Is Your Campaign Team Ready? Training Under Pressure

Chances are, you are not a presidential hopeful, but even if you aren’t, you likely have something to learn from how campaign teams are onboarded and trained.

A recent article in the New York Times described campaign teams as the “ultimate start up,” and there is some truth to this claim. Successful campaign teams need to be brought together quickly, hit the ground running, and maintain their stamina—ideally, without a single stumble—to the finish line. This means finding exceptional talent and more importantly, finding exceptional talent who are able and willing to Continue reading

The Uber Decision: Training and the 1099 Workforce

For several years now, the popular peer-to-peer car service Uber has been gaining popularity and raising controversy. In short, Uber has attempted to maintain the advantages of working with contractors (e.g., not offering health benefits or providing job security) while treating their contractors much like employees (e.g., setting prices and dictating interactions with customers). Last week, the California Labor Commission ruled that at least one of Uber’s so-called contractors was in fact an employee and as a result, the company was ordered to reimburse the driver for her expenses (e.g., car repairs) for the four months she spent working on the platform. While last week’s decision only applies to a single driver, the ruling gives a major boost to a class action lawsuit against Uber, which is expected to be ruled on in August. In short, the ruling suggests that Uber drivers are employees not contractors but if this determination is reified in the class action case, it will have far-reaching effects not only on Uber drivers but on anyone whose work relies on a peer-to-peer platform (e.g., Lyft and Handy employees) and on any company that relies on the so-called 1099 workforce.
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The Multigenerational Workforce: Part IV

In the previous three posts, we explored different segments of the four-generation workforce: Older workers (65 to 75); Millennial workers (15 to 35); and Generation X to late Boomer age workers (36 to 64). In this fourth and final post, we examine how to retain and make the most of a four-generation workforce.

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The Multigenerational Workforce: Part III

In this post, the third of four on how to tap into your multigenerational workforce as a training resource, we focus on the core of today’s workforce—Generation X to late Boomer age workers.

The majority of today’s workforce is either part of Generation X or the late generation of Boomers—in other words, they were born between the mid 1950s and early 1980s. It goes without saying that many workers in these generational categories are at the prime of their careers. However, they are also part of the “sandwich generation.” This means that beyond carrying high levels of responsibility at work, they are often caring for both children and aging parents—a situation that can stretch anyone’s time, energy, emotional reserves and finances to the limit.
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The Multigenerational Workforce: Part II

In this post, the second of four on how to use a multigenerational workforce as a training resource, we focus on the workforce’s future–Millennnials or people who are now between the ages of 15 and 35.

As discussed in last week’s series of posts on summer jobs, while young workers, especially very young workers, can pose training challenges, they also have much to offer organizations, even at the level of training.
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Learning Innovation Part III: How to Ask Great Questions

Everyone wants to be more innovative in their work, and in today’s business world, being innovation is increasingly becoming something that is demanded of everyone, including learning professionals. In the first two articles of this series I looked at what happens when we don’t ask questions, as well as what gets in the way of asking them. Now it’s time to get into the specifics of what makes for great questions. Continue reading

Learning Innovation Part II: The Importance of Questions

In the first article on this series about innovation, I presented a simple definition for innovation from author Stephen Di Biase and the serious consequences that can result when we fail to ask the right questions at the right time, including the sinking of the Titanic and the Challenger space shuttle explosion. As you can see, there’s a lot at stake when it comes to effective inquiry, so this article dives deeper into the art of asking questions. Continue reading

Summer Jobs: Training for the Future, Part 3

To cap off our three part series on summer jobs, we asked four adults at different stages in their careers to reflect on their best and worst summer jobs and to explain how these jobs did or did not train them for their current careers. Below are just a few highlights. Continue reading

Learning Innovation Part I: Setting the Stage

As learning professionals, you are already all too familiar with the pressure you feel to be increasingly innovative in your work. But have you ever stepped back to think about what innovation really is, and what you can do to boost your own innovation? Many people consider innovation to be synonymous with creativity. While being highly creative can help with some aspects of innovation, there’s much more to it than that. In this article I set the stage about innovation as a lead-in for helping you become a more innovative learning professional. Continue reading