," or "Throw out these things, get rid of them," because what you'll find is you're gonna unleash the passions and desires and the intrinsic motivations. And so, that's another thing I'm thinking about when I'm hearing Myth Three: The Top-down Knowledge Myth. It just, it doesn't unleash that intrinsic motivation.   0:14:16.8 JS: Well, it's interesting, this thing was really studied by the Shingo Institute, where they, they, about, as I think you may know, they give out something called the "Shingo Prize for Excellence in Manufacturing." They also give prizes for books too, which I was fortunate to receive. But they had for years been giving the Shingo Prize to excellent manufacturers leading up to 2007 or so. But they found out that most of the people that had got the Shingo Prize had essentially fallen off the ladder. So, they did a very detailed study, interviewed all kinds of organizations: Ones that had fallen off the ladders, so to speak, and ones that had actually maintained the kind of excellence that they had won their prize for.   0:15:20.5 JS: And they found that the ones that had fallen off the ladder had a top-down engineered approach, whereas the ones that had been successful were much more respectful of their people and getting a lot more feedback from the people, the sort of the respect-for-people-type idea that Toyota has. So, really, what they were saying is that the top-down approach, you might be able to fix up your factory and get really good ratings for a while and you have great processes, but in the long run it's not sustainable. So, they changed their criteria so that now, to get a Shingo Prize in manufacturing, you really have to show culture; you have to show how you're listening to your people, the whole thing. So, it's very different now.   0:16:12.0 AS: Yeah. And it's interesting, we have a company in Thailand that the company and its subsidiaries won the Japanese Deming Prize. And there was 11 companies total in this group that won the prize at different years as they implemented throughout the whole organization. And then a couple years later, the CEO resigned. He retired; he reached the end of his time. And the new CEO came in. He wasn't so turned on by the teachings of Dr. Deming, and he saw a new way of doing things. And so, he basically dumped all that.   0:16:57.0 JS: Oh, really?   0:16:57.8 AS: And it's tragic. It's a tragic story. And the lesson that I learned from that is, one of the strengths of a family business is the ability to try to build that constitution or that commitment to "What do we stand for?" Whereas in a publicly listed business where you're getting turnover of CEOs every four, six years, or whatever, in just the case of Starbucks recently, we just saw turnover happen very, very quickly. And the new CEO could go a completely different direction. And so, when I talk to people about Deming's teachings, I say that family businesses have a competitive advantage in implementing it. And I think Toyota is the ultimate family business in Asia, right?   0:17:50.9 JS: Yeah. Yeah. Yeah, yeah, pride in the family name, and that's... Yeah, and a lot of the interviews I did were businesses like that, where there was a desire to do more than make money, to have a purpose, sustain the family name and that kind of thing. So, yeah, for sure.   0:18:10.0 AS: So, let's wrap this up with you giving us a final recap of what we need to be thinking about when it comes to the Myth Number Three: The Top-down Knowledge Myth.   0:18:24.0 JS: Okay. Well, I think essentially people need to understand that there are limits to what a manager can actually know. And I think the healthcare example, this illustrates that very well. I think they also need to understand that what you ultimately want if you wanna maximize productivity is team productivity. It's the productivity of the group. And people are motivated. You were talking about intrinsic motivation. Part of that comes from actually working together as a team. So, you need to create the kind of trust where information flows freely, and where somebody doesn't hoard their own knowledge but is willing to share it with others, because they don't feel they're in competition with each other. So, again, that's related to driving out fear. So, everything's really interrelated. But I think we have to accept knowledge as something part of a shared collaborative work environment, where everybody wins if knowledge flows freely. And people have to be willing to admit that what they've learned in the past, what they've learned in school has limits in how it can be applicable. And those limits have to be respected. And you have to be willing to listen to every employee, not just the ones that have degrees.   0:20:00.8 AS: All right. Well, that's a great recap. And, Jacob, on behalf of everyone at the Deming Institute, I wanna thank you again for this discussion. And for listeners, remember to go to deming.org to continue your journey. And you can find Jacob's book, Productivity Reimagined at jacobstoller.com. This is your host, Andrew Stotz, and I'll leave you with one of my favorite quotes from Dr. Deming: "People are entitled to joy in work."

In this episode of the Learning While Working Podcast, Rance Green talks about the transformative power of storytelling in learning. He shares his "instructional story design" method, emphasising the need to understand the learning audience deeply and integrate conflict effectively into training narratives. Rance also provides practical advice on creating impactful training stories that act like flight simulators for the brain, driving both context and action.About Rance GreeneRance Greene is a story designer, author and speaker. Rance helps leaders connect with, inspire, guide and persuade their people through story-based messaging. He also equips talent development professionals to reach business outcomes through story-based training. A leader, consultant, coach and frequent speaker in live and virtual sessions on leadership storytelling, story-writing and instructional story design.Key takeaways:Understand your audience: Rance emphasises the importance of deeply understanding your learning audience to create relatable characters and scenarios. This ensures the training is tailored to their specific needs and resonates on a personal level.Incorporate conflict: One of the essential elements of a compelling story is conflict. It engages the audience and drives the narrative forward. Rance highlights that stories in training should end at the height of conflict to leave a lasting impression and a desire for resolution.Story design as a process: Rance's "instructional story design" method combines analytical and creative steps, making storytelling accessible to everyone, even if you don't see yourself as a natural storyteller. By focusing on behaviours and actions, training stories become both relatable and actionable.Segmented time stamps:(00:00) Introduction.(06:12) Scenarios compared to stories.(11:08) Training stories need relatable characters and conflict.(16:07) Encourage stakeholder responsibility through system-based thinking.(18:22) How will training benefit individuals personally?(25:21) Start a story, resolve conflict, and ask reflective questions.(28:39) Efficiently teach storytelling: conflict, action, brevity.Links from the podcast:Connect with Lance Greene on LinkedInRead ‘Instructional Story Design'Visit NeedAStory.com

Is the whole simply a sum of its parts? In this episode, Jacob Stoller and Andrew Stotz discuss what happens when you divide a company into pieces and manage them separately - and what to do instead. TRANSCRIPT 0:00:02.5 Andrew Stotz: My name is Andrew Stotz, and I'll be your host as we dive deeper into the teachings of Dr. W. Edwards Deming. Today, I'm continuing my conversation with Jacob Stoller, Shingo Prize winning author of The Lean CEO and Productivity Reimagined, which explores Lean and Deming management principles at the enterprise level. The topic for today is myth number one, the myth of segmented success. Jacob, take it away.   0:00:30.4 Jacob Stoller: Great to be here with you, Andrew. And yeah, before I dive into that myth, I'd like to just start with a quote by Albert Einstein. "There is no failure in learning, but there can be in refusing to unlearn." Now that's something that's gonna occur over and over when we talk about the different myths. And the fact is, as many people have observed, unlearning can be a lot tougher than learning. So I think we always have to keep that in mind. So I want to tell a little story which kind of illustrates just how deep this unlearning can go. And this was told to me by Rich Sheridan, who has a company called Menlo Innovations, they're a software development company. And very interestingly, the theme of his work has been about joy in work. Sounds familiar?   0:01:28.3 AS: I love it.   0:01:28.5 JS: Well, he didn't really discover Dr. Deming until he had already written two of his books. So it just shows to me that there's some very underlying truths behind what Dr. Deming was teaching. But anyway, the story Rich tells is that he had his family in for a wedding. And they had a new office they'd moved into, so everyone wanted to see it. So he brought his granddaughter in, an eight-year-old. And he said, well, where do you sit, pop-pop? And he said, right here. Here's my desk. Here's my computer. And the granddaughter looked at his desk and was puzzled. You know, she said, well, where's your name? You got to have your name somewhere. And so, I mean, Sheridan was amazed. He says, I thought, wow, she already has it in her head that as CEO, I should have a corner office with a placard that showed how important I am. And you know, I felt a little embarrassed. She was somehow implying that I can't be much of a CEO if I didn't have a placard with my name on it.   0:02:35.5 JS: And she's only eight. So no, here's a CEO that's just really, really, you know, ahead of a lot of people. You know, he understands a lot of the Deming principles. And he sees just how deeply people hold these myths. She believed that there's this pyramid structure and there's got to be a CEO at the top and there have to be all these departments and people reporting to various people, et cetera, et cetera. So this really, this belief she had is really, it's sort of the pyramid that Dr. Deming described. And Dr. Deming actually wrote, he said, in The New Economics, you know, his last book, he wrote, this book is for people who are living under the tyranny of the prevailing style of management. And he talks about the pyramid. And I think that kind of encapsulates everything we're dealing with in terms of beliefs. And I'm just going to read it because he was so concise about saying it. "The pyramid only shows responsibilities for reporting who reports to whom. It shows the chain of command and accountability."   0:03:55.3 JS: "The pyramid does not describe the system of production. It does not tell anybody how his work fits into the work of other people in the company. If a pyramid conveys any message at all, it is that anybody should first and foremost, try to satisfy his boss and get a good rating. The customer is not in the pyramid. A pyramid as an organization chart, thus destroys the system, if ever one was intended." So I've never seen a more pointed description of the prevailing style of management. But think of this young girl at age eight, you know, I mean, and a lot of them, what happens is they go to school and they learn. And then maybe they eventually go to business school. And then sometime, maybe 30 years later or something, this person, this young woman is being told, we're not going to manage according to a pyramid anymore.   0:04:54.3 JS: We're gonna change the whole structure. We're gonna respect people and we're gonna respect their opinions. And we're not gonna assume that all these departments automatically fit together like building blocks. We're gonna work to define a system. All these things that Deming taught, you know, how do you think she's gonna react to that? You know, we're talking about things that this person has believed, not just from training in business school, but for years and years. So I think that kind of underlines the task we all have in terms of learning and unlearning. It's just an enormous thing we have to deal with, which is why I think it's important to look at the myths and various myths. And that's why I really worked to define those. So, when we...   0:05:46.5 AS: I would just highlight one thing about, if we go back to maybe, I don't know, constructing the pyramids, it was all about power and force, you know, get things done. It was about power and force. And I think what Dr. Deming was saying at a very, you know, many, many decades ago, he was saying that power and force are just, you know, a tiny factor in the world of business. The real motivating factor is intrinsic motivation, satisfying the customer, working together. Those types of things are the forces that will bring a much better outcome in your business, rather than just having an organizational chart that just shows the flow of power and force.   0:06:30.4 JS: Exactly. You know, and I think that if you look at the pyramid structure, it's actually a great system for consolidating power. So it works that, and, you know, but if you start to look at producing quality products and services for customers, it doesn't work at all. And, you know, so we need a new kind of logic, not this kind of logic. If we really do, like I say, we want to produce excellence. And if we want to have productivity as our competitive advantage, right?   0:07:06.4 AS: And one thing I just want to, for the listeners and viewers out there that may get confused, like what is a pyramid chart? We're talking about an organizational chart with a CEO, you know, and the like at the top, and then all the different department heads and the people below them. So Dr. Deming referred to that, and Jacob's also referring to that as a pyramid chart. Let's continue.   0:07:27.5 JS: That's right. Yeah. Yeah. Thanks for clarifying that. Okay. So that gets us to myth number one, because, and myth number one is the myth of segmented success. And the idea behind it is that the productive resources, this is a myth, this isn't true, but according to the myth, the productive resources of a company can be organized as a collection of independent components. The whole equals the sum of the parts. So this is essentially the glue that holds this org chart structure together. If that myth were true, then that org chart structure would be perfect for organizing a productive organization. But it is a myth. And what we see is that when you run a company according to that, with that assumption, you get into all kinds of trouble.   0:08:20.5 JS: And I'll just give you a very simple example. We have, let's say we have a company that does heating, ventilating, air conditioning, and they're selling stuff to industry, various machines, and they're installing them, and they're servicing them, all that kind of thing. Right? So let's say there's the end of the quarter and the sales rep has to make his or her numbers. Now salespeople are rewarded based on their sales numbers. Production people or the service people are rewarded based on their numbers, on how many service calls they satisfy or whatever. So installation people are rewarded for how much installing they do. So everybody's got quotas, and they're all sort of independent like components. So you get this sort of negative chain reaction where the sales rep does a big deal to make the numbers at the end of the quarter. He brings it in, the bell rings, you know, hooray, this person's made his numbers, he gets to go to Hawaii or whatever it is. Right?   0:09:27.6 JS: But let's supposing to get that deal, that's a big deal, it's high volume. So guess what? Low margin. And guess what? Maybe the sales rep had to make a few concessions to get that deal. Maybe the sales rep didn't reveal all the fine print to the customer, you know, in sort of the rush of getting the deal. So after the deal, the next quarter, well, the service department's got problems now dealing with this order. The installation department's got problems. So both of these departments have to hire extra people, have to pay overtime. So the end of that quarter, their numbers are going to look bad. Right? So that's a classic case. But it just happens over and over and over again, because you have all these different business entities compensated based on their own separate objectives as if they were separate companies. And yet that's glorified, that's seen as entrepreneurial. We'll run our department as a business, as a profit center. But they don't consider the whole overall system. So that's the kind of the tragedy, I guess, in modern business. And again, it's assuming that everything is kind of gonna work out if you manage them independently.   0:10:53.2 AS: And I was thinking that, you know, the head of the sales department is gonna be rewarding the salesperson for what they're doing. And if the head of the manufacturing or service department could anticipate that this deal that the salesperson's closing is gonna cause a lot of problems because of, you know, they're rushing it and they're trying to give great terms to get something under a deadline. There's just a very difficult for the head of the sales department to listen to that complaint to the head of, let's say the service department as an example, because they're being judged by the numbers they're delivering in their department by their boss. And so they got to kind of let it happen.   0:11:33.5 JS: Yeah. Yeah. And this is by the way, based on a real life story. And this is a company called Air Force, I think, Air Force One, it's called actually, and it's based in Ohio. It's a heating, ventilating air condition company. I could say HVAC, but they use the acronym. And they worked with Kelly Allen. And very soon after working with Kelly, they got rid of sales quotas and put everybody on salary. And the whole thing took off, you know, as the CEO told me. They're getting better deals, customers are happier, veteran sales reps are helping the younger ones close deals. Everyone's helping everybody. And the business is really, really expanded rapidly. You know, they've, I think, doubled or tripled their revenues in the last three or four years. So yeah, these things, when you get rid of these artificial barriers, businesses can really take off. And we got all kinds of case studies showing that.   0:12:45.3 AS: Yeah. And for the listeners and viewers out there, like, wait a minute, I can't do this. You know, my salespeople, they only are gonna work when they're incentivized individually as a department. I think the first thing that I would say is listen to what Jacob's telling you, listen to the stories that you're hearing and think about it. You don't have to move on it. I think that transformation in the way that you think about, you know, things takes time. And the natural reaction, when you hear something new, you know, you started with the idea of unlearning the natural reaction, when you hear something new is to say that can't work, but just keep that open mind as we continue through myth number one. So why don't you continue on, Jacob?   0:13:25.3 JS: Yeah, well, and as Kelly Alley, Kelly Allen you know, made some points on that. First of all, he said, you don't go in with your guns blazing and just take away the sales quotas. He said they worked very carefully so that CEO understood the whole system, how all the parts interact. And then once you understand the system, then you're in a position. Often people go in prematurely, remove all the sales quotas and you get chaos because people don't understand all the dependencies that are there. So it's really, really important, I think to manage the change in a responsible way. And again, as Kelly says, you've got to understand the system and how it works.   0:14:10.4 AS: Great. And I think you have more stories to tell.   0:14:14.2 JS: Oh yeah. Well, I actually a wonderful one. It's, and it's not just sales quotas, by the way, it's any kind of rating and ranking system. And one of the real classics is the, a company called Bama, Bama Foods, which is, uses Deming's principles. And the CEO, Paula Marshall, actually might've been this little girl, eight-year-old girl who was looking for the desk of the CEO 30 years later, because she started working with Deming just by accident, really, because she had taken over the company business at a young age and she, they were trying to deal with some quality problems. And she went to a Deming seminar and Dr. Deming asked who in the audience is the CEO? And she was the only one that raised her hand. And so he said, will you come and , be part of a study group? So that's how she got to work and got to become actually today's the only living CEO that's actually worked directly with Deming, or the only active CEO that's actually worked with Dr. Deming.   0:15:32.4 JS: But anyway, she started to talk with Dr. Deming about the problems they were having and he said, and she described a rating and ranking system that they had had, and they had spent, I think millions of dollars even back then with a very, very reputable consulting firm. And it was one of these things where they rank people on a scale of one to 10. And the idea was let's make all our people accountable. That's how we're going to get quality. We'll have accountability. Everybody has to be rated by their managers and we'll create some fear and we'll create some incentive for people to work harder and solve our problems. Well, the first thing Dr. Deming told her is get rid of that rating and ranking system. So it was very, very hard for her at first, you know, she'd spent a lot of money on it. And she said, you know, but eventually she said she realized that it wasn't helping the company. It wasn't doing anything, but it was still very, very hard to let go of that idea. But eventually she did. Eventually she got on a conference call.   0:16:40.3 JS: They got rid of it and the results were just incredible. She said by the, you know, everyone had hated the system and it just turned the conversation around. I mean, instead of saying, well, here's why I've ranked you, Andrew, on, I've only given you a seven instead of a nine. We would be having a sort of a constructive conversation about the problems you're facing in the workplace, how we can make things better, how can we work together, that sort of thing. So it was, it became much more constructive and much more cooperative. And they were able to evolve to a whole system where teams of people work together to solve problems. But without taking away that system, it would have been very, very difficult to do that 'cause, you know, well, that means that person will be ranked higher than me maybe, you know.   0:17:31.2 AS: And we know very well in the area of sports that, you know, great coaches are not sitting there ranking and rating and ranking their employees and beating them over the head with that. They're trying to identify the strengths and weaknesses. How do we, you know, build this team so that we can beat the other teams? And that really requires coordination. And if you do rating and ranking type of thing, you start to destroy coordination. And for those people that are thinking, of course, you know, I'm terrified to look at this and remove my rating and ranking. One thing you can do is take, you know, five or 10 people that you respect their opinion within the company and ask them how they feel about the rating and ranking system. And you'd be surprised what you hear.   0:18:15.3 JS: Oh, yeah. Oh, yeah, for sure. Right. And, but yeah, about the sports team, I guess. Yeah. I mean, there's some documentaries on the Chicago Bulls, you know, and I think they had some very good stories about teamwork and stuff like that.   0:18:30.5 AS: Well, Phil Jackson was amazing in that the documentary on Netflix was great, The Last Dance. But what you can see and you can hear it from the players, I think Dennis Rodman was a great example where Phil Jackson understood how to deal with this kind of disruptive kind of situation and guy. How do you deal with that and get the most out of him on the court in a way that still follows the values of yourself and your team? And he just showed that very well in that. And so I think that that was a great example of how you coordinate your resources.   0:19:08.5 JS: Yeah, a great example, I think, for people to watch. Yeah, 'cause it really does. It does really show that.   0:19:15.3 AS: You know, you were talking to me about just before we turned on the recorder about Deming was a scientist and physics and all this, some things I never even thought about. But maybe you can tell us a little bit about your thoughts in that area.   0:19:28.4 JS: Yeah, you know, I mean, I think that, first of all, the when you look at the traditional pyramid and all the traditional style of management, I mean, that's really based on reductionism, cause-and-effect. Essentially, it's Newton, you know, it's Newton's golden principles. So you have a business system that's built on 17th century logic, basically. And so what I think is wonderful about Dr. Deming, I mean, we think of him as this philosopher. But here he was, Dr. Deming in the 1920s, getting his PhD in mathematical physics. So at the time he's doing his PhD, I mean, there's Heisenberg developing his uncertainty theorems, all that kind of stuff was just exploding. And the whole view that people had of the physical world was just being turned upside down. So Dr. Deming was very, very cognizant of that.   0:20:35.2 JS: You know, when it started, you know, with statistics, but gosh, you know, science of psychology was changing too. And I think Deming, you know, when you read him, he was really thinking like a scientist. You know, this is the way the world works. And was very, very sensitive about all the components of that. You know, the science of the way people think and what motivates them. You know, he knew that people aren't motivated by sticks and carrots. And we'll talk about that later. He knew that there are limits to how much you can know if you're not right there in the workplace. You know, he understood all that because of variation. But I think when he was introducing those ideas, people really weren't thinking that way. I think they are a bit more today, but he was really a pioneer in that.   0:21:33.4 AS: Yeah. In fact, I was just looking at, he got his degree in mathematical physics from Yale university in 1928. So yeah, there was a lot going on in the world then.   0:21:46.3 JS: Sure was. Yeah. So yeah. And he, I guess he's very patient with us. You know, you think of someone having a degree like that talking, you know, over everybody's heads, but I think he really developed the style of communicating.   0:22:06.5 AS: So what else you got for us on this topic? I think you had some takeaways that you mentioned some four points or some other items.   0:22:14.3 JS: Sure. Yeah. I can, I did summarize at the end of the chapter just to sort of a bluffers guide, I guess, to, you know, this myth of segmented success. But, you know, first of all, you know, as we were just saying, conventional management practices are based on an outdated view of the world that emphasizes reductionism and predictability and ignores the influence of complexity and interdependencies. So you don't see how things actually affect each other in a company. Operating companies so that interdependencies are reflected in management practices and understood by all employees enables wide engagement in improving quality and productivity. To create a strong team environment, managers need to remove barriers such as siloed incentive plans and clearly communicate the aim of the organization. And finally, recent lessons from supply chain disruptions during the COVID epidemic show how segmentation extends beyond the walls of a company and how closer collaboration with supply chain partners can prevent such disruptions.   0:23:41.3 AS: So how would you, let me ask you, how would you wrap everything up in a very short statement? What do you want people to remember?   0:23:53.4 JS: I want people to remember that just because it says so in an org chart doesn't mean that that reflects the way things actually happen.   0:24:05.7 AS: Yeah, that's a great one. And I think we're trained, and this is where Dr. Deming used to say that, you know, what we're being taught in management schools, you know, is the wrong thing. And this is exact type of thing where we're talking about this concept of the, you know, the org chart and the way power flows and all of that stuff. So yeah, great points.   0:24:28.4 JS: Yeah. Not only in management school, but in grade school, you know, when we're rating and ranking kids before they even know how to learn and read, even before they know how to read and write.   0:24:41.2 AS: Yeah. And that brings us back to that first story where a kid walks in and what has she seen? She's seen the teacher and the principal with the name tag at the front, in front of the class.   0:24:53.4 JS: Exactly. Yeah. Yeah. And I don't know if we can keep talking, but you know, Rich Sheridan also discovered a drawing, which is actually, it's a diagram in The New Economics, but it shows how people's creativity and joy in work and stuff are systematically destroyed throughout their lifetime. They're constantly put down by teachers, principals, and they go to college and university and there's competition. And then they go into the workplace and they're rated and ranked. And it just destroys the natural of joy in work that people have and the enthusiasm people could have in the workplace.   0:25:39.5 AS: And for those listeners out there who used to listen to The Wall by Pink Floyd, Roger Waters was talking about how the school system was just pounding out any creativity, any fun, any joy. And so it's not unusual. And it's the case in many educational systems around the world. And so I think, you know, this is a good reminder of, you know, joy in work. And also this idea of segmented success. I think you had a statement that you said to me just before we started, which I thought summed it up perfectly, which was the whole doesn't equal the sum of the parts.   0:26:18.3 JS: Yeah, that's exactly. And we can basically reduce it all to that.   0:26:28.4 AS: Yeah. So I'm going to wrap up there. So for ladies and gentlemen, I think that's a great description of myth number one in Jacob's book, but I think ending it with this, the whole doesn't equal the sum of the parts, helps us all to realize that, you know, just bringing competition between different people and different units within an organization does not bring the optimum output. Jacob, on behalf of everyone at Deming Institute, I wanna thank you again for the discussion and for listeners, remember to go to deming.org to continue your journey. You can find Jacob's book, Productivity Reimagined at jacobstoller.com. And this is your host Andrew Stotz. And I'll leave you with one of my favorite quotes from Dr. Deming. We've been talking about it today. "People are entitled to joy in work".

In this episode of the Learning While Working Podcast, Lisa Bodell, CEO of FutureThink and a global leader in simplification and innovation, explores the vital role of curiosity in our rapidly evolving AI landscape. Robin and Lisa discuss the power of asking "killer questions," fostering a culture of curiosity, and the irreplaceable human touch in creativity and problem-solving. Lisa also shares practical examples and insights on how diverse questioning can lead to innovative solutions in both work and personal life.About Lisa BodellLisa Bodell is an award-winning author and CEO of FutureThink. She has repeatedly been selected as one of the Top 50 Keynote Speakers in the World and recognized as one of the top 50 futurists. As a futurist and expert on the topic of innovation and simplicity, she serves as a global council member of the World Economic Forum, and has helped thousands of senior leaders ignite innovation at Bloomberg, Pfizer, Lockheed Martin, and more.Key takeaways:Curiosity as a Skill: it is not just a natural trait; it's a skill that can be taught, practised, and sharpened. Organisations must foster a culture where asking questions is encouraged and safe. The Power of Better Questions: in the age of AI, the quality of answers is directly tied to the quality of questions. Instead of defaulting to straightforward queries, try "question storming" to expand your thinking and uncover new possibilities.Thinking Time is Crucial: Lisa emphasised the importance of carving out time for deep, uninterrupted thinking. This isn't just beneficial for innovation at work but for personal growth too.Segmented time stamps:(00:00) Introduction(03:54) How brainstorming problems unlocks creative solutions.(08:28) Innovation involves uniqueness, not identical prompts and answers.(10:42) Use provocative questions to inspire disruptive innovation.(13:05) Lack of preparation and time stifles creativity.(16:32) Progress comes from creating multiple iterations.(22:05) How ‘The Artist's Way' nurtures creativity through daily writing.(23:04) Monthly thinking day eases personal and business challenges.Links from the podcastConnect with Lisa Bodell on LinkedInVisit FutureThinkRead The Artist's Way

Subscriber-only episodeHow Segmented Automations Maximize EfficiencyHow can your law firm revolutionize client communications and streamline operations? Imagine tailoring every email, message, and notification specifically to the needs of each client segment, ensuring that your communication is always relevant and impactful. In this episode of Legal Marketing 101, we uncover the transformative power of segmented automations for your law firm's marketing strategy. Discover how you can maximize efficiency and boost client satisfaction by segmenting your communications based on case types like family law or personal injury. Learn how delivering the right information at the right time builds trust and loyalty, making your clients feel valued and understood. We'll also discuss the scalability of segmented automations, enabling your firm to handle more clients without additional workload, and the importance of effective lead nurturing.Subscription link: https://www.buzzsprout.com/965479/subscribeVisit: Legal Marketing 101 YoutubeFor more, visit rosenadvertising.comSend us a text

In this episode of the Learning While Working Podcast, Sarah Hawk, co-CEO of Discourse, shares the transformative potential of chat platforms in facilitating learning and collaboration in the workplace. The conversation explores the concept of "fast lane" and "slow lane" chat environments, emphasising the significance of intentional information architecture and fostering a culture of open, transparent communication, and much more.About Sarah HawkSarah Hawk is an expert in online community building and manages the team that builds Discourse, the 100% open source discussion platform built for the next decade of the Internet. Prior to her current role, Hawk was Head of Community at community consultancy FeverBee.Key takeaways:Intentional Information Architecture: Hawk emphasises the importance of designing a well-structured information system. Ensuring people know where to post questions, how to find answers, and how to retain and document knowledge is crucial for long-term organisational growth.Mindful Cultural Building: Building a culture that encourages open communication, prolific question-asking, and transparent storytelling enriches the learning experience. It's about taking people on your journey, not just arriving at the destination.Fast Lane vs. Slow Lane in Chat Platforms: Understanding the distinct roles of real-time (fast lane) and more permanent, reflective discussions (slow lane) helps optimise chat platforms for both immediate collaboration and long-term knowledge retention.Segmented time stamps:(00:00) Introduction.(04:05) Communication in remote workplaces and its impact.(09:18) Empowerment through intentional and mindful discussion.(11:51) Archiving fast-paced conversations systematically.(14:41) Building community through setting guidelines.(18:52) The need for a flexible platform for knowledge sharing and safety.(20:55) Insights on information architecture, culture and learning.Links from the podcast:Connect with Sarah Hawk on LinkedInCheck out Discourse's Website

In this episode of the Learning While Working Podcast, Kayvon Touran shares the transformative potential of AI in skill management. Tune in as we unpack the pivotal role of context in making skill frameworks effective and the innovative ways AI can address the nuances of managing skills within organisations. Kayvon also reveals how AI can streamline data collection and enhance skill assessments through dynamic simulations.About Kayvon TouranKayvon Touran is the CEO and co-founder of Zal.ai. Kayvon has spent his entire career working in early stage technology startups, and most recently as a product leader in education technology where he created and implemented a next generation lifelong learning platform for higher education institutions.Key takeaways:Context is king: Generic skill definitions won't cut it. Kayvon shares how customised, context-specific skills frameworks are essential for genuinely impactful training.AI as a powerful tool: Artificial intelligence can streamline the collection and analysis of skill data, helping to distil massive amounts of information into actionable insights.Practice and personalisation: Realistic, role-specific simulation-based training can elevate employee performance. Explore AI-driven, practice-based assessments to provide dynamic, tailored feedback and training opportunities.Segmented time stamps:(03:15) Data analysis for actionable insights at organisational level.(07:34) Passion for skills transformation in organisations.(09:50) Importance of generative AI in product development.(14:51) How to use AI to summarise skill definitions from the web.(18:21) Having personalised dynamic training for durable skills, performance-based.(22:23) Why is context crucial for effective skill training?Links from the podcastConnect with Kayvon Touran on LinkedInZal.ai's Website

Tommy talks with Gordon Dove, Chairman of the Coastal Protection and Restoration Authority

Do you get 30% of your revenue from email marketing? If not, you could be missing out on a whale of an opportunity. Brittany Jarman, Client Growth Manager and Theo Roberts, Senior Account Strategist at eComOne delves into the world of email marketing, customer segmentation, and personalised content.  They share insights on the importance of continuous communication with existing customers, gathering personalised data, and tailoring marketing content to specific customer interests. The discussion also touches on the rising trend of SMS marketing, emphasising the need for relevance and personalisation in customer messaging.  Tune in as they discuss the benefits of using Klaviyo for automated flows and revenue generation, and don't miss out on book recommendations and an upcoming event on email marketing, SMS, and Klaviyo. Whether you're a marketing manager, an eCommerce Business Owner, or simply interested in the latest trends, this episode has valuable insights for you! Topics Covered:  00:00 - Why email marketing 05:59 - Build reward flow using Klaviyo for customers 07:06 - Clubcard points make customers feel special and incentivising return 10:13 - Tailor content to match customers' interests 13:56 - Agree on competition and rise in SMS usage 19:20 - Subscribing shows desire; prefers SMS notifications for purchases 20:30 - Segmented campaigns yield higher engagement and revenue 23:53 - Encourage interest, segment content, improve deliverability 29:11 - Providing useful information generates more revenue 32:09 - Maximise efficiency by automating campaign flows 33:55 - Klaviyo offers helpful support for marketing managers 37:37 - Learn email, SMS, and Klaviyo at event

In this episode of the Learning While Working Podcast, Brant Gibbons, President of Knowledge Anywhere, shares his expert insights on the current generation of AI tools, the balance between innovation and practicality, and the critical considerations for L&D professionals when integrating AI into their workflows. We explore the exciting potential of AI, the inherent risks, and the ongoing tension between cutting-edge technology and maintaining quality human interactions in learning experiences. About David GuralnickAs the President of Knowledge Anywhere, Brant Gibbons leads a team of passionate and innovative professionals who deliver technology-based learning solutions to help their clients achieve their goals. With over 20 years of experience in the learning industry, Brant has a proven track record of driving growth, building strategic partnerships, and enhancing customer satisfaction. Founded in 1998, Knowledge Anywhere, Inc. is an award-winning company that has emerged as a leader in knowledge transfer through eLearning technology.Key takeaways:Think Big, Start Small: Embrace AI as the future but proceed with caution. Analyse its impact on your workflow and ensure it drives both performance and cost-efficiency without compromising user experience.Stay Data-Driven: Don't lose focus on analytical approaches. While generative AI can be helpful, foundational data analytics are crucial for making informed, impactful decisions.Balance Innovation with Quality: AI can make content creation faster and easier, but it's critical to maintain the human element in learning experiences to avoid alienating your audience.Segmented time stamps:(00:00) Introduction(05:55) Compliance-driven training lacks meaningful business impact(08:16) Using technology to supplement traditional instructional design(13:17) Future of learning: ongoing, personalised, interactive knowledge-seeking(14:34) Custom chatbots and generative learning(20:58) Embrace AI cautiously and align with audience needs Links from the podcastConnect with Brant on LinkedInKnowledge Anywhere's Website

In this episode of the Learning While Working Podcast, David Guralnick, the CEO of Kaleidoscope Learning and President of the International eLearning Association, shares the potential of AI-driven, learner-centric environments. He also unpacks the possibilities of AI as a personalised coach, and the challenges organisations face in adopting new technologies. Plus, hear David's valuable insights on moving beyond traditional constraints to dream big and scale back, ensuring that the ideal learning experience is always within reach.About David GuralnickDavid Guralnick is the current President and CEO of Kaleidoscope Learning. He is also the current president of the International E-Learning Association; founder and chair of The Learning Ideas Conference; Editor-in-Chief of the International Journal on Advanced Corporate Learning; Chair of the International E-Learning Awards; and an Adjunct Professor at Columbia University. He is the author of the book "How Organizations Can Make the Most of Online Learning”.Key takeaways:Meaningful Learning Defined: it's not just about content or information. Meaningful learning resonates emotionally and aligns with personal goals, whether in the workplace, school, or life in general.AI as a Coach: Imagine having an AI coach guiding you through complex scenarios, learning about your interests, and tailoring experiences specifically for you. David discusses the potential of AI to act as a mentor and facilitator, making learning not just efficient, but deeply engaging.The Future of Learning: David shares some strong visions for the future, advocating for a shift from traditional, constraint-bound methods to innovative, tech-enabled approaches that truly reimagine education.Segmented time stamps:(00:00) Introduction(05:38) Progressive learning techniques and leveraging technology for education(06:41) Reconsidering education in the age of AI(09:50) AI's potential and challenges in near future(14:28) Early AI work in education at Northwestern(19:03) Created specialised authoring tool for non-technical users(20:02) Online learning constrained by tool limitations and coding(25:10) Start big, think AI, and what the ideal experience looks like(26:34) Accepting tradeoffs can lead to greater satisfaction Links from the podcastConnect with David on LinkedInVisit Kaleidoscope Learning's WebsiteRead David's book ‘How Organizations Can Make the Most of Online Learning'

In this episode of the Learning While Working Podcast, Bob Mosher shares the potential of performance support to enhance learning while working. We'll explore the concept of 'the Five Moments of Need' and how they revolutionise our approach to workplace training. Bob also sheds light on some crucial strategies like performing workflow analysis before developing training solutions, and redefining the roles of learners as performers and users.About Bob MosherBob Mosher is the Chief Learning Evangelist and Co-Founder of APPLY Synergies, a strategic consulting firm that specialises in helping learning organisations design, develop and measure effective learning and performance support strategies to meet the 5 Moments of Learning Need. Bob has been an active and influential leader in the learning and training industry for over 40 years and is renowned worldwide for his pioneering role in new approaches to learning.Key takeaways:Performance support is critical: Understanding that performance support isn't just about creating job aids or tools but developing a discipline that incorporates these tools into a learning ecosystem that supports work as it happens.Focus on the workflow: Start with a workflow analysis to understand the tasks and processes where performance support can be effectively integrated. This helps in designing learning that is not just informative but truly applicable.Apply over theory: Shift the focus from theoretical knowledge to real application. Learning should be anchored in real-life tasks and designed to support the actual application in the workplace, enhancing both learning and performance outcomes.Segmented time stamps:(00:00) Introduction(05:43) Portfolios as professional reflective documents are essential(07:06) Consumption vs performance – the key difference(11:18) Why workflow analysis is essential for designing effective solutions(16:17) Giving new leaders practical guidance for success(23:02) Evaluating learning outcomes and impacts with technologyLinks from the podcast:Connect with Bob Mosher on LinkedInAPPLY Synergies' Website

In this episode of the Learning While Working Podcast, Danny Stefanic is a pioneer in 3D technologies and is the founder of a number of  VR-related companies including LearnBrite. We'll be exploring the challenges and opportunities of using VR and AR in learning environments, how organisations can implement these technologies effectively, and the future of immersive learning experiences.About Danny StefanicDanny Stefanic has been working in the virtual reality industry for over 25 years and created the first web metaverse back in 2008. He is the founder of a number of VR-related companies including LearnBrite, MootUp and Hyperspace, and continues to be a pioneer in VR and AR in learning environments.Key takeaways:The practical applications of VR and AR in corporate learning: provide hands-free operation for on-the-job training and enhanced real-world simulations for skills like objection handling and customer service.Be aware of cross-device compatibility: develop experiences that operate across multiple platforms, and make sure you choose a platform that supports cross-device functionality.Future trends and considerations in immersive tech: there will be an evolution toward more user-friendly and integrated AR/VR technologies. There is also potential for mainstream adoption as hardware becomes more accessible and user-friendly. The best recommendation to get started is to use no-code platforms and existing skills for creating immersive learning experiences.Segmented time stamps:(00:00) Introduction(05:54) The Apple Vision Pro being a high-quality, heavy headset(07:51) Immersive experience enhances learning and comprehension(13:23) Challenges of deploying VR in organisations(16:44) New technology allows for widespread accessibility and usage(19:16) Transition to using spectacles as user interface(25:24) Tool for instructional designers with existing skillsLinks from the podcast:Connect with Dany on LinkedInVisit LearnBrite's websiteCheck out Hyperspace  

In this episode of the Learning While Working Podcast, Terry Pearce, the founder of Unfold Play, joins the show for a discussion on engaging learning through play. Terry shares strategies for game-based learning and the six levers that make games effective for learning. He also gives examples of how putting learners at the centre of the learning experience can transform seemingly dry content into engaging and effective learning activities.About Terry PearceTerry Pearce founded Untold Play to bring together his twin passions of learning design and games. Terry leverages the power of games and gamification in learning, and he regularly weaves the principles of game-based learning into the learning experiences he creates. He has won awards, through the London NHS Modernisation Agency, Reed Learning and the Healthcare People Management Association, for the services I deliver to clients, including HSBC, Imperial College Hospital, Thames Water and Zurich.Key takeaways:Putting learners at the centre: Games engage learners by making them the protagonists, setting open challenges, letting them explore, embracing failure, offering meaningful choices, and nudging them towards desired behaviours. This shift places the focus on the learner and encourages active participation in the learning process.Debriefing for reflection: Terry stressed the significance of debriefing in learning experiences. The "What happened, So what, Now what" framework allows learners to process their experiences, make generalisations, and consider behavioural changes as they apply their learnings to real-world scenarios.Transform Deck: Terry introduced the Transform Deck of learning design cards, which is a valuable tool for creating engaging, learner-centred activities. The deck serves as a point of inspiration for turning content into interactive, experiential learning experiences, providing a spectrum of options beyond traditional games and gamification.Segmented time stamps:(00:00) Introduction(04:56) Games thrive on failure, meaningful choices and nudges(09:18) Embrace play and games for healthy benefits(11:08) Creating engaging learning experiences through interactive games(14:54) Virtual escape room featuring games-based learning(18:41) Dice game simulates cultural immersion and adaptation(22:15) Deck of cards for inspiring learner-focused activities(25:12) Align objectives, culture, and methods for learningLinks from the podcast:Connect with Terry on LinkedInVisit Terry's WebsiteCheck out The Transform DeckRead more about The Six Levers

SUMMARY In this episode, Jeremy and Andrew discuss the two schools of thought when it comes to teaching martial arts: having all students learn everything in a school versus allowing them to pick and choose specialized classes. They explore the pros and cons of each approach, including the importance of focus and prioritization, the role of the instructor in determining curriculum, and the challenges of separate rankings for different arts. They emphasize the need for instructors and students to align their goals and evaluate teaching methods to ensure they are achieving their martial arts goals. TAKEAWAYS *There are two schools of thought when it comes to teaching martial arts: having all students learn everything in a school or allowing them to pick and choose specialized classes. *Separate classes can provide focus and prioritization, allowing students to train in the areas they are most interested in. *Instructors play a crucial role in determining the curriculum and should consider the goals of their students when designing classes. *Separate rankings for different arts can be beneficial, but it is important to ensure that students are still exposed to and progressing in all areas of martial arts. *Both instructors and students should regularly evaluate their teaching methods and class choices to ensure they are aligned with their martial arts goals. 

In this episode of the Learning While Working Podcast, Gregg Eiler, Senior Manager for Learning and Development at Powin, unpacks how motivation, clarity, and leadership interact to boost employee performance. Gregg also dives into the art of coaching, sharing actionable insights from his own experiences that redefine how to build expertise within L&D teams. Find out why it's about being more than just an instructional designer – it's about being a business problem solver with a curious mindset.About Gregg EilerGregg Eiler is the Senior Manager for Learning and Development at Powin, where he built the company's L&D operations from the ground up. He is an experienced Instructional Designer and Performance Improvement Expert with over 15 years of expertise, collaborating with global industry leaders to create impactful learning solutions. Greg's particular passion lies in optimising performance ecosystems, focusing on elements such as motivation, bandwidth expansion, deliberate practice, coaching, and feedback.Key takeaways:Embrace the problem-solver mindset: Learning and Development goes beyond training; it's about being a strategic problem solver who aligns with business objectives.The power of coaching: Gregg leverages coaching to unlock the potential of industry experts, building their capability to ask challenging questions and pivot their perspective.Curiosity as a capability: Encourage curiosity within your L&D teams – it's the driving force that fosters accountability and a sharp focus on solving core business problems.Segmented time stamps:(03:58) Accountability, progress, and curiosity in sports coaching.(07:40) Consider multiple factors before investing time.(13:00) Encouraging curiosity, coaching and using templates.(15:52) Question to envision future success and set expectations.(18:29) Advocates design thinking for a user-centred approach.(20:12) Prototyping and testing essential for effective solutions.(24:29) Improve business skills through coaching.(27:10) Respecting opinions and styles while offering feedback.Links from the podcast:Connect with Greg on LinkedInVisit Greg's Website

In this episode Brad Redding shares 9 trends that he's seeing to start the year. These trends are from customer conversations, support tickets, what's being talked about at various events, etc. Trends discussed include: Shopify's AI future, Meta segmented conversions, segmented zero party data collection, TikTok Shops (and whats next), and more Consent updates.  -----We release new episodes every week that go deep into the world of tracking, analytics, and conversion optimization.-----Links Referenced:Elevar SummitBen Zettler DigitalConsent Q&AShopify AI Podcast Scott ZakrajsekJon Ivanco-----And if you're new to Elevar, Elevar automates server-side conversion tracking for Shopify. Check us out!-----Previous episodes you might like:100K/spend day myths with Nigel ThomasSignal Loss -- what it is and how it impacts marketersDeep dive with Simo Ahava on intersection of technical marketersClient vs server-side cookies and server-side tracking 101How to double conversion rate in 100 days with Ben ZettlerHow to blend attribution + conversion tracking + data warehousing for insights with Austin Harrison from Northbeam

Today, I answer the question many people have about whether Facebook Advantage Plus audiences are better than segmented audiences. I also share 5 of my favorite audiences to target right now! Website: https://philgrahamdigital.com

Why do books have chapters? With this seemingly simple question, Dr. Nicholas Dames embarks on a literary journey spanning two millennia, revealing how an ancient editorial technique became a universally recognized component of narrative art and a means to register the sensation of time. In The Chapter: A Segmented History from Antiquity to the Twenty-First Century (Princeton University Press, 2023) Dr. Dames begins with the textual compilations of the Roman world, where chapters evolved as a tool to organise information. He goes on to discuss the earliest divisional systems of the Gospels and the segmentation of mediaeval romances, describing how the chapter took on new purpose when applied to narrative texts and how narrative segmentation gave rise to a host of aesthetic techniques. Dr. Dames shares engaging and in-depth readings of influential figures, from Sterne, Goethe, Tolstoy, and Dickens to George Eliot, Machado de Assis, B. S. Johnson, Agnès Varda, Uwe Johnson, Jennifer Egan, and László Krasznahorkai. He illuminates the sometimes tacit, sometimes dramatic ways in which the chapter became a kind of reckoning with time and a quiet but persistent feature of modernity. Ranging from ancient tablets and scrolls to contemporary fiction and film, The Chapter provides a compelling, elegantly written history of a familiar compositional mode that readers often take for granted and offers a new theory of how this versatile means of dividing narrative sculpts our experience of time. T his interview was conducted by Dr. Miranda Melcher whose  forthcoming book focuses on post-conflict military integration, understanding treaty negotiation and implementation in civil war contexts, with qualitative analysis of the Angolan and Mozambican civil wars. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Why do books have chapters? With this seemingly simple question, Dr. Nicholas Dames embarks on a literary journey spanning two millennia, revealing how an ancient editorial technique became a universally recognized component of narrative art and a means to register the sensation of time. In The Chapter: A Segmented History from Antiquity to the Twenty-First Century (Princeton University Press, 2023) Dr. Dames begins with the textual compilations of the Roman world, where chapters evolved as a tool to organise information. He goes on to discuss the earliest divisional systems of the Gospels and the segmentation of mediaeval romances, describing how the chapter took on new purpose when applied to narrative texts and how narrative segmentation gave rise to a host of aesthetic techniques. Dr. Dames shares engaging and in-depth readings of influential figures, from Sterne, Goethe, Tolstoy, and Dickens to George Eliot, Machado de Assis, B. S. Johnson, Agnès Varda, Uwe Johnson, Jennifer Egan, and László Krasznahorkai. He illuminates the sometimes tacit, sometimes dramatic ways in which the chapter became a kind of reckoning with time and a quiet but persistent feature of modernity. Ranging from ancient tablets and scrolls to contemporary fiction and film, The Chapter provides a compelling, elegantly written history of a familiar compositional mode that readers often take for granted and offers a new theory of how this versatile means of dividing narrative sculpts our experience of time. T his interview was conducted by Dr. Miranda Melcher whose  forthcoming book focuses on post-conflict military integration, understanding treaty negotiation and implementation in civil war contexts, with qualitative analysis of the Angolan and Mozambican civil wars. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/history

Why do books have chapters? With this seemingly simple question, Dr. Nicholas Dames embarks on a literary journey spanning two millennia, revealing how an ancient editorial technique became a universally recognized component of narrative art and a means to register the sensation of time. In The Chapter: A Segmented History from Antiquity to the Twenty-First Century (Princeton University Press, 2023) Dr. Dames begins with the textual compilations of the Roman world, where chapters evolved as a tool to organise information. He goes on to discuss the earliest divisional systems of the Gospels and the segmentation of mediaeval romances, describing how the chapter took on new purpose when applied to narrative texts and how narrative segmentation gave rise to a host of aesthetic techniques. Dr. Dames shares engaging and in-depth readings of influential figures, from Sterne, Goethe, Tolstoy, and Dickens to George Eliot, Machado de Assis, B. S. Johnson, Agnès Varda, Uwe Johnson, Jennifer Egan, and László Krasznahorkai. He illuminates the sometimes tacit, sometimes dramatic ways in which the chapter became a kind of reckoning with time and a quiet but persistent feature of modernity. Ranging from ancient tablets and scrolls to contemporary fiction and film, The Chapter provides a compelling, elegantly written history of a familiar compositional mode that readers often take for granted and offers a new theory of how this versatile means of dividing narrative sculpts our experience of time. This interview was conducted by Dr. Miranda Melcher whose  forthcoming book focuses on post-conflict military integration, understanding treaty negotiation and implementation in civil war contexts, with qualitative analysis of the Angolan and Mozambican civil wars. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/literary-studies

Why do books have chapters? With this seemingly simple question, Dr. Nicholas Dames embarks on a literary journey spanning two millennia, revealing how an ancient editorial technique became a universally recognized component of narrative art and a means to register the sensation of time. In The Chapter: A Segmented History from Antiquity to the Twenty-First Century (Princeton University Press, 2023) Dr. Dames begins with the textual compilations of the Roman world, where chapters evolved as a tool to organise information. He goes on to discuss the earliest divisional systems of the Gospels and the segmentation of mediaeval romances, describing how the chapter took on new purpose when applied to narrative texts and how narrative segmentation gave rise to a host of aesthetic techniques. Dr. Dames shares engaging and in-depth readings of influential figures, from Sterne, Goethe, Tolstoy, and Dickens to George Eliot, Machado de Assis, B. S. Johnson, Agnès Varda, Uwe Johnson, Jennifer Egan, and László Krasznahorkai. He illuminates the sometimes tacit, sometimes dramatic ways in which the chapter became a kind of reckoning with time and a quiet but persistent feature of modernity. Ranging from ancient tablets and scrolls to contemporary fiction and film, The Chapter provides a compelling, elegantly written history of a familiar compositional mode that readers often take for granted and offers a new theory of how this versatile means of dividing narrative sculpts our experience of time. T his interview was conducted by Dr. Miranda Melcher whose  forthcoming book focuses on post-conflict military integration, understanding treaty negotiation and implementation in civil war contexts, with qualitative analysis of the Angolan and Mozambican civil wars. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/intellectual-history

Why do books have chapters? With this seemingly simple question, Dr. Nicholas Dames embarks on a literary journey spanning two millennia, revealing how an ancient editorial technique became a universally recognized component of narrative art and a means to register the sensation of time. In The Chapter: A Segmented History from Antiquity to the Twenty-First Century (Princeton University Press, 2023) Dr. Dames begins with the textual compilations of the Roman world, where chapters evolved as a tool to organise information. He goes on to discuss the earliest divisional systems of the Gospels and the segmentation of mediaeval romances, describing how the chapter took on new purpose when applied to narrative texts and how narrative segmentation gave rise to a host of aesthetic techniques. Dr. Dames shares engaging and in-depth readings of influential figures, from Sterne, Goethe, Tolstoy, and Dickens to George Eliot, Machado de Assis, B. S. Johnson, Agnès Varda, Uwe Johnson, Jennifer Egan, and László Krasznahorkai. He illuminates the sometimes tacit, sometimes dramatic ways in which the chapter became a kind of reckoning with time and a quiet but persistent feature of modernity. Ranging from ancient tablets and scrolls to contemporary fiction and film, The Chapter provides a compelling, elegantly written history of a familiar compositional mode that readers often take for granted and offers a new theory of how this versatile means of dividing narrative sculpts our experience of time. T his interview was conducted by Dr. Miranda Melcher whose  forthcoming book focuses on post-conflict military integration, understanding treaty negotiation and implementation in civil war contexts, with qualitative analysis of the Angolan and Mozambican civil wars.

Why do books have chapters? With this seemingly simple question, Dr. Nicholas Dames embarks on a literary journey spanning two millennia, revealing how an ancient editorial technique became a universally recognized component of narrative art and a means to register the sensation of time. In The Chapter: A Segmented History from Antiquity to the Twenty-First Century (Princeton University Press, 2023) Dr. Dames begins with the textual compilations of the Roman world, where chapters evolved as a tool to organise information. He goes on to discuss the earliest divisional systems of the Gospels and the segmentation of mediaeval romances, describing how the chapter took on new purpose when applied to narrative texts and how narrative segmentation gave rise to a host of aesthetic techniques. Dr. Dames shares engaging and in-depth readings of influential figures, from Sterne, Goethe, Tolstoy, and Dickens to George Eliot, Machado de Assis, B. S. Johnson, Agnès Varda, Uwe Johnson, Jennifer Egan, and László Krasznahorkai. He illuminates the sometimes tacit, sometimes dramatic ways in which the chapter became a kind of reckoning with time and a quiet but persistent feature of modernity. Ranging from ancient tablets and scrolls to contemporary fiction and film, The Chapter provides a compelling, elegantly written history of a familiar compositional mode that readers often take for granted and offers a new theory of how this versatile means of dividing narrative sculpts our experience of time. T his interview was conducted by Dr. Miranda Melcher whose  forthcoming book focuses on post-conflict military integration, understanding treaty negotiation and implementation in civil war contexts, with qualitative analysis of the Angolan and Mozambican civil wars. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/communications

Why do books have chapters? With this seemingly simple question, Dr. Nicholas Dames embarks on a literary journey spanning two millennia, revealing how an ancient editorial technique became a universally recognized component of narrative art and a means to register the sensation of time. In The Chapter: A Segmented History from Antiquity to the Twenty-First Century (Princeton University Press, 2023) Dr. Dames begins with the textual compilations of the Roman world, where chapters evolved as a tool to organise information. He goes on to discuss the earliest divisional systems of the Gospels and the segmentation of mediaeval romances, describing how the chapter took on new purpose when applied to narrative texts and how narrative segmentation gave rise to a host of aesthetic techniques. Dr. Dames shares engaging and in-depth readings of influential figures, from Sterne, Goethe, Tolstoy, and Dickens to George Eliot, Machado de Assis, B. S. Johnson, Agnès Varda, Uwe Johnson, Jennifer Egan, and László Krasznahorkai. He illuminates the sometimes tacit, sometimes dramatic ways in which the chapter became a kind of reckoning with time and a quiet but persistent feature of modernity. Ranging from ancient tablets and scrolls to contemporary fiction and film, The Chapter provides a compelling, elegantly written history of a familiar compositional mode that readers often take for granted and offers a new theory of how this versatile means of dividing narrative sculpts our experience of time. T his interview was conducted by Dr. Miranda Melcher whose  forthcoming book focuses on post-conflict military integration, understanding treaty negotiation and implementation in civil war contexts, with qualitative analysis of the Angolan and Mozambican civil wars. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/biblical-studies

In this episode of the Learning While Working Podcast, Susan Stocker uncovers the world of computational thinking and its relevance in the age of artificial intelligence. With the skills gap becoming a concern in the era of AI and data-driven decision making, Susan's research on computational thinking in the workplace is timely and informative. Listen, as we explore what computational thinking is, the importance of critical thinking, and how these skills can shape our approach to problem-solving in the age of AI.About Susan Stocker    Susan Stocker is a Digital Transformation L&D Consultant where she helps organisations quickly change and get ahead of the skills and capability curve. She is committed to hands-on learning that enables teams to accelerate their success and companies to retain their people. She is also a certified Lean Six Sigma Master Black Belt, Certified Product Owner, Certified Scrum Master, and Certified BADIR Citizen Analyst.Key takeaways:Computational Thinking and AI in the Workplace: Computational thinking is a key skill in the age of AI and data-driven decision-making, so reflect on how you can build the relationship between these skills.Reimagining Work and Learning with AI: it's an exciting time to rethink work in strategic areas for impactful organisational change as we are incorporating AI in day-to-day work and collaborating with the business.The skills gap in computational thinking is a real concern. According to Susan's research, a significant percentage of people in the workplace lack critical and computational thinking skills. As professionals, we need to develop these skills to effectively work with AI and data.Segmented time stamps:(00:00) Introduction(04:46) The struggle with critical and computational thinking(10:01) Value drivers for AI transformation in business(11:33) Understanding AI's use cases and problem-solving approach(15:09) Moving beyond technical AI to include critical thinking and behavioural responses(20:29) Rethinking work Links from the podcastConnect with Susan Stocker on LinkedInVisit the Aryng WebsiteRead Boston Consulting report Navigating the Jagged Technological Frontier: Field Experimental Evidence of the Effects of AI on Knowledge Worker Productivity and QualityRead Ethan Mollich thoughts the Boston Consulting report Centaurs and Cyborgs on the Jagged Frontier 

In this week's bonus episode of the SA Voices From the Field Podcast, host Dr. Jill Creighton engaged in a thought-provoking discussion with guest Adam Jussel, the Dean of Students at the University of Wisconsin, Milwaukee. Through their conversation, Jussel provided valuable insights into the complexities of trauma-informed care and the profound impact it can have on individuals within a university setting. This blog post aims to delve deeper into the essential topics discussed during the episode, shedding light on the challenges and strategies related to addressing stress and trauma within a campus community. Exploring the Impact of the Pandemic on Mental Health Adam Jussel shared compelling findings from a study conducted on mental health among university employees during the pandemic. The research revealed alarming statistics, with 36% of participants screening positive for post-traumatic stress disorder and over 40% experiencing extreme stress or near-extreme stress. This data underscores the profound impact of the pandemic on the mental well-being of university staff and faculty. Identifying Contributing Factors and Mitigating Strategies The study identified various factors that contributed to heightened stress and trauma, including the challenges of caregiving, social isolation, uncertainty about the future, and the lack of tools to mitigate stress. Additionally, political and civic strife in the United States emerged as a significant contributor to exacerbating trauma and stress during the pandemic. On the other hand, the study also highlighted several mitigating factors, such as the presence of a strong social support network, spending time outside, physical activity, a sense of purpose, and meaningful experiences in work. Implementing Trauma-Informed Care Frameworks Adam Jussel emphasized the value of trauma-informed care and highlighted the creation of a trauma-informed care toolkit and workshops for the campus community. This proactive approach aimed at providing support, understanding, and resources for individuals impacted by trauma. The utilization of the campus cares framework facilitated the elevation of the frontline and mid-level staff's experience, fostering a culture of care across the university. The Role of Meaningful Work in Mitigating Trauma Jussel's discussion on the concept of the meaning of work and its potential to mitigate stress and trauma sheds light on the importance of cultivating a sense of purpose within the workforce. The ongoing research on this topic holds promising implications for the development of strategies to enhance the overall well-being of individuals in the workplace. Updates on Key Events in the NASPA World: The episode also provided informative updates on notable events within the NASPA world, including an upcoming national symposium and the 2024 NASPA virtual conference. This illustrates a commitment to fostering professional development and networking opportunities within the higher education community. Closing Thoughts The eye-opening conversation between Dr. Jill Creighton and Adam Jussel sheds light on the compelling work being done to address stress and trauma within university settings. It underscores the importance of implementing trauma-informed care frameworks and cultivating a supportive environment for faculty, staff, and students. As we navigate the complexities of the modern world, these insights serve as a beacon of hope, guiding us towards creating inclusive and empathetic communities within educational institutions. In conclusion, the podcast episode featuring Adam Jussel serves as a valuable resource, offering actionable insights for those involved in community support and trauma-informed care within educational environments. By acknowledging the challenges and opportunities in this space, we can collectively work towards creating nurturing and resilient communities. 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. Adam, welcome to the show. Adam Jussel [00:00:24]: Hey. Hey. Thank you so much for having me. Dr. Jill Creighton [00:00:26]: I'm glad to see you again. For our listeners, Adam and I, like many of our guests, have known each other in the field for what feels like Not a short time anymore. Adam Jussel [00:00:36]: Long time. Not a long time. Yeah. But we were very, very briefly colleagues at Washington State way back in the day. I think probably feels like a past life for both of us at this point. Adam Jussel [00:00:45]: Lots of gray hairs between, then and now. Dr. Jill Creighton [00:00:48]: Well, Adam, you're currently at the University of Wisconsin, Milwaukee. We always love to start to get to know our guests by asking you, how did you get to your current seat? Adam Jussel [00:00:56]: Thank you for asking. A lot of people ask someone from the Pacific Northwest ends up in Milwaukee, Wisconsin, and it's totally by Both random set of circumstance and the profession. And so was it in the assistant dean of students role, director of student conduct at Washington State University, He was looking for a change, looking to move. I we joke that we wanted to be within at least a 20 minute drive of a Trader Joe's, and so looking for a little thing that was a little more Urban, public Washington, as you well know, not exactly the bustling city environment, so we wanted to try something new. And we're We're looking around the country really just to make a move, and UWM fit the bill both because of its access mission, and it is a research one institution. I have been in this role for a little over 4 years, and I am the dean of students and associate vice chancellor of student affairs. Dr. Jill Creighton [00:01:46]: So I like to Say that, you know, for me, civilization, as I learned in Pullman, was having an airport, a Target, and a Chipotle. I didn't know that about myself until I moved there. But as I was there, There was a Chipotle that opened right before the pandemic started, and then a Target came in, like, a year later. And they're getting a new airport, like, this month. So Adam Jussel [00:02:06]: Wonderful place. Still have lots of friends there. Met my now partner there, and and WSU is a great place to live and work for nearly 10 years. So, yeah, that Pullman, Washington. Go check it out if you haven't. Dr. Jill Creighton [00:02:17]: Well, if you're not checking out the police, you should also check out Adam's research, and that's really what we're gonna be talking with Adam today. You spent a lot of the pandemic focusing on trauma informed care, and that's really a core ethos for what you're doing in the DOS role At University of Wisconsin Milwaukee, for those of you who wanna go dive a little deeper, you can check out the trauma informed toolkit on the Dean of Students website for University of Wisconsin Milwaukee. But, also, Adam, you have a new article out with some coauthors that I'm excited to dig into today. This article can be found in psychological trauma theory research practice and policy journal, and it's coauthored by Elaine Goldstein, Dimitri Topotaz, and Roger Brown. Title of the article is mental health among university employees during the COVID nineteen pandemic, the role of previous life trauma and current post traumatic stress symptoms, which is a very, very long title. I know a lot of our listeners are like, are we done talking about the pandemic? But I think this is actually a really important topic as we transition into a post pandemic era for higher education for our students and for the field. So why don't you go ahead and break down on what this means in really simple terms. Start. Adam Jussel [00:03:26]: Thanks for the opening. Was really blessed to work on this research and continuing to work on this research, with those great colleagues, Dimitri, University of Wisconsin Milwaukee. And during the early phases of the pandemic, We had, like, a lot of campuses, really robust emergency operation command tactical response To what our students, faculty, and staff were experiencing as it relates to the pandemic. So we had testing protocols, and we had isolation and quarantine Processes. We had testing centers and then ultimately vaccination clinics. All of these kind of very operational pieces, but one element that was missing was, It may seem cliche to say, but it was the heart. You know, what were the psychosocial emotional experiences of our students? And really what this research digs into is the staff and We attempted to frame this work as the campus is an ecosystem. We can't care for our students unless we are carried for ourselves. Adam Jussel [00:04:23]: At least that's That's the way I kind of approached it. So the impetus for this work and the trauma informed care approach was under the hypothesis that we know that these jobs were stressful pre pandemic. Anybody listening to the student affairs focused podcast has moments where they said, hey, gosh. This job is so stressful. I feel like I'm burnt out. I feel like I'm Front line interacting with some really heavy stuff. And that the pandemic, at least we debated that. So we wanted to dig into the anecdotal experiences that folks were telling us about and really see what the research bore out using primarily, at least initially survey data. Adam Jussel [00:04:59]: That was kind of the genesis of this of this project. Dr. Jill Creighton [00:05:02]: I think you make some really important points. We saw the mass exodus from the field post pandemic, with the great resignation, it deeply affected all industries and certainly student affairs. And anecdotally, one of the things we heard is the field asks Too much of people for not enough compensation. That's a constant theme, in student affairs. And so tell us about how your research really shown a light on how our profession was reacting. And I think one of the things that I appreciate about your article as well is that it really broke it down by identifiable factors curves of who you are in the profession and how it affected you differently. Adam Jussel [00:05:37]: Yeah. So for folks that ultimately direct people to read the article, but just kind of a cliff notes is We had nearly 650 recipients, 636 participants in our survey. Those scaffold across divisions, departments, Anywhere in the institution, but was focused only on staff and faculty because we really wanted to hone in on that experience. And of those 636 participants, a large amount, 36%. We use a post traumatic stress disorder screening tool. It's a metric that we use. 36% produced a positive post traumatic stress disorder screen As it related to pandemic related impacts. And so that doesn't mean that they have post traumatic stress disorder. Adam Jussel [00:06:14]: It just simply means that a screening tool identified them. There would be follow-up from A clinician or someone in the field to identify that and hone further, but that number was staggering to us. 36% is a high number. What illuminated it further was that over 40% experienced extreme stress or near extreme stress, so that's not your stress and trauma are different things. And we use that data To paint a picture to campus leadership, to the community members of what has the experience been, what can we use data to inform practices and principles. And And it really was a catalyst to all of us on campus of we need to care for people that are serving our students. So there's some really interesting mitigating factors that we found as well and and other risk factors that I could dive into if it's interesting. But this first element was just identifying awareness around the problem. Adam Jussel [00:07:06]: What are the issues we're facing, and what are those challenges? I Dr. Jill Creighton [00:07:08]: think that would be great if you can talk more about what are those mitigating and aggravating factors for predictors of stress. Adam Jussel [00:07:15]: Yeah. And don't let me go down a rabbit hole on on this too much, but the risk factors so being a caregiver was a risk factor for a positive post traumatic stress disorder screen. Caregiver is broader than just parent or guardian. So we have staff and faculty that have, obviously, their parents or guardians, but we also have staff and faculty that Have a loved one in their home that they're they're caring for, so caregiving was a risk factor. Social isolation, all of us experienced Some level of social isolation in the pandemic. And one of the tragedies of the pandemic, and other folks have said this in various different ways, is that It attacks the number 1 mitigator for trauma experiencing trauma, which is a strong social support network. And not having that mechanism at place, I think a lot of us experience, at least it's born out in our data, that that social isolation was a really a key factor for exacerbating stress and possibly trauma. The other thing that, was interesting was The uncertainty of the future. Adam Jussel [00:08:08]: When we've provided some trauma informed care workshops to students, 1 student stood out to me and said, if I knew that this would end on a certain date, If I could if you could tell me 6 months from now, pandemic over, pick a date, December, whatever, the students said I could bear that. I could understand that there's a finish line. I could Stack goals around that, but the uncertainty and kind of the wave of uncertainty was an exacerbating factor and a risk factor. Dr. Jill Creighton [00:08:31]: So I've been working in China for the last 2 years or so. And that was a real thing here because the pandemic controls and mechanisms that we all face were very different than what was happening in the west. And then our students and our faculty and staff were going through 3 to 7 COVID tests, a week depending on what was going on. And then, you know, there were points where our faculty and staff were locked on the campus with our students and didn't leave for 2 or 3 months. And that environment is the exact Same messaging where, you know, if we knew that, you know, we had to do this for 60 days, we could mark our time. We could set goals. We could mentally prepare for what that's like. But when that endpoint doesn't exist. Dr. Jill Creighton [00:09:11]: It really creates a sense of dread and a little bit of doom. Adam Jussel [00:09:15]: Yeah. Your experience, I appreciate you sharing that is A ton of follow-up questions, of course, of of that experience as it relates to this. But one thing I heard there was, hey. The tools that we have at our disposal to mitigate this might diminished, which is I can't see family and friends. I can't go for a walk outside. Maybe there are instances where that was possible, maybe not, but I can't go to the gym. I can't you know, there's all kinds of things that were eliminated by virtue of the pandemic, and it sounds like not so dissimilar in in your experience, but probably very dissimilar very, December at the same time. Dr. Jill Creighton [00:09:49]: Well, and to be fair, I was not one of the team members that was on campus in the lockdown, but my staff was. I mean, that's because I I wasn't here yet during kind of that deepest period of time. But I hear from a lot of them too that, you know, it was just things like, I would really love a piece of fresh fruit, And that would that simple piece of health care would have been really, really mitigating for them. So I'd love to hear more about what those mitigating factors were. Adam Jussel [00:10:14]: Thanks for sharing that and asking. So the mitigating factors I already named one was the strong social support network. On the network of care, feeling like there are places and People you can turn to for help and support that you're not alone. Really big factors when someone is experiencing trauma or stress. Time outside, So being outside in nature and time with pets was significant. I would say time outside with pets is probably doubly good, but those were some massive Mitigating factors at least at a high level, and then you can dive in further in the research and literature and being physically active, having a purpose in life, Which really connects to the additional research we're doing currently, which is just having a meaningful experience in your work environment, What we call making meaning, does that is that a mitigator to stress and trauma? There's all kinds of research on the value of having a vision and a purpose, An identity bigger than yourself, and we're trying to connect it to the trauma field a little bit. And we're using a mixed method study to do that, and it's It's really fascinating what people are saying in our focus groups, and that's exciting work that I can talk about as well if you'd like me to. Dr. Jill Creighton [00:11:18]: Someone asked a question about your research design, especially for any of our listeners who are pursuing their own Dr.ates. This is a time where you're trying to measure trauma and stress where the pandemic was not the only trauma and stressor serve for a US audience. It was a a wild time to be a person in the United States from Adam Jussel [00:11:34]: Yes. Yep. Dr. Jill Creighton [00:11:36]: Regardless of where you are on Any particular political spectrum, that was a wild time. It kinda still is a wild time. I just I don't feel it as much because I'm not there on a daily basis right now. But how did you tease apart as researchers the difference between the impact from COVID nineteen and the other influencing factors in the world? Adam Jussel [00:11:55]: Yeah. In the study, we know that the political and civic strife that was being experienced by a lot of folks in the United States, regardless of what political affiliation that a person had actually were exacerbating factors as it related to trauma and stresses really in the pandemic. And the way that we separated out in the in the studies, we actually, you know, Segmented out of the questions, and then we're very specific about the questions that we asked that were related to the pandemic versus the questions we had about Ancillary things, including that civic and political strike. But we do note in there that other factors were definitely at play, and and we know this just from our personal experiences that You can't really isolate an individual and say, well, what about this is one thing that is stressor? We we are meaning making machines that come in, and we bring our holistic experience. And reflected in our data too is that folks that had other health and financial stressors, other you know, I already said financial stressors, but That there were certain instances that no combination of mitigating factors could protect them against the negative implications of the pandemic, Which means that sometimes for the individuals that participated in the study, it was just too much, and there was nothing that they could have done without intense professional care. I can't. And this is something we're very careful about. I could tell someone to go walk their dog 6,000 times, and if they have experienced a level of stress and potentially trauma, though, those Tools, at least in our data, weren't weren't helpful. Adam Jussel [00:13:18]: So, yes, it's good to acknowledge the context in which we participated in the study. Dr. Jill Creighton [00:13:22]: Well, and sometimes not just Not helpful to suggest some of these more surface level components of care, but also could be seen as Literally uncaring as a leader of an organization or not just seen as, but could be literally uncaring because there's a big difference between, you know, the collective stress and collective trauma we were all going through that was abnormal from our daily lives compared with people that already had their plates very, very full. And then at that Age old meme where it's like, oh, you're experiencing a difficult work environment? Well, let's have a pizza party. That's not what we need to solve of some of these big issues. And one of the things that I appreciate about your work, as I mentioned, is that this kind of all resulted from a practice perspective in a trauma informed toolkit. So let's talk about that a little bit because I know that's really geared towards a lot of student work, but it applies deeply to your faculty and staff populations as well. So how did you operationalize the findings of the study to try to create more community care. Adam Jussel [00:14:23]: One of the cool parts about participating in this, and I this is the 1st article that I've ever been. For those who don't know, I have a JD. You do not have to produce Research as part of your JD. Some people do. So it's the 1st academic study I've been I've been a part of, which was really exciting. And one thing that I really, with My colleagues tried to focus on is we can't wait till this is published to produce and care for our campus community because as You know publishing takes a long time, so the trauma informed care toolkit and related workshops were created actually prior to us Publishing anything and actually diving into our research because the trauma informed care principles, at least as we saw it, were somewhat evergreen. There's things that we could do to make that a reality. And then once we published our research, we use that to inform our workshops and continue to hone those toolkits. Adam Jussel [00:15:13]: So the real bellwether or the real, I would say, the workshops themselves were the 1st program we really rolled out, and those were geared towards Faculty and staff. They were trying to do 2 different things. They were first trying to say, here's our students' experience, and here's how you care for those students. And, also, what we realized midstream is, oh, this is cathartic for the faculty and staff that are coming into this face as well because they're feeling validated by their experience. They're feeling empowered, and they're feeling like they're connected to other people. This is this kind of shared social experience. And teams were totally volunteer. We just put them in, like, newsletters and said, hey, folks. Adam Jussel [00:15:50]: If you're interested in this and in the year and a half that we launched, From when we launched there, when we concluded them, we did over a 150 of these across campus. And for someone that does mandatory training of folks Here on our campus, doing a 150 workshops is intense over a year and a half, but it also reflected the kind of scope and scale of the problem because I'm getting that level of interest in a voluntary program that's not being forced upon anybody. We had to chase that. There was something there. And the toolkits themselves were really about building capacity across campus understanding that I'm not an expert on the classroom dynamics in a faculty member's classroom, but I can give the the parameters Or how would you make your classroom trauma informed? And I hesitate to even say trauma informed because that's somewhat cliche at this point in time, and I think it's got some it might carry some baggage for folks. Oh, really, what it is is how do I create a classroom that's reciprocal and empowering and caring? So those toolkits are we're actually in another revision of them right now, but those toolkits in the workshop are based in Principles that even if we didn't have a pandemic would be good exercises and practices for folks in their workplace and that and the classroom. Dr. Jill Creighton [00:16:57]: Let's define trauma informed in this case. As you mentioned, it is kind of a buzzword in higher education at this point, and, some people operationalize it differently. How are you using the term? Adam Jussel [00:17:08]: Definition of trauma that we use is adopted by the Substance Abuse Mental Health Services association. And it's an event or series events that is experienced by an individual as physically or emotionally harmful or life Threatening with lasting adverse effects on the individual's functioning and mental, physical, social, emotional, or spiritual well-being. And the reason we like this definition is that it's it's more holistic than other definitions offered. It it talks about the entirety of the person's experience, But it also distinguishes between physical trauma, so someone that is experiencing physical harm or witnessing physical harm versus The impacts of something that may be systemic and long term like the pandemic. So there's other definitions of trauma that really focus on An acute single incident like a type one trauma. This broader definition from SAMHSA is broader and would take into context things that just happen over time, little cuts that happen over time. So trauma informed care takes that into consideration and asks the question, what do we how do we frame our workplace and our classroom In a way that acknowledges that someone may be experiencing in that space a significant amount of trauma or stress. Dr. Jill Creighton [00:18:19]: And looking at all of this, You've gone through the research process. You've gone through the workshop process. You're now in revisions. What's the pro tip that you can provide. What's the nugget for SA pros who are listening and going, oh, my campus needs this, or especially The other SSAOs going, how do I adopt this and and make it meaningful for my campus? Adam Jussel [00:18:40]: 1st, I would say the pro tip is Understand that you're seen and that this work is valuable in the sense that it lets folks know that, hey. These jobs are challenging. Anybody in the field that is aware of how they experience the pandemic and the work that they were doing, that this highlights that and actually paints a picture that allows for a certain level of advocacy on your campus. So I think Pointing to it and saying, hey. And I know there's a bunch of data now that reflects this, but this isn't just my feelings. This is actually an experience that is validated by by research. That's my I guess, more of an academic response. My gut response is any parts of this work can be applied to any campus. Adam Jussel [00:19:20]: And one thing that we've really learned, the framework we've applied is this campus cares framework, which is a fancy term for a program here on campus that's Grassroots, it's voluntary, but it is holistic. So instead of thinking about how do we just care for the students, how How do we make sure they have adequate resources, that they have counseling, that they have food pantry, that they have case management, that they have an emergency grant? This takes into consideration the first thing I said at the beginning, which is we can't do those things well unless we are part of that ecosystem. System. And so this campus CARES work has students, faculty, and staff from across campus. It's not a top down directive, so it's not something that we got From senior leadership that would just kind of just groundswell during the pandemic. It's that heart I was telling you about. And so my nugget here is that find the people on your campus, Students, faculty, and staff that embody this type of work, this type of care, put them in a room together and say, what does it mean to care for our campus, How do we do that? And it might mean something different to y'all, but it would likely mean something different to y'all than it does to us. But we did that in the early stages of this campus Cares framework. Adam Jussel [00:20:25]: We got a bunch of people in the room, and they said, what does it mean to be empathetic and caring in the face of a global pandemic? And all of the tools that we got out of it, the tool kits And the the workshops and the meditation spaces that we have on campus and the communications and storytelling are all grounded in that empathy, Empowerment and care, and I think that can be applied anywhere. Dr. Jill Creighton [00:20:46]: How has all of this effort changed your campus? Adam Jussel [00:20:49]: I can speak, and, obviously, I'm biased here, but I think it has elevated the experience of folks that would be considered either frontline or mid level staff to campus leadership in the community. So not to say that anybody had negative opinions of the campus prior to The pandemic. But I don't think they were generally aware of the level of stress that folks were experiencing in the pandemic and had experienced prior to the For me, personally, it has connected me directly, and I think connected everybody within the Campus Cares group to the extent that I can speak for all of them with those people that genuinely care about UWM and its students. And when you put that type of energy into a space, I think it catalyzes a lot of change and good, but also just makes me feel personally like I enjoy going to parts of work that I'm doing that because it's a bunch of people that are on the same team, so to speak. So I think it's changed, and we are really focused now on how do we keep this momentum going? How do we now that we're in this late in stages of the pandemic, and how do we scale this culture of care across campus. So that's the tougher problem, and I don't actually think we ever accomplished that. I think that's a thing that we will continue to do forever, but we've had some great conversations about what that actually means while we're doing this other practical work. Dr. Jill Creighton [00:22:05]: The scaling question is always interesting when you're at such a large institution. Right? When you're at a small liberal arts university, the scaling question is as much simpler just because there are physically less people. But the common core of an institution, like in our one size, that's a very, very different beast. Adam Jussel [00:22:22]: Yeah. One of the things that I value professionally is just kind of meeting the hard challenges of doing it with kind of an open mind and curiosity, and This has definitely opened my aperture quite a bit on how we can do that and how big the issues are, and that is not just a checkbox. You can't just flip a giant switch somewhere and say, okay. Now we're good. So this will be something that will continue on, I think, hopefully, for a good long while here at UWM and at other places. Dr. Jill Creighton [00:22:46]: I'm gonna shift gears with you just a moment because we are in our bonus episode in between seasons 9 and 10, both of which are on the theme of transitions. So So I just briefly wanna touch on how does someone go from obtaining a law degree to being in student affairs full time? Adam Jussel [00:23:01]: It's a common question that I get. And the real answer is is that I cut my teeth in university housing. I was an RA for 3 years in college. And when I was leaving college and I decided to go to law school. I actually picked my law school, Seattle University, in part because I was fortunate To have the opportunity to work in housing, university housing while I was in law school, which on its face for anybody that's gone to law school, it's how do you go to law school and work in a residence all at the same time. I actually think it helped me quite a bit because, one, it created so much more structure around my life. And 2, it was people outside of the law school that I connected with, and I'm still colleagues and friends with. They really didn't care what I was doing in the law school. Adam Jussel [00:23:43]: They cared about me as a human, and So remove kind of that that stressor. They were great friends and kind of a mitigator distress. And when I left law school, I had this existential crisis of, I'm still liking this housing stuff. I'm still learning a lot, and I went and took the bar, and I thought, well, I guess I go practice law now. Right? I I worked at a firm for a while, and then I actually made the transition to the attorney general's office, which was represented all the institutions of higher education in the state of Washington and was an assistant attorney general actually representing Washington State University. I did that for a couple years, and I was still having that kind of, I wanna be on the other side. I Wanna be in the administration. The kind of natural inroad for a lot of people at that point in time with a JD was into the conduct space. Adam Jussel [00:24:26]: So I made the big move over the administration and did student conduct for what feels like an eternity, but it was 7, 8 years over at WSU and then since made this transition over here, and and I couldn't be more. I tell this to people all the time, and maybe it's my experience my previous experience is that while these jobs are stressful and They're very challenging, and I'm faced with challenges every day. The fact that I get to work on a college campus still is like I, like, pinch myself. Just the fact that I could walk onto our mall in the middle of a busy weekday and just be amongst 18, 19, 20 year olds and UWM students. It's just a it's a blessing. So that's how I made that transition. It's a long story, but I'm fortunate to have all those opportunities and people nudging me to do that along the way. Dr. Jill Creighton [00:25:08]: Thank you for sharing that. I really appreciate the complexity of that, but also the simplicity of I was an RA first. That seems to be such, you know, a common student affairs journey. Adam Jussel [00:25:17]: I like to tell folks, I think once you do the ResLifer thing, you're a ResLifer at heart for a long time, and I don't think I've ever turned away from that. So that's my origin story as it were. Dr. Jill Creighton [00:25:27]: Is there anything else that you wanna share with our listeners? Adam Jussel [00:25:30]: I know I mentioned earlier the the the concept of meaning of work and and potentially how That could be a mitigator to, stress and and perhaps trauma. And really wanna note that our focus groups that we did in the spring, we did 4 of them. They were meant to expand on the initial survey instrument I noted earlier, building on that quantitative research And now using qualitative research in a mixed method study and sequentially and hopefully explanatory, we wanted to determine what factors and processes Would promote increased meaning of work, noting that the positive effects we saw through that could have helped with stress. There's a bevy of research out there about the positive impacts of having a a vision or a larger mission, but also want to explore how could that potentially decrease stress or at least be a protective factor. What we've just anecdotally, what we've seen so far is that the the work is hard and people really identify with that, and I've explained the statistics that are relating to that. But when it's Directly connected to a larger purpose or mission or community, it could be more motivating and, in fact, meaningful. And What we've also found is that the focus on the well-being of others, which is a core element of the campus cares initiative I mentioned, that can bring satisfaction in and out of work. And maybe This isn't particularly novel, but can actually reduce stress for folks as having that broader connection and that broader sense of purpose. Adam Jussel [00:26:55]: So I think that we'd be remiss without sharing that there is additional research being done there and and hopefully continue to imbue that work Within the campus cares initiative that we have on campus. Dr. Jill Creighton [00:27:06]: 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. Dr. Christopher Lewis [00:27:12]: Thanks, Jill. Really excited to be back again in the NASPA world, and there's a lot happening in NASPA. The NASPA annual conference is coming up March 9th through 13th in Seattle, Washington, and I hope that you will be able to join us. If you are going to join us, I know that we've mentioned this before, but we'll be going around asking questions, looking for your answers to have your voice be a part of a future episode. So watch out for me with my recorder or Jill with her recorder, and we'll be looking to capture your voice. At the NASPA annual conference, the opening and closing keynote speakers have just been announced recently. Dr. Sian Proctor and Alejandra Campa Verdi will be joining as opening and keynote speakers. The opening keynote is Dr. Sion Proctor Who is a geoscientist, explorer, space artist, and astronaut. Dr. Christopher Lewis [00:28:08]: Dr. Sian Proctor is a geoscience professor at the Maricopa Community Colleges, An Afrofuturism artist and an astronaut. She is the chief inspiration astronaut of Space to Inspire and founder of the Procter Foundation For Art and Science. She was the mission pilot for SpaceX inspiration for the first all civilian Orbital mission. And our closing keynote speaker is Alejandra Campaverde. Alejandra Campaverde is a nationally recognized women's Health advocate, best selling author, founder, producer, and former White House aid to president Obama. Alejandra's memoir, First Gen, Examines the emotional toll of social mobility on first and only for those who are first generation in their families to cross a threshold. On February 2, 2024, on Zoom will be the 7th annual 1st generation graduate student symposium. Join the Boston University Newberry Center, Duke University first generation graduate student network, and the University of North Carolina at Chapel Hill, Carolina grad students grad student firsts, along with our cooperating sponsor, the Center For First Generation Student Success, For our 7th annual symposium for graduate and professional students on February 2, 2024. Dr. Christopher Lewis [00:29:28]: This national symposium is open to any student who identifies as a 1st generation graduate or professional student and is studying any discipline. The keynote speaker for this event is Angela Bautista, A proud 1st generation student learner, educator, speaker, facilitator, coach, and diversity, equity, inclusion, and belonging consultant. There's There's also gonna be a number of opportunities for you to network with other 1st generation graduate and professional students at institutions across the country, workshop sessions, and more. The event is on February 2nd and runs from from 1 EST to 5 PM EST. From June 23rd to 26 in Portland, Oregon Will be the 2024 NASPA m Ben Hogan Small Colleges and Universities Institute. This event is hosted on a biannual basis by By NASPA's Small Colleges and Universities division, the NASPA M. Ben Hogan Small Colleges and University Institute is a 4 day residential program During which vice presidents for student affairs and the equivalent and other senior level administrators engage in discussion and reflection about critical issues in student affairs and examine effective and innovative programs. Participation in this institute is limited to the highest Ranking student affairs officer on campus and other senior level administrators who report to the highest ranking student affairs officer and have substantial responsibility for divisional leadership. Dr. Christopher Lewis [00:30:52]: The registration fee for this program includes housing and most meals and is an amazing experience To bring you together with other small colleges and university leaders. Find out more on the NASPA website. I mentioned the NASPA NASPA annual conference coming up In March, if you are unable to join the NASPA conference, we also have another great opportunity, which is the 2024 virtual conference, which will happen on April 2nd through 5, 2024. The 2024 NASPA virtual Conference is a 4 day interactive educational experience for student affairs professionals and partners where we will engage in high quality content centered around individual and team growth. There will be multiple educational sessions, including 8 extended learning workshops. Teams can participate in their personal and professional development through the live event and on demand. The best part of this is that if you register, All sessions will be available on demand for 365 days. So it's a great opportunity for your teams at your institutions to be able to access professional development over a long period. Dr. Christopher Lewis [00:32:04]: If you haven't checked this out yet, I highly encourage you to go to the NASPA website to check it out, Learn more and find out how you can be involved with your team at your own institution. Every week, we're going to be sharing some amazing things that are happening within in 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 We're at 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 [00:33:40]: Chris, thank you so much for this bonus NASPA world segment. We've got a lot coming up. I know annual conference is just around the corner at this point in time. We hope to see a lot of you in Seattle. Adam, we are now at our lightning round. I have 7 questions for you in 90 seconds. You ready to go? Adam Jussel [00:33:57]: Okay. Hippie, let's do it. Dr. Jill Creighton [00:33:59]: Question number 1. If you were a conference keynote speaker, what would your entrance music be? Adam Jussel [00:34:03]: Jitterbug. Dr. Jill Creighton [00:34:04]: Number 2, when you were 5 years old, what did you wanna be when you grew up? Adam Jussel [00:34:07]: A pilot. Dr. Jill Creighton [00:34:08]: Number 3, who's your most influential professional mentor? Adam Jussel [00:34:12]: Ken Wayne. He He was a professor at Seattle University. Dr. Jill Creighton [00:34:14]: Number 4, your essential student affairs read. Adam Jussel [00:34:17]: Reframing campus conflict. Dr. Jill Creighton [00:34:19]: Number 5, the best TV show you binged during the pandemic. Adam Jussel [00:34:22]: We rewatched parks and rec the entirety of it. Dr. Jill Creighton [00:34:25]: Number 6, the podcast you've spent the most hours listening to in the last year. Adam Jussel [00:34:29]: On chair expert. Dr. Jill Creighton [00:34:30]: And finally, number 7, any shout outs you'd like to give, personal or professional? Adam Jussel [00:34:34]: Thanks, Jill, for the great question and for the opportunity to offer some shout outs. Obviously, I'm super grateful for all the people that have supported and influenced me along the way and try to share that gratitude when I can. Starting just With my time at Cal Lutheran and my 1st supervisors in residence life, Sally Lawrenson and Nate Fall, and then Danielle Hess And Adam Malcolm at the AG's office at WSU just taking a chance on me and allowing for that big transition that I noted earlier. And then, of course, my team at at UWM, including Becky Career, Abby Meadow, Ben Minogue, and Sarah Edmonson, even though Sarah has left us for another institution. Just super grateful for team here could not do it without them. And then, obviously, my professional career started at WSU, and I would be remiss without giving a shout out to them, including Karen Fisher, Melinda Husky, Karen Metzner, and Christina McGillfry, and just the entire Dida students team over there. I know they're doing great work. And then finally, just 2 mentors, Bill Stackman and Carrie Petter who answer all my weird questions every once in a while about my own growth in the career, and It's super helpful and just, again, very grateful for all these folks. Adam Jussel [00:35:45]: So shout outs to everybody. Dr. Jill Creighton [00:35:46]: Well, Adam, it's been a pleasure to reconnect with you today. If others would like to connect with you after the show. How can they find you? Adam Jussel [00:35:52]: You can email me, which is just jussell@uwm.edu, or my Instagram account is at Dean Dob Jessel. Dr. Jill Creighton [00:35:59]: Adam, thank you so much for sharing your voice with us today. Adam Jussel [00:36:02]: Thank you, Jill. Take care, everybody. Dr. Jill Creighton [00:36:05]: This has been an episode of SA voices from the field brought to you by NASPA. This show is always made possible 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 essay voices at naspa.org or find me on LinkedIn by searching for Dr. Jill 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 and helps us become more visible in the larger podcasting community. 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 Lu Yongru. Special thanks to the University of Michigan Flint for your support as we create this project. Catch you next time.

In this episode of the Learning While Working Podcast, Eliza Cani, a learning designer at LearnWorlds, explores the topic of using ChatGPT for learning designers. Eliza shares valuable insights on how AI can be integrated into course design, the importance of prompting skills, and the future trends that can revolutionise the fieldAbout  Eliza CaniEliza Cani is an eLearning Designer at LearnWorlds, and an experienced public speaker with a background in IT. She started her career at LearnWorlds as a member of the support team where she demonstrated an in-depth knowledge of the platform and the ability to solve customer issues fast and efficiently. Over the years, Eliza has helped hundreds of trainers and course creators create engaging learning materials and deliver them effectively.Key takeaways:Prompt engineering and engaging with ChatGPT: there is a need for precise and specific prompts, e.g. specifying course duration, target audience, tone of voice, key takeaways, etc. Consider also the audience needs and preferences in prompts, as well as regularly reflecting on prompts over time to improve outcomes.Future trends in course design: expect more integrations of AI with platforms, including learning management systems and learning content systems. There will be less use of conversational interfaces, such as ChatGPT, and conversational AI will become more embedded in tools and platforms, to make AI more accessible to all users.Overall advice for Learning Designers working with AI: don't be afraid to use AI tools. Start with simple tasks and gradually explore more capabilities so you can understand how AI complements and enhances the work of learning designers. Segmented time stamps:(00:00) Introduction(02:22) ChatGPT as an efficient and creative tool for content summarisation(04:22) Simplifying learning theories for all(09:59) How to talk to AI tools by being advanced and precise(13:26) Having a customised approach based on audience and goals(15:14) How AI tools enhance learning design and why you need to understand their impact(18:15) Tools that facilitate course design and integration seamlessly(21:32) How AI won't replace designersLinks from the podcast Connect with Eliza Cani on LinkedInFind out more about LearnWorldsDo the free Master ChatGPT: Supercharge Your Course Design With AI course   

Kyle Parrish, Figma's first sales hire, built the company's zero-to-one sales engine from scratch. Figma now has more than 3 million monthly users. Prior to Figma, Kyle spent 5 years at Dropbox in various sales roles. At Dropbox, Kyle successfully launched and scaled the Austin office to 100+ people, and then led the enterprise sales function in San Francisco and New York. — In today's episode, we discuss: The right time to build a sales function Hiring and scaling a successful sales org Building a unique sales culture Career advice for ambitious salespeople Figma's early sales motion How to integrate your first sales hire Navigating the founder/Head of Sales relationship — Referenced: Amanda Kleha: https://www.linkedin.com/in/amanda-kleha-015599/ Asana: https://asana.com/ Atlassian: https://www.atlassian.com/ Claire Butler: https://www.linkedin.com/in/clairetbutler/ Dropbox: https://www.dropbox.com/ Dylan Field: https://www.linkedin.com/in/dylanfield/ FigJam: https://www.figma.com/figjam/ Figma: https://www.figma.com/ Kevin Egan: https://www.linkedin.com/in/kevin-egan-59719/ Oliver Jay: https://www.linkedin.com/in/oliverjayleadership/ Praveer Melwani: https://www.linkedin.com/in/praveer-melwani/ Salesforce: https://www.salesforce.com/ Slack: https://www.slack.com/ — Where to find Kyle Parrish: LinkedIn: https://www.linkedin.com/in/kparrish8/ Twitter/X: https://twitter.com/KyleHParrish — Where to find Brett Berson: LinkedIn: https://www.linkedin.com/in/brett-berson-9986094/ Twitter/X: https://twitter.com/brettberson — Where to find First Round Capital: Website: https://firstround.com/ First Round Review: https://review.firstround.com/ Twitter: https://twitter.com/firstround YouTube: https://www.youtube.com/@FirstRoundCapital This podcast on all platforms: https://review.firstround.com/podcast — Timestamps: (00:00) Introduction (02:10) What founders need to figure out before hiring salespeople (03:48) Who to hire as your first salesperson (05:34) Transitioning away from founder-led sales (07:07) Tactics for hiring great salespeople (12:50) The ideal experience sales candidates should have (13:49) Common traits of successful salespeople (18:45) What it was like being Figma's first sales hire (19:59) Interesting tactic to integrate the first sales hire (21:16) How Figma executed its early sales motion (32:27) Why Figma changed its customer narrative (34:03) Building outbound sales strategy at Figma (36:17) Segmented pricing and no discounts (41:55) Kyle's transition from Dropbox to Figma (47:25) Creating a world-class sales culture (51:46) How Figma does sales differently (54:02) Building the initial sales team around a passion for the product (57:12) Figma's unique hiring process for salespeople (60:40) Advice for founders hiring their first salesperson (63:18) The secret to Dylan Field's success (64:33) How to scale yourself as an early hire (66:25) Oliver Jay's impact on Kyle

How about this adage: “your business or nonprofit is either growing or it's dying.” Do you believe that? So, just what does it take to sustain and thrive in your enterprise in the 21st century? Well, scalability is one key answer—competitively, persistently working to assure and increase your success. And the digital era is bringing and will continue to bring either a whole lot of grief or a whole lot of upside results for each enterprise, including churches. What's your mindset about that? Join Kevin as we dive into the crucial scalability of your enterprise! // Download this episode's Application & Action questions and PDF transcript at whitestone.org.

The whole Uptime crew is back together this week! They debate the future of segmented wind turbine blades--are they needed anymore? Plus Vestas moves to boost its services business by fully acquiring weather forecasting firm Utopus Insights. Also, Fraunhofer's development of a drone-sprayed, biodegradable blade coating to prevent icing, and the challenges of mapping offshore wind farm sites and currents using subsea acoustic technology. Sign up now for Uptime Tech News, our weekly email update on all things wind technology. This episode is sponsored by Weather Guard Lightning Tech. Learn more about Weather Guard's StrikeTape Wind Turbine LPS retrofit. Follow the show on Facebook, YouTube, Twitter, LinkedIn and visit Weather Guard on the web. And subscribe to Rosemary Barnes' YouTube channel here. Have a question we can answer on the show? Email us! Pardalote Consulting - https://www.pardaloteconsulting.comWeather Guard Lightning Tech - www.weatherguardwind.comIntelstor - https://www.intelstor.com Allen Hall: Okay, Rosemary, I was just saw the news article today where the Australian Post is going to stop delivering daily and you're only going to get your mail occasionally in Australia. And I'm wondering like how the heck that works. If you, when your mom sends you cookies, it's really important that they actually get there on time. Now you have to sit there in the post office for a couple of days before they reach your doorstep. I don't know how that works. That's one part of a functioning civilization is that the mail arrives on time. Would you like to explain? Rosemary Barnes: Yeah it's letters. Letters are going to be delivered every second day now instead of every day. Yeah, so if your mum cooks you biscuits, then you can still get them delivered promptly. I think it's, the same trend that you're seeing in the US, I'm sure, and that everyone's seeing around the world, is that in terms of delivery, the profits are to be made in the parcel delivery. And letter delivery just is something that they're forced to do because, you need to have a post system, but everyone's just losing money on that part. So they're trying to, lose less money without reducing the service too much. But how often do you need a letter delivered? It doesn't matter if it was delivered one day later. That's what, there's still express post obviously for that. If you need something delivered. I'm fine with it. I'm going to, I'm going to be okay with this change. Joel Saxum: There's a talking post so I'm back in Houston now and Houston being a big hub in the United States. I ordered something on Amazon today at 2 p. m. and it was here at 4 30. That is just crazy to me. Like the, how fast, and it was just like some random dude in a car pulled up and ran over and, here's your super glue. I was like, oh dang, thanks man. Allen Hall: So Vestas is increasing its expansion of the service business, I think. They've announced the acquisition of Utopus Insights. So they had purchased, actually purchased the company back in 2018 for roughly 100 million. Utopus Insights provides weather forecasting for solar and for wind. And that they have a platform which is pretty popular that a lot of the industry uses called Scipher. And so it has advanced forecasting techniques. And we've seen some of these companies around at some of the conferences like ACP. That they're trying to predict tomorrow's or next week's weather. So you know how much energy you're going to be producing. But because Vestas already owned it, it looks like they're going to pull it all in house and make it a quote unquote Vestas company now instead of an investment. This is interesting, Joel, just because as we wandered around Blades Europe and talked to some of the Europeans. Vestas is trying to make a big splash in the service business with the full service agreements and now looks like in some of the weather prediction. Joel Saxum: Yeah,

In this episode of the Learning While Working Podcast, Pedram Parasmand shares his insights on using AI tools for workshop designs and emphasises the importance of not relying on AI to do the creative work for you, but rather using it as a thought partner and brainstorming tool. He shares his experience with Chat GPT and Copy AI, highlighting how he trains these AI generative tools on his own methodology to support workshop design. He also explores the potential of using AI-powered transcription tools like Otter AI for analysis and evaluation.About  Pedram ParasmandPedram Parasmand is The Co-Founder and CEO of Skills Lab and has over 11 years experience working with executive teams to new entrants in the corporate, public, third and education sectors. Pedram has partnered with clients such as Accenture, Barclays Bank, Mind, Ministry of Justice, Red Bull, The European Union Commission, and The British Council. Previously, Pedram worked in Leadership Development at the education charity Teach First and started his career as a high school Science teacher.Key takeaways:Don't rely on AI to do the creative work for you: Pedram emphasises the importance of trusting your own human instincts and using AI as a support system or brainstorming tool. AI can enhance your workshop design process, but it can never replace your skills as a facilitator.Align AI with your specific challenges: When incorporating AI into your workshops, consider your pain points and processes. Explore how AI can assist you in addressing those challenges and improving your facilitation techniques. AI should complement your objectives, not replace them.Train AI in your methodology: Pedram shares his experience with training AI tools like Copy AI in his own workshop design methodology. By giving detailed prompts and instructions, you can teach AI to analyse transcripts, identify pains and gains, and generate audience-friendly content.Segmented time stamps:(00:00) Introduction(01:53) AI aids in designing workshops for newbies(05:46) Using tools like Otter AI that summarise, analyse, and evaluate conversations(07:01) How evaluation is flexible with various data points(12:57) Generate ideas for workshop objectives and refine later(16:44) Workshop structured like a story for growth(19:22) Finding ways to removes manual tasksLinks from the podcast Connect with Pedram on LinkedInVisit the Skills Lab's Website  Check out Copy AICheck out Otter AI 

In this episode of the Learning While Working podcast Rustica Lamb and Robin explore how to leverage AI as a powerful tool to enhance your productivity and creativity, learn how to effectively prompt, and stay conscious of the ethical implications of AI in the learning and working sphere. She has recently run the Elab AI program, which aimed to introduce a series of AI tools to learning professionals. It tested and evaluated various AI tools and discovered their potential to save significant amounts of time for learning designers.About Rustica LambRustica Lamb is a hands-on learning professional who is passionate about experimenting with new technologies and exploring how they can transform learning.  She is the founder of Bloom Learning Technologies, an international award-winning learning technologies company that is bringing the cost of elearning way, way down. They help organisations create engaging learning experiences, whilst supporting the business and budget goals.Key takeaways:Learning Designers can save about 40-60 hours per month through AI tools. By using this saved time, L&D professionals can focus on improving quality and fostering creativity. It  is important to remember that AI does not replace the expertise and insights of learning designers, so there needs to be human involvement along the process.Embracing AI in workplace learning is crucial for staying relevant, and Rustica points out that it is similar to the transition from traditional to e-learning.There is a need for expert guidance and coaching when using AI, to ensure accurate and reliable results from AI systems and maximising their potential in learning design.Segmented time stamps:(00:00) The importance of spending time playing with the tools(01:19) What is the eLab.ai program?(02:23) Key takeaways and insights from eLab.ai(04:13) Why humans won't be replaced by AI(06:41) Generating the ‘core skeleton'(11:25) Where creativity sits in the world of AI(15:25) The importance of coaching(18:23) Rustica's greatest gem of wisdom about using AI tools for learning designLinks from the podcast Connect with Rustica on LinkedInVisit the Bloom Technologies websiteFind out more eLab.ai Read ‘Scary Smart' by  Mo GawdatExplore FuturepediaListen to Moonshots & MindsetsListen to Augmented reality for learning with Rustica Lamb 

In this episode, Xavier Bonilla has a dialogue with Nicholas Dames about the history of the chapter. They discuss how chapters have boundaries, define what is a chapter, and talk about literacy form. They also talk about the chapter as temporal units or scenes, Tabula Bembina and the first chapter, capitulation and Augustine, and how the chapter evolved with the history of the Bible. They also discuss the chapter in the 15th century, Locke's anti-chapter theory, Jane Austen and the significance of chapter word count, Tolstoy and episodes, and Dickens and Eliot with diurnal time. They also discuss Machado's inbetweenness, the Antique-Diminutive Model, chapter in film, the future of the chapter, and many more topics. Nicholas Dames is the Theodore Kahan Professor of Humanities in the Department of English and Comparative Literature at Columbia University. He has been a recipient of Columbia's Presidential Teaching Award (2005), a Charles Ryskamp Fellowship from the American Council of Learned Societies (2005-6), the Lenfest Distinguished Faculty Award (2008), and the Mark Van Doren Award for Teaching (2013). In 2009-2010 he was chair of the MLA's Division on Prose Fiction Executive Committee.  From 2011-2014 he was chair of the Department of English and Comparative Literature. His main interests are in the history and theory of the novel, the hsitory of reading, and 19th century fiction. He is the author of the most recent book, The Chapter: A Segmented History from Antiquity to the Twenty-First Century. Website: https://nicholasdames.org/Twitter: @n_j_dames Get full access to Converging Dialogues at convergingdialogues.substack.com/subscribe

In this week's episode, James shares his thoughts on building a sales process that is relevant for 2024 and beyond. Our industry is more complex and competitive than ever, but many ISOs and ISVs are depending on outdated sales processes and trying to fit a square peg in a round hole. James will walk you through the 5 stages of a segmented sales process for payments and integrated technology and discuss how each stage should be handled to create an overall sales experience that works for the merchant.

In this episode of the Learning While Working Podcast, Markus Bernhardt explores AI discussions with learning technology vendors, and the important topics of understanding the different types of AI being deployed and the value they add. We also touch on the critical role of training data and its reliability in AI solutions, and the rush toward generative AI and its impact on long-term strategic thinking.About  Markus BernhardtAs a Fellow of the Learning Performance Institute (LPI) and member of both the Forbes Technology Council and HBR Advisory Council, Markus Bernhardt is recognised as a global authority for AI and Learning. Markus is an accomplished author, panellist, and speaker. His leadership experience as CEO spans the direction of a for-profit educational institution as well as the stewardship of a charitable educational institution in the UK, with significant contributions in both executive and non-executive board roles.Key takeaways:Discerning between generative and non-generative AI deployment is essential for understanding AI's contribution to learning. It is beneficial for instructional designers, expediting tasks like summarising content, crafting questions, and facilitating collaboration with subject matter experts.The ideal landscape has AI-powered tools that offer real-time support, drawing from an organisation's internal data to provide personalised performance assistance.Adaptive learning journeys emerge as an exciting application, using AI to tailor learning experiences to individual strengths and weaknesses, thus enhancing learning outcomes.Segmented time stamps:(00:00) Introduction(01:38) Navigating the marketplace for technologies and solutions for the learning space (05:22) The impact of the ‘sudden' rush of AI(09:46) Internal training of data(15:23) The way we work with language models in organisations and workplaces(19:13) interesting AI applications in L&D at the momentLinks from the podcast Connect with Markus Bernhardt on LinkedInRead Markus article on 5 Key Questions to Ask AI Vendors & How to Understand the AnswersRead all of Markus Learning Guild articles   

Look around the world and everywhere you go, you will find pockets of innovation and wealth mixed in with areas of poverty and conflict. Though this is by far not a new phenomenon, our awareness of global tensions and the deluge of opinions can make it difficult for individuals to get a clear, non-political view of what is going on. Over at The Segmented World, David Nash leverages his decades of living in different countries and managing major corporations to help the rest of us make sense of the current events that are shaping the future. Listen in as host Jack Russo asks David Nash about the importance of global cooperation to address inflation, pollution, population, resource scarcity, and more.

In this episode of the Learning While Working Podcast, we explore how AI technologies can be used to increase the efficiency of instructional designers. We tackle the challenges and ethical concerns of using AI-generated tools, focusing on their limitations and potential misinterpretations. Get insights into the importance of maintaining the human element in instructional design, especially in areas like assessment design.About  Cara NorthCara North has worked in the instructional design field for more than a decade and has won multiple awards for her learning experiences. Cara has worked in both higher education and corporate, and runs her own consulting business, The Learning Camel. Some of the clients The Learning Camel has served include Universal Records, WesBanco, NASA, Daisy and the National Association for Talent and Development (ATD).Key takeaways:Generative AI can be used for brainstorming and translation. Tools like Chat GPT are valuable for creating first drafts, but they lack the ability to capture context-specific language and formality. As such, human input is required for this purpose.There are tools that are useful in the localization and translation of content. Cara gives examples of Microsoft PowerPoint's built-in translation tool and Sonix.ai, which help in rapidly reproducing content in different languages, improving efficiency in the learning design process.The use of AI avatars for role-playing exercises in instructional design helps avoid logistical challenges associated with producing videos. However, these AI avatars require human input for more nuanced performance.Segmented time stamps:(00:00) The importance of focusing on making the best learning experience possible and not the tools(01:13) How Cara uses AI in her learning design process(04:42) Some key AI tools to check out (06:25) What human input is needed from AI translation tools(10:19) AI-generated avatars(15:39) Authenticity in art and AI(20:16) Cara's advice for instructional design and using genetic AI nowLinks from the podcast Connect with Cara on LinkedInCheck out The Learning Camel 

Part two of this two-part episode of the Beyond Survival Podcast dives into the different aspects of living for wholistic balanced life. Our hosts dive into mental health, emotional health, and much more. Thank you for tuning into the Beyond Survival Podcast! Follow us on Instagram @waymakerinstitute Subscribe to our Youtube Channel for more content - Waymaker Institute.

Part one of this two-part episode of the Beyond Survival Podcast sets the stage for wholistic health in the life of a believer, what it is, and why it is important. Podcast hosts talk about how wholistic health actually looks like living an anti-segmented life.Thank you for tuning into the Beyond Survival Podcast! Follow us on Instagram @waymakerinstitute Subscribe to our Youtube Channel for more content - Waymaker Institute.

Prepare to be immersed in a wealth of knowledge as we present our 'Best Of' compilation, distilled from the first 45 episodes of Investing in Integrity. This special edition is custom-made to elevate your financial expertise and turbocharge your personal and professional growth. Segmented into overarching themes of Personal Development, Leadership, and Finance, we have distilled the top talking points of the past 2 years into one blockbuster podcast. Listen from start to finish - you wouldn't want to miss this one! Personal Development: Your journey begins with insights from industry titans like Richard Davis, former Executive Chairman and President at U.S. Bancorp; Mandel Crowley, Chief Human Resources Officer at Morgan Stanley; and Chris Larsen, Executive Chairman and Co-founder at Ripple. They'll guide you on harnessing the power of humility and curiosity - not just as virtues, but as tools to supercharge your personal growth. Leadership: It's not just about knowing the numbers; it's about leading with vision and impact. Tune in as we delve deep into leadership essentials with Michelle Seitz, Founder and CEO at MeydenVest Partners; Arielle Patrick, Chief Communications Officer at Ariel Investments LLC; Peter Akwaboah, COO - Operations, Technology and Firm Resilience at Morgan Stanley; and the ever-insightful Richard Davis. Discover the true essence of exceptional leadership. Finance: We round off the episode with financial luminaries Mandell Crawley; John Taft, Vice Chairman at Baird; Chris Larsen; and Robin John, CEO at Eventide. They'll unveil the immense potential of the finance sector in addressing global issues and unveil the critical changes needed for a more compassionate and inclusive world of finance. But here's the kicker - this episode isn't just about collecting information. It's about lighting a fire within you. We're here to equip you with actionable insights that can inspire, guide, and equip you with actionable insights for meaningful transformation in your career, business, and life.

Today we are talking about How to improve Drupal Search with Sean Walsh. For show notes visit: www.talkingDrupal.com/407 Topics Drupal core search improvement External search backends Database Solr Elasticsearch Opensearch Algolia SearchStax Common Modules Facets Search API Autocomplete Search API Exclude Improve search for users Segmented vs Unified search A11y tips Common pitfalls Resources Search api solr boost by term Search exclude Search api autocomplete Facets Database Solr https://www.drupal.org/project/search_api_solr https://solr.apache.org/downloads.html ElasticSearch https://www.drupal.org/project/elasticsearch_search_api https://www.drupal.org/project/elasticsearch_connector/ https://www.elastic.co/ OpenSearch https://www.drupal.org/project/search_api_opensearch https://opensearch.org/ Algolia https://www.drupal.org/project/search_api_algolia https://www.algolia.com SearchStax https://www.drupal.org/project/searchstax https://www.searchstax.com Issues for rendered html https://www.drupal.org/project/drupal/issues/3220172 https://www.drupal.org/project/search_api/issues/3274158 Hosts Nic Laflin - www.nLighteneddevelopment.com @nicxvan John Picozzi - www.epam.com @johnpicozzi Sean T. Walsh - @seantwalsh MOTW Correspondent Martin Anderson-Clutz - @mandclu ECA Commerce Provides events to the ECA module from all of the commerce core and submodules.

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#101: Travel writer Brandon Presser joins Chris to discuss all things Japan. They cover why they both love the country so much, what makes it worth a visit, where you should go, what you should see and do, and all the incredible foods you should be trying (including their favorite spots to eat at). Brandon Presser (@brandpress) is a freelance travel writer who has lived in Japan twice, written 3 books on the country and has traveled there in all but one of the last 20 years. Aside from Japan, he's also written 50+ travel guidebooks, contributes to numerous travel publications and recently released his latest book: The Far Land. Full show notes at: https://allthehacks.com/japan-brandon-presser Partner Deals Inside Tracker: 20% off personalized wellness & nutrition plans backed by science goodr: Free shipping on $75 stylish Snow G Goggles Kubera: 14 day trial of the world's most modern wealth tracker for $1 Athletic Greens: Free 1 year supply of Vitamin D and 5 free travel packs Selected Links From The Episode Brandon Presser: Instagram | Twitter | Facebook | Website  Tokyo Sites: Meiji Shrine | Shibuya Crossing | Imperial Palace | Four Seasons Hotel (Imperial Gardens view) | Team Labs Planets | 21_21 DESIGN SIGHT Neighborhoods: Shimokitazawa | Kichijōji | Daikanyama | Nakameguro | Jiyūgaoka | Odaiba Dine/Drink: Maisen | Kagari Ramen | Kikanbo | Rokurinsha | Min Min | Savoy (Azabu Juban) | Tama | Tatemichiya | Haritts | Sushizanmai | Deus ex Machina | Bar Trench | Bar Tram | Bar Benfiddich | Breakfast Club | Bear Pond Espresso | 7-Eleven snacks Accommodations: Aman | Hilton Tokyo | Grand Hyatt Tokyo Shopping: Omotesando | Tsukiji Outer Market (shopping & dining) Kyoto Sites: Kiyomizu-dera Temple | Yasaka Pagoda Neighborhoods: Gion | Sanjō Dine/Drink: Pizzaria Napoletana Da Yuki | Bar Rocking Chair | Yugen | Ippodo Tea | Monk | House of KI NO BI | Yasai Hori Accommodations: Park Hyatt Kyoto Shopping: Secondary Destinations Kyushu (volcanoes, hot spring culture) Ōita Prefecture Beppu (Stay: Intercontinental) Yufuin Shikoku (small villages, farming/rural) Hokkaido (natural destination, skiing) Niigata (Design Hotels: Satoyama Jujo) Transportation Suica Card Yamanote Line Miscellaneous information Ratings/Reviews: Tabelog The 10 best Japanese convenience store souvenirs Full Show Notes Introduction (00:00) Why Japan? (01:31) Japan: Post-pandemic and post-olympics (04:12) How to plan for your first visit to Japan (07:50) Destinations outside of Tokyo and Kyoto (09:52) The best time of year to visit (12:12) Is it beneficial to have a guide? Can people get by using English? (13:51) Understanding the rating/review system (15:20) Japanese people and culture (17:43) Culture: Meeting & getting to know the locals (21:49) Tokyo: How to geographically think about the city (24:59) Transportation and the Suica pre-paid transportation card (29:07) Tokyo: What to eat, drink, do (33:21) Misnomer: Tokyo is expensive (36:17) Dining in Tokyo (36:47) Dining etiquette: Tipping (37:57) Dining etiquette: Meal times (38:58) Segmented dining (40:23) Food specialties (41:18) Restaurant/bar/cafe recommendations (42:46) More things to see and do in Tokyo (49:28) Nightlife scene (59:03) Is Japan family-friendly? (1:01:13) Kyoto (1:04:02) What to know about visiting Kyoto (1:07:29) Working with high-end travel planners/Access to personalized luxury cultural experiences (1:09:44) How the hotel industry has changed due to the pandemic (1:12:57) Top things to see and do, and where to stay (1:16:51) Kyoto: What to eat, drink, do (1:20:12) Specific types of foods to try (1:22:51) Other things to see and places to explore in Kyoto (1:24:53) Etiquette: Be engaging and show appreciation (1:25:53) Beyond Tokyo and Kyoto: Emerging destinations and interesting places (1:27:07) Shopping in Japan (1:36:21) Osaka (1:36:50) Seto Inland Sea (1:38:45) Where to find Brandon online (1:40:18)