Covers, Covers and More Covers

So there was one thing that came out of that last review that I felt compelled to address. Romantic wrote:

To the author, please consider getting a professional cover done. The current one really doesn't do justice to the level of writing in this book.

Although this is a wonderful compliment about my writing, it's not the best compliment about my skills in terms of cover design. When I first started this journey, I tried making my own covers. That came to a screeching end very quickly (see here, here and here). 

In my defense, as a huge fan of Dick Francis, I was trying to mimick his style. They do look rudimentary and cheap though, so I'm glad I decided against using them long term.

It took me a while, but I found an online but when I found the ones I thought were professional, sophisticated and worthwhile, I invested in them, bought them, worked with the designer and rolled them out (see here).

These were far better, but they still lacked something. They looked too blank I realize now. Truthfully, even though Vapor Trail looks homemade, it was actually the most expensive one I bought. I never liked it though. It never truly represented the story. Romantic was correct.

Thanks to this comment by "Romantic" I went back and found a better cover for Vapor Trail (it's not easy by the way) and updated both the other two. I uploaded tag lines, provided some more flare. Now I'm far happier with them. I can live with these. Let's hope "Romantic," thinks the update is worthwhile.

Why Writer's Write

So this is why people write! I should get reviews more often. A few months ago I wrote about a review that I got online for one of my novels (see here) and then before that another one (see here). Those two were nothing compared to the two I just got over the winter holidays. I've updated my author page with all of my novels now, and it's fun to see the reviews coming in (see here).

The first one I got was for On the Edge (see here) from Michael Best:

The aspect that really hit me was two things he wrote. The first was about the ability to add depth and richness to the story. 

The author skillfully creates a clash of characters, though adding to the depth and richness of the story, it requires the reader to remain exceptionally engaged without missing a beat. Given the nature of the story, that is not hard to do.

The second quote discusses the allegorical quality applied to the story. Was I trying to do that? Yep. What's funny is that Vapor Trail has a far more sophisticated touch of that than On the Edge. 

Dick Hannah’s book has an allegorical quality to it, in that, Joe Malone is symbolic of today’s war vet and emblematic of the struggles to adapt to civilian life. Leaving the cruelty of war, expecting to find peace and acceptance, becomes an illusion upon return to civilian life for the MC, as is the case in the real world.

The second review was for Vapor Trail (see here) and it's just as fun to read, this one from someone named "Romantic:"

I have to say, it feels good to say that character development was so good. Thanks so much!

Mechanically well done, dialogue exceptional, plot believable and tense (in just the right places)...but for me, it was the character development that really shot this one through the roof.

It feels so good to be recognized for your craft. This must be why writers strive to keep producing. I can tell you this much, reviews like these make me want to write more!

Adult Learning Credo

I ran across an Adult Learning Credo in my class the other day. I loved it, wanted to remember it, and so have created this post:

When I only hear, I forget.

When I hear and see, I remember a little.

When I hear and see, and ask questions and discuss with someone else, I begin to understand. 

When I hear, see, question, discuss, and do, I acquire knowledge and skill. 

When I teach someone, I master what I have learned. 

 

 The other day I wrote about Houle's The Inquiring Mind article. One of the issues I have with Cyril Houle’s article on The Inquiring Mind, is a problem I’ve had with several other articles I’ve read throughout our classes; simply the sample set used for the conclusions. 

In The Inquiring Mind Houle admits his sample size is small; “Originally it was planned to collect about twenty case studies but the number was increased to twenty-two in order to be sure that variations in all the characteristics mentioned above were included” (Houle, 1961, p.. 13). Having a sample set from which to base conclusions of only twenty subjects hardly seems significant enough for any conclusions to be drawn. Increasing from twenty to twenty-two actually made me laugh. Sure that’s ten percent of the total sample, but when the total case study sample size is so small, the increase hardly seems worth it.

The issue I have is the fact that Houle takes his case study samples from known groups of people. Houle states “they are so conspicuously engaged in various forms of continuing learning that they could be readily identified for me by their personal friends” and “they all had goals which they wished to achieve, they all found the process of learning enjoyable and significant, and they felt that learning was worthwhile for it’s own sake.” This makes the sample set selected seem even more unique and exclusive, hardly a good sample set from which to hard conclusions. 

 In my organization we are running an experiment regarding Virtual Reality simulations vs non VR simulations in terms of in planting long term memory. In just the two months we have been running the experiment we have collected well over 400 data points or users who have been a part of the experiment. This it seems to me is still not adequate to start drawing conclusions on the efficacy of VR, yet Houle drew conclusions based on 22 close friends or colleagues. 

For anyone who wants to read it and determine for themselves, here's the reference:

Houle, C. (1961). The inquiring mind. Knowles, M. (1990). The adult learner: A neglected species. Houston. TX: Gulf Publishing.

Power and Leadership

I recently worked for a company that had a senior leader who acted in a manner that was like a bull in a China store. It wasn't that he focused on abusing the supervisors and being the hero of the line workers, instead, his manner was abuse for all equally. I found it an amazing leadership style and also I vowed never to become a part of his team. Instead, I had the unique ability to observe his methods, the results, and his teams' responses to his leadership tangentially. Whenever that tangent took me too close to his sphere of influence I found myself affected in very negative ways so I always made sure to keep my distance.

His seemed to be a leadership style that revolved around the quick win with no thought to what might happen in the long-term to the employees, the business, nor the morale. To make a long story shorter, that senior leader is no longer with the company but has moved on to become a CEO of another company in the same industry. He left behind in his wake quite a bit of destruction in terms of operations that can not be completed at the price he negotiated, personnel who are lost in terms of how to successfully do their jobs, and low morale by his teams who must stay with the company he left. 

All this being said, I was amazed by the short-term gain and the long-term gain. It reminded me of the constant feed of news stories from the early 2000's that described how CEO's and boards were wrecking large companies and organizations for the long-term, but taking huge short-term payoffs for one or two years worth of significant upticks in stock prices or profitable returns. At that time it seemed everyone was in it for the quick win. This is exactly how this senior leader I describe above viewed the world. 

Lately, thankfully, I feel we see less and less of this short term gain style of thinking. Part of this could be attributed to leaders looking for more ways to inspire long term retention within their employee base. I feel that leaders look after their employees and mimic what they see from their employees. If employees are looking for a quick buck and move quickly from job to job, you'll see that reflected in the leadership. Perhaps its a vicious circle with arrows going both ways. But in the recruiting world I used to occupy we saw a distinct movement toward greater job security by the employees we recruited in recent years (most likely brought on by kids watching their families deal with the financial downturn in our industry in 2009 and 2010 and not wanting to deal with that type of turbulence). I wonder what kids who have to watch their parents through the pandemic years will ask for from their jobs when they become a part of the workforce and how leaders will adapt to that desire from them.

Microaggressions

 As I mentioned the other day, I build and am int he process of building training for our leaders in our industry (see here). Well, I was talking to Cami the other day about our training, specifically about training so that our leaders can understand and talk to our newer employees coming into the field. Millennials and Gen Z'ers want different things out of life (see here). Are we doing what we can to help them? To work with them? Based on my reading of Brookfield's book (see here, here and here) we are not, and my discussion with Cami brought this into focus. 

Chapter 7 of Brookfield's book was a doozey. I hated every moment and I came away thinking that the guy was quite a little racist in his own right. Is he trying to make up for it? Sure. Is he actually making things worse? I think so. 

He relates a story about microaggressions. He is a firm believer in Critical Race Theory (CRT) and that everything boils down to race. He believes microaggressions are prevalent and valid. He teaches this and promotes it all in his classroom settings according to his book. The story about the microaggression is telling. 

He told a story about taking attendance in the class and forgetting to call on one young lady. She was black. When she brought up the fact that she had been left out he realized how his missing her was a microaggression on his part and apologized and related that it was a microaggression to her. She said she felt that from him. 

How bout he just forgot? How come we just can't have it be a slip of the mind? If he didn't intend to be racist, is it? Is it a microaggression? 

If I fail to call on Christine in a meeting, is a sexist microaggression? What if I fail to call on Karen? Is that a racist microaggression? If I don't have time to talk to Tom is that a microaggression against him cause he's Chinese? What about if I do all these same things to Tommy? Another white male? Is that not a microaggression in that case because he and I share a common skin color? 

It all becomes quite ridiculous. 

One problem I have is that microaggressions seem to be identified and defined by the receiver. I didn't say victim on purpose. I think that microaggressions and CRT in general make us all into victims. I like the idea of not being a victim. One famous instance of this was when the flight attendant on I think a Southwest Airlines flight said, "Eeny meenie miney moe, take a seat we have to go." All very silly and harmless. Except one lady said that it was racist. She said that nursery rhyme has racial undertones. I know that I used that rhyme all the time as a kid. Never once did we have overt or covert racial intentions in using it. I didn't even know that it could be racial till someone told me. Isn't that on the receiver to understand the intent? Should that flight attendant know the history of all nursery rhymes before making up her own? How bout we just all have a bit thicker skin. 

Thick skin is a prerequisite for anyone with a name like Dick by the way. 

Regardless, what stunned me was that college aged kids in the 2000's were being taught from Brookfield's book. If this is what they had been taught, we are in trouble. Now, it's on us to craft and develop a training that helps our leaders lead them. I'm sure microaggressions will be a part of that training. But, wow, these generations are gonna have some issues if they can't be a bit tougher. 

World's Worst Protester

I embrace the fact that I'm perhaps the world's worst protester. A few posts ago I wrote that I gave up on my Nike protest (see here). Well, maybe "gave up" isn't the right word. I broke through the picket line to buy some shoes to finish out my running challenge (see here and here). When a door closes a window opens. With the breaking of one protest, I started another. This one is far more muddled.

I killed my Facebook profile the other day. Deleted the whole dang thing. Over ten years of history and content and it's gone now. Obviously a limit was reached. It had so little value to me, and their policies weren't worth keeping it around. 

I didn't get rid or Twitter. Why/ I love checking out twitter because of the content like the one posted above. Who goes around posting pictures of smiling dogs all in a row? Well, someone I follow that's who. I can't get enough of it. Despite that, I thought what Facebook, Google and Twitter did with their content checking was pretty atrocious during the election. I'm not fan of Trump (see here), but the fact checking is absurd. Me? I think they should just let anything be posted and allow the reader to figure out the truth. No need for Twitter or Facebook to massage the content.

So why am I still on Twitter? Where else can I go to see a dog skateboarding (its a video, worth watching, click it or see it here), or a goose on a moose pic. Twitter, despite the fact checking, still has enough content that makes me smile to make it worthwhile. Lately, there's the post of Miss Great White North keeping me interested as well as the random animal pics and videos. But as soon as Twitter jumps the shark and the animal pics go away, then so do I. For now, they still have me even if Facebook doesn't. 

Wishing for More from the Marlowe Murders

Some of my favorite stories to read are Agatha Christie whodunnits. There's nothing better than a well thought out, well-formed, compelling, well-thought-out mystery. Every now and then I'll put down the books or the work and I'll go get a copy of the ABC Murders, or Murder on the Mews, or Death on the Nile. I've read most of her stories, so most all the time nowadays I'm re-reading instead of reading. 

I was hoping for a story like that from Laura Giebfried's The Marlowe Murders (Alexandra Durant mystery Book 1). I was not pleasantly surprised. 

I found the pacing off, and the story disjoint and not fun to read. It was tough to care about what was going on and the characters seemed forced. I really wanted to like this book and there were undertones of writing that I hoped would pan out. Sadly, it didn't pan out. There were just enough oddly written phrases and too complex descriptions of setting and characters that I gave up halfway through. 

I'm sorry it wasn't a tad more tightly written because I feel like Laura could have had a remarkably good story. Sadly, it just wasn't this one this time. 

Book Review of No Place for Mercy

I was eager to read No Place for Mercy by Brian G. Walsh because I've always been a fan of short stories, I grew up with Louis L'amour stories about Bowdrie (see here) and have read all of the short story anthologies of Alfred Hitchcock. Secondly, I've just published my own anthology of short stories and wanted to see how Walsh's stacked up to mine . . . . or mine stacked up to his.

They stack up well. 

Walsh has a way with words and phrasing. His analogies are vivid and compelling. His prose make the ready want to read on. This one about mistakes shaking you like a rag doll got me:

She smiled with nice, even white teeth, probably paid for by her pimp. A beautiful young girl, probably no more than 18. Some day she'd wake up and realize the true cost of making this life decision. She'd learn what Cleon had learned, that some mistakes never let go of you, they shake you like a rag doll until you break, but Cleon wasn't in a lecturing mood tonight.

A very good collection and I enjoyed it very much. 

Networking and Building Relationships in Program Planning

Program Planning is a TOUGH class. I've been having a hard time with it, and really there has been no key "ah HA!" moments, but mostly just a series of clouds that become mist or fog, but then that becomes pea soupy again far too quickly. 

Today we discuss Program Planning and Exploring Foundation Knowledge of a Program Plan. In this module, we went over negative and positive uses of power, and depth of influence, and capital C Culture vs lower case c culture. Again, this is not my milieu, but I play along and do my best. 

Today I was on the hot seat about building relationships across and within. Why is that necessary in program planning and how can it be done and assured. Now, THIS is where I was able to make some inroads into the class. 

In my job we build courses and programs on behalf of our members. If one contractor or facility owner comes to us for a course, of course, we will build it for them. We are experts on training delivery. They're coming to us to help them deliver worthwhile training. How does building relationships and networks help? 

Well, if we build that course so tightly and within the confines of that one contractor then it will be limited in its scope of delivery to just those employees who might work for that organization. We have to utilize our network of other contractors and organizations to make those relationships we already have work for us, to strengthen the training. By working with those networks and using our relationships we can make a strong trainer not just for the original organization that asked for it but also for the entire industry. Additionally, we can decrease the cost for that organization by opening up the training to others and a far larger audience. 

The best thing about our organization is that we have so many networks that we can call on and utilize to the benefit of not just the member but also the industry. 

PHEW, finally the mist thinned a bit on this class. 

Adaptive Learning and Workouts

 This may be harder than I thought. Last week I wrote about my newest little exercise challenge. My last one was running (see here) this next one is more centered on weightlifting (see here). I also wrote last week how much these things influence my past writing and novels (here) and my writing now. I have to say, that if I was looking for a challenge that was tough, extended and had the potential to only get tougher the longer it goes, this would be one. 

I worked out today and it was a killer! 

The worst part about it (well maybe not the worst) is that my new Apple Watch app can't track multiple workouts. For example, my workout today (not the one shown in the pic above) included a weight workout, a jog, and a bike ride. All that the app shows is one total workout. That's it. It would be nice to be able to switch mid-workout, between the different aspects of the workout and get data from it. 

I'm a data junkie, and a good thing too. Right now a big part of adult learning is based on a technique called "Adaptive Learning." This is the idea that learning can be tailored to the exact needs of the learner. Instead of having someone waste time with training, they might already have, the learning experience is adjusted to the learner's needs and depth. 

We have a database of all of our learners at work. Some are new to the industry, many have been there and in our database for years. If we could take that information and only provide training that is relevant to the learner then we won't waste the learner's time and energy on things they already know. 

The Apple workout app has a feature called "trends" that I'm really looking forward to utilizing. It's basically reactive adaptive learning. Taking data from 180 workouts and distilling and displaying trends that are present and could be worthwhile for the user to know. 

What's this doing on this blog? 

This is a facet of Adaptive Learning that I have not concentrated on as much. Since I was a Director of Recruiting I've always been a fan of allowing our learners own their own records. What about using the Adaptive Learning concept we could help show trends to the learner and to the administrators who send them for training. 

What trends?

I don't know yet. Already we have a project to use adaptive learning techniques to give harder more sophisticated training to learners with years of experience, and more simple quizzes and tests to learners who are newer to the industry. But what trends could we provide?

Might Be Looking at Poetry Differently Going Forward

I took a moment to read Across the Room by Shannon Sonnenberg-Pietila and honestly I was quite happy that I did. I am not usually a reader who is attracted to nor am I consumer of poetry, but for Across the Room I might change my views. Simply put the poems are deep, worthwhile, and poignant. 

The title comes from the third poem in the book that might have been the one that hit me hardest. How many times have I seen that person who I wonder what they're thinking? Are they looking like I think they are? And worse is she looking back? How does that change my thoughts on my life? And that makes my thoughts go back to the first poem, the one that ends with the couple sitting on the couch, wondering who will push pause first. 

I read another review that said that the poems lacked polish, but I liked that lack of polish. It provided a harsher more realistic view of life, love, and relationships. It makes me look forward to other poems that might be coming to see how the poet grows, changes, evolves, and develops. 

I'm not by nature a love or poetry, but I loved this book. 

A New Fount of Passages

I'm following a new person and you want to talk "Zounds!" This gal is zounds in terms of the passages that are worthwhile that she posts. I can't keep up. Just this morning there was: 

Some lessons sting long after others . . .  we long to savor each memory  . . . but you, were my most foolish.

Running with an Old Friend

 I found myself near downtown in my old stomping and running grounds to run with an old friend. She was immediately surprised by my shoes.

Why? 

Because a while back I swore of Nikes. Although I have no trouble with players who might want to express their problems with the police by kneeling during the anthem, I don’t support it. I recognize the right, but think it’s a fairly shallow way to protest and worse it’s conflating two separate things, the anthem and the police. Is it any wonder patriots and military might be upset?

Regardless, I don’t want to support a company that gives funds to someone who started that trend. How much did Kaepernick get from Nike last year? Or the year before? Why?

So I swore off Nike a while back. I’m a guy who probably bought 6 or 7 pairs of Nike a year for twenty years. That’s quite a few pairs. I even wrote them and told em I was done. All the other runners I know think Nike’s stink. Not me. I know they don’t last, but I’ve always like em providing you don’t rely on them for too long. 

Well, in the middle of my 100 days of running challenge (see more here) I broke down and bought a pair of Nikes. I had my reasons. My knee was hurting. Whatever it is about Addidas and New Balance, my knees just appreciate Nikes. 

It’s interesting  isn’t it the phases a of our lives. What matters at one time matters less at others. 

Long story short . . . I’m back to New Balance. My return to Nikes was short lived. So although she saw them, she won’t see them again the next time we go run together 

Another 100 Days

 Last month I finished my 100 Day of Running Challenge (see more here) and today my friend asked me if I had given up running for a while. 

Just the opposite really. 

It was nice to include what I learned on my 100 day running challenge into my novel this year for NaNo. It helped make the character deeper, more resilient, and helped her find the impetus and reason for change. 

I’ve started a new homemade challenge. This one follows the same 100 days that I had with my running challenge but instead of running it’s more about lifting. 

The rules I’ve made up for myself are:

• Gotta be one of my workouts that has focus and full body (ie. 24 exercises, 16 that focus on a primary muscle group, 8 that are variable)
• Every third day legs 
• Can’t run more than 50% of the workout time
• Run can’t be a solo (needs to be mixed into the lift, otherwise I’ll just run run run)
• If I do want a longish run .... sometimes you just have to have a good long run .... gotta lift first. Can’t tell ya how many times I’ve run with the intention of lifting after the run and failed to follow through. 
• If I get hurt or sore .... lift less weight and more reps ... no excuses to stop. 
• Finally, once a week minimum, take 15 to 30 minutes after to yoga stretch the muscles. 

See! Should be easy peasy lemon squeezy!

So far so good. My kiddos are joining me when they can. 16 days in and going strong! 84 more to go!

What's this have to do with writing? 

More than most might realize. I was surprised how much my last 100 days challenge played a part in developing the main character in my last novel. Though that 100 days challenge, through her, she showed vulnerability, consistency, stick-to-it-tiveness, passion and compassion. It was a far bigger part of the story than I thought. 

All of my previous novels (see here) have had exercise playing a pivotal role in the novel's story. That's because exercise and fitness has played a big part in my life. It's a big part of so many people's lives these days. This next 100 days I can tell is going to be a tough one. Let's hope it provides fodder for a great novel or two!

Listen to the Panel

A couple of weeks ago I had the chance to be a panelist on a webinar that discussed the most effective engagement tools for virtual meeting experiences and virtual classrooms.  I had the chance to work once again with Sally (see below pic and here). Sally worked for me for many years and was one of my best trainers. She represented the field level view for the panel. We were joined by two faculty members from an Adult Learning doctorate program, and me who was bridging the gap between the fieldworker and academia.

The reason I bring this up, besides the fact that I think panel discussions for hundreds of people is fun, is that in the past few months I've had some highs and lows with webinars, and the organizers from some of these low ones, sure could have used the advice that Sally and I doled out!

• Today I was on a webinar on the "Walk the Line" initiative. Sounds fairly straightforward. The problem was that no one bothered to tell the group what the heck the initiative consisted of. They went right to the results and to the conclusions without framing the issue. They must have gotten quite a few chat requests to explain what the hell it was because, at 38 min in, the presenter was asked to stop and explain to the group. Scaffolding. Teach on top of those things you've already taught the learner. Don't jump in at the end. 
• Also today, they tried to use a poll app. This is always hit or miss. Today, big swing and a miss. Not because of the app. Rather it was the Master of Ceremonies. He was not a talker. Lots of dead air, and like the Walk the Line initiative itself, no one bothered to explain to the audience how to actually take part in the poll. Over communicated and make things overly simple.
• A month or so ago I was in an online meeting with 75 people. I don't know who decided to start with introductions, but it was a bad choice. It took over 15 minutes to get through introductions, and I'd say a good 30% of the audience didn't have their names listed on the call sheet so it became a lot of the host saying "could whoever is calling in from 451-1281 introduce themselves and tell us who they are. Fiasco. More than fifteen people? Eschew introduction. 
• Finally, another meeting. Maybe two months ago. The first meeting of this group since Covid so their first online experience. They always started their live, in-person meetings with the pledge of allegiance. They thought that would be a nice way to do it again. Some stood (crotch level cameras ofvouce) some didn't (disgracing the flag) some didn't even try. Fiasco. Don't do group activities. 

Themes Throughout the Book

There is definitely a theme of lost love in A Column of Fire the last time I saw this was earlier in the book (here). But it cropped up again quite explicitly with another character. 

Barney finds a girl, Bella, and they are immediately attracted to one another. An immediate and overwhelming attraction (aren't those just the best). He's considering what to do with his life now that he's found her.

Would Bella go home with Barney? It would mean giving up everything she knew, including a successful business. He was afraid to ask her the question. 

He did not even know whether Bacon would permit a woman on board for the voyage home. So should Barney give up his old life and settle here in Hispaniola? What would he do? He could help Bella expand the rum business. He could become a sugar planter, perhaps, though he had no capital to invest. It was a big step to take after less than a month in a place. 

But he wanted to spend his life with Bella. He had to talk to her about the future. The unasked question was always in his mind, and perhaps hers too. They had to face it.

Follett, Ken. A Column of Fire (Kingsbridge) (pp. 396-397). Penguin Publishing Group. Kindle Edition. 

Sadly, the decision is taken out of Barney's hands when the ship he works for must leave immedaitely as they are under attack. After the attack he looks back at what he is leaving. 

Barney looked back. The galleon was limping toward the harbor. Hispaniola was already receding. 

And so was Bella. Barney went to Bacon at the wheel. 

“Where are we heading, Captain?” 

“Home,” said Bacon. “To Combe Harbour.” When Barney said nothing, he added: “Isn’t that what you wanted?” 

Barney looked back at Hispaniola, disappearing now into a haze under the Caribbean sun. 

“It was,” he said.

Follett, Ken. A Column of Fire (Kingsbridge) (p. 404). Penguin Publishing Group. Kindle Edition. 

NaNo This Year

 I wrote a few days back about my NaNo journey this year (see here), and how even though I didn’t make it to 50K words, it was still a worthwhile effort in many ways. 

I was reading in Carol Roberts’ The Dissertation Journey the following passage:

You don’t have to write something good initially. Thinking that you do only causes self-disparagement and self-recrimination. Remember, first drafts are only first drafts and are for your eyes only. Let them be sketchy thoughts, rambling sentences, clumsy word patterns using poor grammar, and so on. Just get everything out of your brain and onto paper. Don’t obsess and ponder ideas too long. Don’t judge it, just write it. Getting ideas on paper gets you moving. You now have something to work on and revise. Accept the fact that you will be writing several drafts, and take the pressure off the first one by concentrating only on your ideas. Most writers agree that it’s easier to revise than to create. Writing is a complex and slow process, so don’t expect it to flow effortlessly. Few writers write only when they feel inspired. If you wait for inspiration, or write only when you feel like it, your chances of completion are nil.

Great advice and particularly good considering my own NaNo. Just because I ddin’t hit 50K doesn’t mean what I have written is no good or not worthy. Just wait till I get a chance to rewrite it!

NaNo This Year

 I wrote a few days back about my NaNo journey this year (see here), and how even though I didn’t make it to 50K words, it was still a worthwhile effort in many ways. 

I was reading in Carol Roberts’ The Dissertation Journey the following passage:

You don’t have to write something good initially. Thinking that you do only causes self-disparagement and self-recrimination. Remember, first drafts are only first drafts and are for your eyes only. Let them be sketchy thoughts, rambling sentences, clumsy word patterns using poor grammar, and so on. Just get everything out of your brain and onto paper. Don’t obsess and ponder ideas too long. Don’t judge it, just write it. Getting ideas on paper gets you moving. You now have something to work on and revise. Accept the fact that you will be writing several drafts, and take the pressure off the first one by concentrating only on your ideas. Most writers agree that it’s easier to revise than to create. Writing is a complex and slow process, so don’t expect it to flow effortlessly. Few writers write only when they feel inspired. If you wait for inspiration, or write only when you feel like it, your chances of completion are nil.

Great advice and particularly good considering my own NaNo. Just because I ddin’t hit 50K doesn’t mean what I have written is no good or not worthy. Just wait till I get a chance to rewrite it!

Interesting Way to See Love and Life

As I mentioned the other day, I'm in the midst of reading a novel set in the 16th century (see here, no, it's not Outlander), and I ran across this passage that hit me. This is between two women at a party looking out over the crowd. One, Margery, is young and being forced to marry someone she doesn't love. The other, Susannah, is older and settled in her ways. 

"Do you love him?"

She hesitated again, and Margery could see that she was torn between discretion and compassion. "I shouldn't answer that."

Bells and Whistles Online

I had a great teacher the other day, Dr. Z. He was one of the better instructors I've had in an online class. I think that his practice and abilities at becoming a great online facilitator have been honed over those 15 years to a point he's a master at the forum. Of all my classes he has been the first to use Canvas and all of its tools to its maximum potential. 

As Cox states in our reading on Learning Style Students Attitudes Toward the Use of Technology in Higher Education and Adult Education Classes, "the new axiom in the world of technology-enhanced learning is that teachers must allow content to drive technology and should be cautious not to let technology drive the content" (2008, p. 6).  But this also goes back to the discussion we had the other day about great teachers being able to overcome poor curricula, or great curricula being able to elevate mediocre teachers. I think the same can be said with technology and online classrooms.

The ultimate solution isn't bells and whistles alone, but I think about the changes in telephone technology just in the past twenty years and look forward to the same changes to online classrooms in the future. The phone has not changed much in terms of how we use it in the past 20 years. Whether it’s a flip phone an iPhone or an old-style payphone you put the receiver to your ear and you talk. But the iPhone provides many more tangential benefits to the user than the old-style payphone ever did. That’s the change I look forward to seeing in the online classroom environment.

Right now, as I mentioned before, we are working on a VR style exercise where we were putting the VR user into real-world scenarios that resulted in a fatality. We are asking that learner to navigate his way through the scenario and afterward we intend to re-train him through analysis of the real-world event afterward. I like to imagine a virtual online classroom for the entire class could put on virtual reality goggles and get to watch the learner through the exercises and discuss en masse from multiple training destinations. They set up new variables around another real-world situation and ask the next learner to try his hand at the new task. 

Technology alone is not the only answer to effective online teaching, but the tangential benefits can potentially make it easier for the learner to engage and make memories, make it far more accessible to the learner and to a more diverse audience, and help less-skilled instructors up their game. 

Cox, T. D. (2008). Learning styles and students’ attitudes toward the use of technology in higher and adult education classes. Institute for Learning Styles Journal. 1(Fall). pp. 1-13.

A Column of Fire First

 Been a while sine I read for fun. I think the last several books I read for fun were almost a year ago. WEB Griffen books. Finished an entire series. Really enjoyed digging into some military thrillers. Now that my classes for the year are ostensibly done, and although I still have some homework on the schooling front, I'm taking a moment to catch my breath and read for pleasure. 

A couple of years ago someone gave me A Column of Fire by Ken Follett. I've always enjoyed Ken Follett books (see here). Little did I know that A Column of Fire was actually a second in a series about Medieval England and France. I read the first in the series over a decade ago, so it was nice to pick this up and realize I've already read the prequel. The Pillars of the Earth was actually the first Ken Follett book I ever picked up. Since then I've read most of his other books, I've actually read several books on writing where we studied Follett. Overall, A Column of Fire should be just the break I need. 

The first line wasn't especially enthralling, but it was a nice opening scene to create a setting and introduce characters.

Ned Willard came home to Kingsbridge in a snowstorm. 

He sailed upstream from Combe Harbour in the cabin of a slow barge loaded with cloth from Antwerp and wine from Bordeaux. When he reckoned the boat was at last nearing Kingsbridge he wrapped his French cloak more tightly around his shoulders, pulled the hood over his ears, stepped out onto the open deck, and looked ahead. 

At first he was disappointed: all he could see was falling snow. But his longing for a sight of the city was like an ache, and he stared into the flurries, hoping. After a while his wish was granted, and the storm began to lift. A surprise patch of blue sky appeared. Gazing over the tops of the surrounding trees, he saw the tower of the cathedral—four hundred and five feet high, as every Kingsbridge Grammar School pupil knew. The stone angel that watched over the city from the top of the spire had snow edging her wings today, turning the tips of her feathers from dove gray to bright white. As he looked, a momentary sunbeam struck the statue and gleamed off the snow, like a benison; then the storm closed in again and she was lost from view. 

He saw nothing except trees for a while, but his imagination was full. He was about to be reunited with his mother after an absence of a year. He would not tell her how much he had missed her, for a man should be independent and self-sufficient at the age of eighteen. 

But most of all he had missed Margery. He had fallen for her, with catastrophic timing, a few weeks before leaving Kingsbridge to spend a year in Calais, the English-ruled port on the north coast of France. Since childhood he had known and liked the mischievous, intelligent daughter of Sir Reginald Fitzgerald. When she grew up her impishness had taken on a new allure, so that he found himself staring at her in church, his mouth dry and his breath shallow. He had hesitated to do more than stare, for she was three years younger than he, but she knew no such inhibitions. They had kissed in the Kingsbridge graveyard, behind the concealing bulk of the tomb of Prior Philip, the monk who had commissioned the cathedral four centuries ago. There had been nothing childish about their long, passionate kiss: then she had laughed and run away. 

But she kissed him again the next day. And on the evening before he left for France they admitted that they loved one another.

Follett, Ken. A Column of Fire (Kingsbridge)

I love that he "looked ahead," very poignant. I also really liked the stone angel and that her feathers went "from dove gray to bright white." Also, never knew that a "benison" was a blessing. 

I'm almost halfway through just four days in. Loving every moment. 

Didn't Quite Make It

So, with all my prep and outlines and notes and pre-draft writing compiled along with my NaNo writing, I just didn't make the cut off. I hit 45,538 words in November for this novel. Not bad all told, especially when you consider that I had so many other things come up. This, I can say without hyperbole, was the single most busy NaNo I've ever had. This month threw more at me than any other November when I tried NaNo. So, actually, I'm quite pleased with 45K words. 

Why?

Becasue I started editing and rewriting (actually the more critical part of novel writing than the rough draft writing that is NaNo) a NaNo submission I had from three years ago. I wrote it about an elephant sactuary in Africa. A thriller. A complete and utter off the cuff NaNo submission and the other day between classes I started writing it again. It's not bad. I have just over 40K words of that ready to go and ready to edit. It's a great starting place. 

This one too will be a great starting place. I may not  have won but I'm glad I spent the time to get something down. Three or four years from now I'll find this submission and find I have 40K words on it and I'll be able to plug away on it as well. Despite three or four significant folks in my life telling me I was too busy, I'm glad I didn't listen and I took some time to write. 

As Carol Roberts writes in The Dissertation Journey:

“I discovered that my primary reward was not so much the exhilaration of standing on top of the mountain at journey’s end, but rather who I became as a result of the climb.”

What has been the result of my own climb? A better outliner? More understanding of finding time daily to write? 

I had without a doubt the best outline of any NaNo I've worked on. I got my cousin to start wrting his first NaNo submission (see here) . . . how did he do? Remains to be seen. I got three or four folks to give us updates for this blog (see here), which was nice to see. Overall, despite missing it by 5K words, there were some significant wins. I'll build on them for next year!

ZOUNDS!

I got a ZOUNDS from someone the other day. I was speaking to a colleague and we were discussing our projects and she said, actually said, "ZOUNDS!" This was a first for me. Last month Melissa "Golly Gee'd" me, but I've yet to ever have a "Zounds-ing."

Why did she say Zounds? Well, it was because we were talking about our projects and our lives. She said, "ZOUNDS! How do you do it all? You're so busy? How do you pack it in?"

I was taken aback. I don't necessarily think I am super busy, but I like to stay occupied. But according to her, I was very, very busy. I remember as a teenager reading "Life's Little Instruction Book" and running into this little bit of perfection: 

"You'll regret the things you didn't do more than the things you did."

I guess that's why I like to stay busy. I don't want to look back on life and regret the opportunities missed. It's fine if I missed something where there was no opportunity, but if the opportunity was there and I didn't take it, well I think I'll regret that. 

Lately, I've also been taking the time to smell the roses. It has my team a bit miffed. They are used to me always busy, always moving. After meetings with Julie, I'll linger and try to make small talk. When talking to Kayla I try to go further than the superficial, "How you doing?" I really have them off their game.

I try never to tell anyone that "I'm too busy." I remember the effect that had on me when my roommate was too busy. I've heard that from too many others. It's about priorities, right? If Julie asks if I have time to help on a project I try to never say, "I'm too busy." If Russell comes by for a chat, the last thing I say is "Sorry, too busy." Those little things add up and affect relationships. And that's my focus right now.

Why?

I have been thinking about people lately and relationships. I think I need to do a better job of fostering those relationships. I need to be there for people now. I think about that time when my roommate was too busy for me. I don't want others to feel that I'm too busy for them. I like to stay busy, but not too busy for anyone. 

The last thing I want is to look back on life and think, "Shoot, I'm sorry I was too busy not to make that work better." That would be horrible. If for years I kept saying, "Nope, too busy for that," then after twenty years of saying it, look back and think, "Well, shoot, I should have made the time."

I think we make the time for the things that are truly important to us. If I want my PhD, I'll make time. If I want to write 50K words, I'll find a way to do that. If I need to foster friendships, then I'll make time for those friends. I'll find a way to make that happen. I'll record em on my commutes (see here). I think that goes along with what that last assessment said about me (see here). What did it say about me? "They exude an inaudible intense energy, which cannot go without notice." Seems about right.

I do find it funny when other's tell me they are too busy. When I worked for Charming Charlie my supervisor was always telling me how busy he was. He would stay up at work until 2 or 3 in the morning. What we found was that he didn't actually work very hard or get much done. Marsha too was like that. When she left we looked at her workload and duties and there wasn't hardly anything there, yet she constantly told us just how busy she was. I've found the more people tell me that they are busy . . . the less busy I believe they truly are. What it tells me is that they are just horrid at prioritizing. Has less to do with busy-ness and far more to do with organization, thinks I. 

There have been a few people who I think are generally too busy. Brad, my former boss comes to mind. That guy was a whirlwind constantly. Ran to and from meetings. Lieutenant Davis, he was a busy guy, you kinda have to be to a Delta Force Squadron Leader. Sergeant Weideman, that guy never stopped to smell the roses. If he wasn't working hard, he wasn't working. Of course, he pounded caffeine all throughout the day, coffee, caffeine pills, energy drinks, everything. Again, Delta. I think being busy is a pre-requisite for Delta.

There must be a balance between "Zounds that's busy" and "Ensuring against regret." I hope to find it and look back on my life with little to no regrets.  

Brookfield Feedback

 I have written alot about Brookfield lately (see here and here) and I had another thing to write about it. Brookfield filled his book on how to create reflective learning tools, feedback loops. 

In the military as a private I was provided monthly feedback via counseling with my team leaders and squad leaders. That was my foundation and the basis of understanding that I was used to and that I came to value. Once I got into the contracting world I found that none of those systems existed that I had come so used to having. Now, fifteen or twenty years later, I still have yet to find the level of feedback that I had gotten used to in those formative years. 

I work with my direct reports and provide them feedback on a monthly basis because I find it useful. Most find it intrusive, I hope because they aren't used to that level of interaction. I've tried to institute feedback mechanisms to help critique and train our trainers and have found that in most cases these were used as platforms for revenge from one trainer to another. 

I've been surprised by how little formal feedback we in the corporate world, or perhaps it's the oil and gas industry, provide our direct reports and receive from our bosses. As a training institute, we go out of our way to get feedback from those that we train and the contractors who are our members, but we do very little for our direct reports. Perhaps this is because we are paid by our trainees and members and our direct reports come and go. Regardless, I really liked the emphasis that Brookfield placed on feedback and reflective learning tools in the book, but noticed that it was always from teacher to student (which of course makes sense as that was the focus of the book), but as leaders, we should not stop there but also look for ways to institute those systems in our organizations to the benefit of our workers. 

Inspirational Innovation in Training

My colleague had a great discussion point the other day. Her question was about what other technologies or tools have we used in our online teaching that might have been inspirational. 

My company (including Sally who is in this pic) wanted to deliver 40 hours of safety and compliance training via live virtual training. That's five days of live instructor-led training via zoom. It was TOUGH to make it worthwhile and engaging. Other than workbooks, e-quizzes on handholds, and discussion, we also used videos of real-world fatalities that occurred in our industry for the class to watch and analyze.

These videos were relevant so they appealed to the trainees, they brought all of the modules into focus at once, instead of keeping them separate as they were trained, and best of all made the trainees analyze what had gone wrong and what they might be able to do to not mistakes the same mistakes themselves. Prior to each video we prepped the trainees and asked them to look for focus points in each video to look for and to analyze based on their training.

• We would train fall protection
• Then fire safety
• The electrical safety
• Another module might be on scaffolding

But so many accidents, especially fatalities, aren't just one thing going wrong, but a cascade of many problems. These videos helped our trainees understand that these safety aspects did not exist in a vacuum. 

These videos were something that we did just to make the training more interesting, relevant, and effective. But what I've learned since is that we were actually working our way up from remember, to understand, to apply and up to analyze. By making them analyze these videos we were helping them apply and understand the learning. It's only since finishing that project and winding it down that I realize how founded it was an effective learning principles and innovative, scalable, technology.

More On Brookfield

I was somewhat unimpressed with Brookfield's chapter on Teaching Online. The chapter held little insight for me in terms of the best ways to teach and engage effectively in an online format. He had some good tips on getting feedback, but that is ubiquitous throughout the book, and the feedback tools he listed in the online chapter could have been the same as any other portion of the book, so I failed to see how it was unique to teaching online. I was looking forward to that portion of the book and found as I read it that I grew more and more disappointed. That being said, the maturity of the user group and the expectations have shifted greatly since this book was updated.

That being said I was very happy to read the chapter on Responding to Students' Resistance to Learning. I found this chapter to be very helpful and worthwhile. This did provide very relevant tips, tricks, tools that could be immediately useful for creating that engagement. Would some of these directly transfer to the online teaching aspect? Sure. And I look forward to doing just that.

Again, both chapters have as a hallmark feedback loops that allow teachers the opportunity to gauge, adjust, and adapt to the class to make immediate and long-term improvements. Part of that reflective learning strategy that I wrote about previously (see here). I think the one thing I feel was completely underwhelming, as I mentioned above, was Brookfield's linking this to an online world. Almost all of the advice he gives to his readers could easily be transferred to online, and it was strange to see so little of it actually applied with forethought and precision in the Teaching Online chapter. Felt as though he slipped this in as a sop to his publisher who was demanding an update. That being said, his advocacy for online tools for generating feedback were very worthwhile, twitter, polls, etc. and I've already instituted some of those in our own online teaching paradigm and look forward to the results.

As I read the Teaching Online chapter I tried to subtlety count the things that we don in our own classes that Brookfield advocated and provided in his book. Warming Up to the Online Environment Setting Expectations . . . As this book was last updated in 2015 and technology and expectations have shifted in that time, I kept wondering what more we have seen other organizations do to create engagement and to train effectively online? The changes, updates, and verve for online learning have accelerated rapidly in just the past 6 months, what other tools or techniques could be added to this chapter since it's been written? 

I think my organization is definitely cutting edge in these terms. We can't just present a flat power point via Zoom and call it a day. I'm glad that the reflection tools that Brookfield brought up are there, they provide a much-needed reminder of what needs to be done, especially online, for learning to occur.

Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom. John Wiley & Sons.

Technology Learning Curves

We are struggling with that at this very moment. My organization educates and trains a very working-class level of trainees. We have introduced new virtual reality/VR training to some of our e-learning modules. So far in just a month and a half, we have been delivering it we’ve had to re-film re-teach and re-edit the introduction that tells the trainee how to don and doff and use the equipment. We have found that the learning curve on just using the equipment for a quick 3 to 5-minute exercise is far steeper than we realized. 

One of the things you’ve mentioned about people being afraid to break technology is very much at the heart of this. Many of our trainees are afraid to push the wrong button for fear that they will break it. What’s funny about that is all the destruction testing we did beforehand. We tried everything we could to see if we could break it so we could drill that out of the system before we released it. Despite our efforts, people are still afraid they will break it.

One of the other things you mentioned comes to mind as well… All of the different technology at hand. We ask our users of the VR exercises to click on just one button. There are five buttons they could push but we only ask them to use one button. The primary button or trigger. None of the other buttons are used. We even train them not to use the other buttons. Despite all of this they continue to try and click different buttons to make it do different things.

Technology can be a curse as well as a blessing. One of the things we realized from this VR exercise we are going through is that our trainees develop far stronger long-term memories after going through the VR exercises than when they didn’t. So despite the learning curve and despite our having to go back and remake the instruction video, it’s worth it in the long run. 

Technology to Help Training

In my previous job, I was hired to help bridge innovation with our educational initiatives. I have a history of finding ways to use technology to help make learning easier. 

In one case we were providing mimeographed tests to disparate locations on our virtual learning classroom and the instructor was struggling to keep everyone together and the learners were having trouble seeing the quizzes and tests. 

We recycled iPhones that were being turned in by our sales and executive groups and sent them to the learning sites as testing units. We could have re-typed the tests and sent them out to be re-printed but by using the iPhones we could immediately update tests and quizzes with new questions, and get better analysis and real-time feedback of results. 

Too often there is a belief, particularly in today's day with so many apps and so much technology, that there is a technological solution for everything. In some cases, though that might not be a positive change or less of a burden for the user. In every case, we try to determine before rolling out technology how it will affect learning, and whether or not the learner will be able to use it without hardship. If the answers don't support using it then we go back to the drawing board. 

I'm a huge fan of technology in the workplace, especially in learning, but I have to constantly remind myself that although I may be an advocate, many of the trainees I design it for, may not be. Understanding the audience, the limitations, and the overall goal of the technologies use is paramount in deciding if that is a worthwhile investment of time and energy. 

Things Have Slowed

Although I was moving right along before (see here) my writing has certainly slowed down now. It's not a complete stop, but it is slower. As of November 20th, here's where things stand.

Why? 

I think I may have the answer to that. I've been stuck working with Anne and Emily on our final push to complete our presentation on emotional intelligence. (For anyone who may question it, I have none, that much is clear).

Regardless, let's see where I'm at:

• Total words: 24,433
• Words left: 25,567
• Words per day: 1,221
• Words per day needed to complete on time: 2,557
• Words needed to be a better writer than my cousin Alex: Already there!

Mezirow on Learning

I really like the definition of learning from Mezirow. I ran across a similar definition for a paper I am writing on Robert Kegan when he describes how an adult moves from one stage to another in his developmental stages. He states at about four minutes and thirty seconds into the interview, that developmental growth should "transcend but include prior logic" (Fuller, 2019).  This definition really appealed to me I'm sure for the same reason that Mezirow's definition resonated with you. As an aside, I'm a fan of when different ways of saying similar things appeal to different people. Goes to prove there's no one right way to say or do something. 

I liked this definition in that it proves that there can be no developmental growth, and perhaps no learning without some sort of prior learning from which to build. Yesterday I posted a discussion post and quoted a long passage from Daniel Pratt's book about the Developmental perspective and the fact that a passage about a washing machine could only be appreciated and fully understood without some working knowledge of a washing machine (see below). My kids, ntierh of whom are even amateur washers yet (despite my my and my wife's best efforts) would wholly miss the point of the thought experiment that Pratt lays out if only because they have no perspective or knowledge from which to build. 

I am constantly finding this to be the case in my work-life and home life; that I am asking people to understand and process information to the same degree that I do without letting them build the prior knowledge to understand how to do it. Too often I ask colleagues to develop eLearning a level they are not prepared for without fully helping them get to the level. My kids too, when I tell them to use the weed eater on the fence line, their work, in my opinion, is lacking, but in their eyes, it was well done. They lack that knowledge that over 40 years has afforded me. 

I like Mesirow's and Kegan's definitions if only because it reminds me that there is no right way to say or do something and that each person's ability to learn and transition from developmental stage to developmental stage is based primarily on their background, perspectives, logic, and understanding. 

If you get a chance to watch that video interview, do you think that Kegan's view of developmental transactions and growth makes sense? 

Fuller, D. (2019). Robert Kegan: The Evolution of the Self. Rebel Wisdom. Retrieved from

Success Oriented Learning

 In the 1960's Houle wrote an article called The Inquiring Mind. In it he talked about why adults continued to learn. What leads adults to want to continue to learn? Who among us makes the best adult learners and why.

I enjoyed how Houle broke down adult learners into three groups, Goal Oriented, Activity Oriented or Learning Oriented, but I think he may have missed one in limiting himself to three. I believe there should be a “Success-Oriented” group, those learners who are learning journeys continue on because they strive to continue to be successful. Perhaps it is a substrata of goal-oriented. I know that hate in order to continue to lead my departments I must learn more about what they do .... how they do it .... and what makes a good work product and what doesn't. To help our clients I have to continually learn about their work,  . . . how they do it . . . and how best to train and teach their employees. 

To continually be successful for my organization I have to constantly learn. To continue to be a successful husband and father, I have to learn there too. I think the desire to be successful in different arenas can be just as powerful a driver for continuing adult education as any of the drivers Houle identifies. The more I consider it I think that success if a more primary driver for continuing education than activity or learning-oriented.  I think even when you discuss why and how you have meetings and brainstorming sessions with your colleagues and your personnel, it's a desire to be a success within your organization. 

In today's day and age where so much of our work lives make up a preponderance of our overall lives, success is something that is constantly striven for by the workforce. We identify who we are by our jobs and how far we have risen in our jobs. "What do you do?" is commonly the first thing asked after "what's your name" and sometimes it precedes finding out the name. I think success in the work place might be a new orientation for adult learning that Houle might want to consider if he was writing this in today's day and age rather than the 1950's and 60's.

Why I Chose to Get my PhD

I wanted to quickly give everyone here an understanding of why I chose to get my PhD in Adult Education. I've been writing a lot about that . . . a lot (here, here and here just to start), so here it is in 800 words or less (799 to be exact).

I chose the Adult Education Degree program as a course of study to pursue my Ph.D. for several reasons. The first reason is that although I've worked in the petrochemical industry for over twenty years, I have never received formal education in training, training delivery, or adult education. Secondly, our organization's leadership wanted to find ways that our organization can differentiate our safety council from competitors. Having a leader of our executive team who has completed a Ph.D. in Adult Education and who is implementing the tools and techniques that are taught in these courses can yield superior training content and deliverables. Finally, I enjoy learning new ways to lead and teach, discovering ways to develop my teams, and persuade my employees to enjoy their jobs and careers.



As a technical writer and proposal writer, I supported contractors in the petrochemical industry. I learned about safety and compliance standards on the job. As an operations analyst and project manager, again I learned in the field. Learning by doing has been a hallmark of my life and career, and up to a point I've had success in that method. When I was promoted to Director of Training I used what I learned in the field and translated it into training content as best I could. I provided and used no specific technique beyond using that field experience.



HASC, where I currently work, is a non-profit training group that occupies a space between contractors and plant owners, but we are not immune to typical business demands. HASC must compete against other training centers or lose our market share. Our goal is to stay abreast of adult learning techniques so that we can be competitive. This degree program will provide us the knowledge as well as tools and techniques to develop the ones we have stumbled into over the years.



As a Training Director for a contractor, our projects had to be quick and nimble. Most projects always had a horizon date of a year and usually an expiration date a year after that. The delivery of the projects was more important than the analysis of results. This degree program, and my new position, has provided me a view of projects with a longer time horizon. My work on CBT engagement, VR microlearning reinforcement, and on analyzing data and results will all benefit from my working on this degree. 



In 2003 I earned an MBA with a focus on technology and eBusiness. This has helped me fine-tune and tweak training delivery systems and make training easier for our learners to consume. Using eLearning tools like virtual classrooms, microlearning, chatbots, and more make delivery easier but doesn't necessarily make training more effective. What I'm learning in this degree program provides a stronger understanding of how to engage adults and can make our training more effective. Learning by doing and slick delivery methods can only take me so far.



Already the courses I have been completed have contributed to my personal goals. There are many tools and techniques that we have used in the past that we have fallen into without any academic understanding. Knowing about Pratt's five perspectives on teaching, understanding that HASC provides most of our training via a Transmission Perspective and that our leadership program uses the Developmental Perspective has already made me a stronger leader and facilitator. HASC developed training the way we have because it seemed right, but no one at HASC would have been able to define why or how it was worthwhile. Already, because of what I've been learning, I have helped HASC become a more potent learning community.



Until I started working toward this Ph.D. I had no further career goals. I enjoy training, teaching and facilitating. The work I'm doing now will make me a stronger trainer, teacher, and facilitator. A multitude of pathways can open up following my earning a Ph.D. in Adult Education and Leadership, pathways that would not have been as easy to access previously.



The work I've completed already has made me and my organization stronger and has made our training more effective. Not only will I benefit from a more solid understanding of adult learning principles, but HASC and the trainee's and contractors HASC supports will find their training more beneficial. Our industry needs extremely effective safety and skills training for oue contractors or catastrophic damage and personal harm could result, especially if it's provided poorly. Understanding how to effectively train our learners through this degree program will have benefits for our industry and my own personal, career goals.