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CIW Site Development Associate
https://killexams.com/pass4sure/exam-detail/1D0-61B Question: 50
When developing Web pages, it is important to test the pages with:
A. Current versions of multiple browsers.
B. Current versions of Internet Explorer and Firefox.
C. Current and older versions of multiple browsers.
D. Current and older versions of Internet Explorer and Chrome. Answer: C Question: 51
When a developer wants to center a paragraph of text, which code should she use?
This is the text to center
This is the text to center
This is the text to center
This is the text to center
Answer: C Question: 52
The process of wireframing typically includes determining Web site goals plus:
A. Outlining project timelines and budget constraints, and identifying site
B. Outlining project timelines and budget constraints, and identifying audience
C. Outlining the development and marketing process, and identifying audience
D. Outlining the development process and site navigation, and identifying required
technologies. Answer: D
20 Question: 53
Philip creates a Web form in HTNL5, but the data will not process. He has the
method attribute included in the
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https://killexams.com/exam_list/CIWPrepare for the CAP Exam
ISA offers a variety of resources to help you prepare for the Certified Automation Professional (CAPÂŽ) exam.
The CAP Study Guide is a comprehensive self-study resource thatÂ contains a list of the CAP domains and tasks, 75 review mock test complete with justifications. References that were used for each study guide question are also provided with the question. The Study Guide also includes a recommended list of publications that you can use to do further study on specific domains.Â Order the CAP Study Guide.
A CAP review course is available in several formatsÂ as preparationÂ for taking the certification exam. This course is offered by ISA and can also be offered at your location.
ISA also has a variety of training courses that would be helpful in preparing for CAP. NOTE: The CAP exam fee is not included with the CAP review courses (EC00, EC00V, EC00E, and EC00M). Visit theÂ Automation ProfessionalÂ TrainingÂ pageÂ for a complete list.
Basic Continuous Control: Process Instrumentation, Analytical Instrumentation, Continuous Control, Control Valves, Analog Communications, Control System Documentation, Control Equipment
Basic Discrete, Sequencing, and Manufacturing Control: Discrete Input & Output Devices and General Manufacturing Measurements,Â Discrete and Sequencing Control,Â Motor and Drive Control,Â Motion Control
Advanced Control Topics: Process Modeling, Advanced Process Control, Control of Batch Processes,Â Environmental, Environmental Monitoring,Â Building Automation
Reliability, Safety, and Electrical: Alarm Management,Â Reliability,Â Process Safety and Safety Instrumented Systems,Â Electrical Installations,Â Safe Use and Application of Electrical Apparatus
Integration and Software: Digital Communications, Industrial Networks,Â Manufacturing Execution Systems and Business Integration, System and Network Security,Â Operator Interface, Data Management,Â Software, Custom Software
Deployment and Maintenance: Operator Training, Checkout, System Testing, and Startup, Troubleshooting,Â Maintenance, Long-Term Support and System Management
Work Structure: Automation Benefits and Project Justifications,Â Project Management and Execution,Â Interpersonal Skills
CAP trial Questions
Questions on the exam were derived from the genuine practice of automation professionals as outlined in the CAP Role Delineation Study and job task analysis. Using interviews, surveys, observation, and group discussions, ISA worked with automation professionals to delineate critical job components to develop exam specifications to determine the number of questions related to each domain and task tested. This rigorous program development and ongoing maintenance process ensures that CAP certification accurately reflects the skills and knowledge needed to excel as an automation professional.
The followingÂ six questions were taken from the CAP exam question item bank and serve as examples of the question type and question content found on the CAPÂ exam.
The method by which the tasks and hazards associated with a machine or process are analyzed is known as:
A. Risk assessment.
B. Machine assessment.
C. Risk reduction.
D. Risk abatement.
To test controller tuning or prototype new control strategies offline, the model should be a(an):
A. Tie-back (loopback) simulation.
B. Artificial neural network.
C. Dynamic process simulation.
D. Steady state process simulation.
The temperature measurement with the BEST repeatability and resolution is the:
B. Resistance temperature detector (RTD).
C. Dial thermometer.
D. Capillary system.
Which of the following is NOT a variable speed drive setup parameter?
A. Acceleration rate.
B. Motor winding type.
C. Output frequency.
D. Maximum speed.
A complete test plan for system integration testing MUST include:
A. Comments for the application programmer.
B. Multiple test cases for each mode of operation.
C. At least five test cases for each test.
D. Expected results for each test case.
Frequency of maintenance should be determined by:
A. Failure rates of components.
B. Availability of personnel and parts.
C. Management targets for efficiency and productivity.
All students participating in a Master of Science or Doctor of Philosophy degree program must complete a thesis or dissertation proposal for approval by the members of the student's steering committee. The major professor and each of the graduate steering committee members must approve the proposal using the Graduate School'sÂ proposal approval form. MS thesis proposals should generally be completed two semesters prior to defense of the thesis; PhD dissertation proposals must be completed to achieve candidacy (in concert or in parallel with the candidacy examination process). Each Department/Program may have requirements that exceed those specified broadly in this policy; however, they must be consistent with the Graduate School's requirements. Departmental requirements beyond the minimum stated here must be specified in writing and submitted to the Graduate School as well as listed in departmental web pages. It is the responsibility of the student to be aware of, and comply with, all Graduate School and Departmental dissertation proposal requirements.
The objectives of this examination are to confirm the student's breadth and depth of knowledge in their chosen field of study as well as the student's understanding of the scientific process. The doctoral candidacy examination should be administered upon completion of the majority of coursework, and successful completion of the exam signifies readiness to undertake the research and dissertation component of the doctoral program. This examination must be taken within three years from the first date of matriculation, and at least one year prior to the dissertation defense.
Upon the recommendation of the appropriate Department Chairperson, the Associate Provost for Instruction and Office of the Graduate School appoints the doctoral candidacy examination committee consisting of the student's major professor, the student's steering committee and an additional faculty member from an appropriate area. Additionally, the Associate Provost for Instruction and Office of the Graduate School appoints a committee chair who is not from the department of the student's degree program. The role of the examination committee chair is to manage the examination, ensure its integrity and represent the interests of the faculty and student.
The examination must have both written and oral components, described below.
The purpose of the written exam is to assess the readiness of the student to move beyond the coursework stage of the doctoral program, into the development of a substantial research project and dissertation. Traditionally, questioning should verify sufficient breadth and depth of knowledge to successfully undertake such research, and then communicate the results in a scholarly manner appropriate to the discipline.
To initiate the examination process, the examining committee shall convene at a planning meeting with the student. During the first part of the planning meeting, the committee determines the form and schedule for the process and establishes the date for the oral component (reported on form 6E). The student is then excused from the meeting and the committee develops and discusses the exam content. There are three alternative forms for the written component, as follows:
Form 1: Each member of the committee (excluding the chair) submits one distinct question, set of questions, or problem related to the objectives of the exam. The questions are discussed and agreed upon at the planning meeting. The major professor administers the written examination. Typically, each question or set of questions must be completed within a prescribed period of time, not to exceed approximately 8 hours each, with additional time permitted for reasonable breaks, meals, etc.. No more than one question or set of questions should be administered per 24 hours. Upon completion by the student, the examination questions are reviewed and graded by the committee members who prepared them. The committee then collectively reviews the entire examination.
Form 2: The student prepares a written report on a syllabu or problem assigned collectively by the examining committee as a whole. The syllabu or problem must meet the objectives of the examination and its content cannot be directly related to the student's dissertation research topic. The student has approximately one month to develop a thorough understanding of the assigned syllabu and prepare a written report. The report is reviewed by the committee members and committee chair.
Form 3: The student prepares and defends a written proposal of future research likely to be carried out during their Ph.D. project. This research prospectus must be presented to the examining committee two weeks prior to the oral candidacy exam and should include preliminary studies supporting the feasibility of the proposed research. The exam will test the candidate's understanding of concepts directly related to his or her immediate area of research, knowledge of prior related research that has been conducted by others, their ability to design and interpret experiments in this area, and capacity to think and write independently and to present work plans orally in a clear and rational manner. The report is reviewed by the committee members and committee chair.Â Form 3 is availableÂ onlyÂ to doctoral students in the Department of Chemistry and Environmental Resources Engineering.
At least 3 business days prior to the oral exam, the major professor shall confirm with the chair of the examining committee that the oral examination should proceed as scheduled. The written exam is thus considered to be "provisionally successful." If the written examination componentÂ does notÂ meet the standards established for the candidacy exam, the committee has two options.
If the deficiencies are relatively minor, or in the case of Form 1, limited to a minority of the written questions, the oral exam may be postponed by the Office of the Graduate School at the recommendation of the chair of the exam committee. The student may then be provided with an additional time period, the length of which should be determined by the full examination committee in consultation with the chair, to address deficiencies identified in the written examination. This time period should be no less than 8 hours (typically for Form 1), and may extend up to 5 business days for Forms 2 and 3. This action is treated as a suspension and extension of the written exam "in progress," and, if ultimately successful, does not constitute a failure of the entire exam, nor count toward the limited number of attempts prescribed by Graduate School policy below.
If the deficiencies are severe, the major professor, in consultation with the examination committee may decide to fail the candidate without performing the oral component. This latter action does constitute a failure of the candidacy exam in its entirety, andÂ does countÂ toward the limited number of attempts prescribed by Graduate School policy below.
The purpose of the oral examination is to further confirm the fitness of the student to apply the skills and knowledge acquired to date toward a successful and significant research project. The oral examination provides the opportunity for the student to demonstrate their ability to think synthetically and critically in a manner conveying their readiness to commence the dissertation project.
The oral component of the candidacy examination is typically scheduled for a period of approximately two hours, and is broken in to two distinct rounds of questioning. The first round, lasting approximately 60 minutes, consists of questions from each of the members of the examination committee, including the chair should they choose to contribute questions. Time should be shared equitably among the questioners, with interjections or interruptions by other questioners prohibited during the first round. The second round of questions may be more flexibly structured, with broader discussion and interchange among questioners is encouraged.
Any member of the faculty may be a silent observer for the oral component. The candidate may also invite a silent student observer to attend the oral examination. At the completion of the oral examination, the candidate and observers are excused from the room and the examination committee determines whether the student has successfully completed the oral component of the exam and achieved the status of "doctoral candidate." The committee chair has the option to vote. Unanimous agreement is required to pass the student on the first attempt. If less than unanimous agreement is reached, the student is considered to have failed the first candidacy examination. A student who fails the first candidacy exam may request a second exam, which must take place no more than one year from the date of the first examination. The second candidacy examination may, or may not include a new written component, at the discretion of the student's major professor and examination committee, in consultation with the examination chair. At the second exam, the student has passed if there is not more than one negative vote. A student who is determined to have failed the second candidacy examination is terminated from the doctoral program.
Scheduling the Candidacy Exam
To schedule a doctoral candidacy examination, the student should complete the following steps:
In consultation with your major professor, completeÂ Form 6BÂ for your Department Chairperson to review, sign, and forward to the Office of Instruction and Graduate Studies. Form 6B should be submitted according to theÂ academic year deadlinesÂ for defense exams.
The Associate Provost for Instruction and Office of the Graduate School will assign a faculty member outside of your degree program to serve as chair of your examination committee. When you receive a copy of Form 6C which officially appoints your examination committee, you must consult with all members of your committee (major professor, steering committee, additional examiner, and defense chair) to arrange a mutually convenient date, time, and location for a planning meeting.
You must inform the Office of Instruction and Graduate Studies of the agreed upon date, time, and location for your planning meeting at least two weeks in advance of the date. This Office will confirm in Form 6D these arrangements with all concerned individuals.
At the planning meeting, your exam chair and the committee complete Form 6E, the committee chair will sign it and return it to the Office of Instruction and Graduate Studies, which will distribute copies to you and the committee.
If you are using Form 1 of the examination, you and your major professor should arrange for a time and location to administer the questions.
The last step is to meet with your committee and complete the oral examination at the designated date. At the end of the oral examination, your committee will ask you and any observers to leave the room while it determines if you have satisfactorily completed the doctoral candidacy examination. You will be invited back to receive the decision of the committee which will also be reported on Form 6F and returned by the exam chair to the Office of Instruction and Graduate Studies.
The GRE (Graduate Record Examination) revised General Test, introduced in August 2011, features a new test-taker friendly design and new question types. It more closely reflects the kind of thinking you'll do in graduate or business school and demonstrates that you are ready for graduate-level work. Skills are assessed in the areas of verbal reasoning, quantitative reasoning, and analytical writing.
Prices/fees areÂ subject to change without notice.
Sat, 14 May 2022 00:11:00 -0500entext/htmlhttps://ung.edu/testing/gre.phpCAPM Certification Cost And Requirements
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The Certified Associate in Project Management (CAPM)ÂŽ certification is a globally recognized credential for entry-level project managers with little to no project management experience.
Earning the CAPM certification validates your knowledge and skills in project management fundamentals. It signals to potential employers that you can competently fulfill foundational roles and responsibilities involved in a project manager role. This article overviews key CAPM certification requirements and the credentialâs various cost components.
What Is CAPM Certification?
CAPM certification is a beginner-level professional designation administered by the Project Management Institute (PMI). It recognizes project practitionersâ knowledge and competency in their fieldâs fundamentals, including processes, frameworks, methodologies and best practices. CAPM is ideal for entry-level professionals, project team members and project managers seeking to advance their knowledge and implement best practices in their work.
The CAPM certification can serve as a stepping stone toward a career in the field and the Project Management Professional (PMP)ÂŽ certification. If youâre debating between earning the CAPM vs. PMP, consider pursuing the CAPM first.
Several components factor into the total CAPM certification cost. Below youâll find a breakdown of mandatory fees and other expenses associated with the CAPM certification process.
Exam Fee: $225 for PMI members and $300 for nonmembers
Re-Examination Fee: $200 for PMI members and $150 for nonmembers
The exam fee is mandatory and must be paid online directly to PMI. If you do not pass the exam on your first try, you must pay a re-examination fee to take the test again.
Once a candidateâs application to take the CAPM exam is approved, they have one year and three attempts to pass the test. If a candidate is unable to pass the CAPM certification exam within the one-year eligibility period, they must wait one year from the date of their last attempt to resubmit their application for the CAPM credential.
In preparation for the CAPM exam, youâll likely sign up for a training class, course or bootcamp. Training costs vary depending on which option you choose. A CAPM bootcamp typically provides 23 hours of project management education in three to four days. The cost for CAPM bootcamps varies depending on the program, though prices usually start around $200.
If you enroll in a training course, costs generally range between $300 and $500. There are several course options available, and you may be able to find a course or program that fits within your budget.
Resources and Practice Tests
You can use and refer to several resources when preparing for the CAPM exam. The certification exam includes information from the Project Management Body of Knowledge (PMBOK)ÂŽ Guide, which PMI members receive with their memberships. Nonmembers must purchase this guide if they want to use it in preparation for the exam.
The PMBOK Guide costs around $100 when purchased through PMI. Other study books may cost around $50. However, prices vary depending on the dealer.
However, CAPM applicants should focus their studies on PMIâs CAPM exam content outline. This outline comprises four sections: project management core concepts and fundamentals; agile frameworks and methodologies; predictive plan-based methodologies; and business analysis frameworks.
Some candidates take practice exams to prepare for the CAPM exam. The costs of practice exams vary. There are also free practice exams available online.
To maintain your CAPM certification status, you must renew your certification every three years. This entails completing 15 professional development units in each three-year period. The renewal fee is $60 for PMI members and $150 for nonmembers.
The renewal process to maintain CAPM certification is updated periodically, so itâs essential to check PMIâs website for the most current renewal requirements and costs.
CAPM Certification Requirements
To apply for the CAPM certification, you must meet the following prerequisites.
Hold a secondary degree (a high school diploma, an associate degree or the global equivalent).
Complete 23 hours of project management education by the time youâre scheduled to take the exam.
Take and pass the CAPM exam.
Frequently Asked Questions (FAQs) About CAPM Certification Requirements
How can I fulfill the 23-hour project management education requirement?
Several in-person and online project management courses are available to fulfill the project management education requirement. If youâre interested in taking an official PMI course, the organization offers one called Project Management Basics, which meets this prerequisite. The course costs $400 for non-PMI members and $350 for PMI members. Alternatively, your local community college may offer classes that meet this requirement.
Can I take the CAPM exam without experience?
Yes. You do not need professional experience to take the CAPM exam, but you must complete 23 hours of project management education.
How much experience do you need for CAPM certification?
The CAPM certification is geared toward entry-level project management professionals with little to no experience. While candidates must meet an educational prerequisite to apply for the CAPM certification, there are no formal working experience requirements.
Do I have to be a PMI member to earn CAPM certification?
You do not have to be a PMI member to earn CAPM certification. You must meet the prerequisites and pay the exam fee to earn the certification. However, the exam is cheaper ($225) with PMI membership. It costs $300 for nonmembers. Certification renewal is cheaper for PMI members as well.
How long does it take to process the CAPM application?
PMI typically takes five to 10 days to review online CAPM applications. After your application is approved, youâll receive an email with payment instructions.
Do I need to renew my CAPM certification?
Yes. You must renew your CAPM certification every three years. This entails completing 15 professional development units (PDUs) during the three-year certification cycle. A PDU is a one-hour chunk of time spent learning, teaching or volunteering.
Does CAPM count toward PMP?
If youâre wondering how to get PMP certification, itâs good to note that CAPM certification can help you qualify for the PMP exam. One of the PMP certification requirements includes 35 hours of project management education/training or CAPM certification.
Is a CAPM certification worth the cost?
Is the CAPM worth it? Most certification-holders would say yes. Based on job outlook projections published by PMI, the global economy should need 25 new million project professionals by 2030. Other benefits of earning CAPM certification include the following.
Increased earning potential
Increased opportunities for career advancement
Establishing your resume with a credential from an industry-recognized organization
While earning a CAPM certification can increase your earning potential, itâs important to note that several factors can impact your salary. These factors include job title, location and professional experience.
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Step 4: Review the Blackboard Ally ratings of the content. Update accessibility as needed.
Step 5: When finished, use View as Student feature to ensure this view is accurate and students can successfully access the content. (i.e., videos play accurately, links work properly, content is accessible, alternative formats are available, items that should be hidden do not show up, etc.)
No final exams shall be held on Fridays during Spring terms due to conflicts with Commencement.
Consult the course syllabus for the final exam date and time or one day courses not listed above, all summer courses, courses with special session dates, and courses without room assignments.
Final exams for one day courses, not listed above, will follow the final exam schedule unless the course syllabus states otherwise.
Classes that start within the day(s) and start hours listed above, but before the next class start time group will hold their final exam on the relevant exam date and time.
For example, a class start time on MWF or MW, 7:00 a.m. through 7:59 a.m. will hold their final exam on the relevant Monday exam date, 8:00 a.m. to 10:00 a.m.; the MWF class start time from 9:00 a.m. through 9:59 a.m. will hold their final exam on the relevant Wednesday, 8:00 a.m. to 10:00 a.m., and so on.
All Saturday only afternoon classes will follow the 12:00 p.m. final exam schedule.
Classes meeting four or five days a week will follow the MWF schedule.
Examination hours for classes involving lecture and laboratories or quiz sections are determined by the hours scheduled for the lecture.
Final exams, including major section exams offered in lieu of a final exam, may not be scheduled during the last week of classes.
However, quizzes, lab exams, and other academic assignments may be scheduled for the last week of classes, provided they are specified on the course syllabus.
No unscheduled (i.e. not included in the course syllabus) or additional requirements may be imposed on students during the last week of classes.
Any exceptions that necessitate giving a final prior to final exam week must be stated on the course syllabus and shall require prior approval of the dean.
Contact the Office of Space Management at (916) 278-6507 or email@example.com concerning final exam schedules and requests for room reservations for final exams. If a faculty conflict with a regular exam date and time occurs, the department office shall contact Space Management to schedule a room according to the conflict exam date and time listed in the Exceptions section above.
Fri, 28 Oct 2022 15:00:00 -0500entext/htmlhttps://www.csus.edu/academic-affairs/internal/final-exam-schedule.html2021 USGA Rules exam InformationNo result found, try new keyword!We are excited to announce that we have a new partner for offering our digital Rules of Golf exam. Additionally, weâd like to apologize for the exam process to date. Offering the Rules exam digitally ...Fri, 18 Mar 2022 19:25:00 -0500https://www.usga.org/content/usga/home-page/rules-hub/education/2021-rules-of-golf-workshops/2021-usga-rules-exam-information.htmlA New Era Of Leadership Development: From âContent Curatorâ To âGuide On The Sideâ
Leadership development used to be all about content: Curating content, planning out multi-day workshops to deliver content, and measuring success by how many people received your content (attendance and course completion).
This all began to change as smartphones took off. Once people could learn âhow to resolve conflictâ on TikTok and watch tutorials on âdelegationâ on YouTube, the premium on content curation shrank. Instead, the best leadership development professionals started to double down on the metric they knew mattered most: Behavior Change.
Behavior change, after all, is the key to improving employee experience, the key to building a high-performing team, and the key to shaping a healthy culture. Simply put, behavior change is the one and only path to a return on investment.
How The Shift to Behavior Change Happened
Of course, the goal of leadership development has always been to instigate behavior change. The problem was that for decades, L&D professionals had to spend their time packaging together and delivering the content their learners needed to learn to succeed. With their time and resources devoted to content, they then lacked the tools, technology, and resources to fully invest in pulling that learning through.
By the time the tools, technology, and resources caught up, the industry was entrenched in its old way of doing things. When behavior didnât improve, L&D professionals doubled and tripled down on improving the content. Tunnel vision prevented them from zooming out and seeing the better way forward.
To help shift your perspective toward behavior change, you have to stop thinking of yourself as a âcontent curatorâ and your team as a âcontent delivery service.â Instead, think of yourself as a âguide on the side.â A âguide on the sideâ recognizes that most of the content managers need is available and that the majority of their time, effort, and budget should be spent on what truly matters: helping leaders build new habits.
Here are three valuable ways to shift from a âcontent curatorâ to a âguide on the side.â
Three Ways to Drive Behavior Change in Your Training Program
#1 - Leverage the 3-to-1 Learning Model.The 3-to-1 Learning Model is simple and actionable, but it represents a big shift away from content-driven leadership development. It states that, for each formal learning, you should design and facilitate three on-the-job application exercises. The 3-to-1 ratio goes for budget and time, too. If, for example, you have $40,000 to spend on a program, you would spend $10,000 on training and $30,000 on habit-building activities. And if you have four hours of leadersâ time, only one hour should be devoted to a traditional training session, with three hours going toward application exercises.
Consider âeffective feedbackâ training for managers as an example. Following the 3-to-1 model, the training program might look like the following:
A live workshop to learn and practice a feedback framework like the B.I.G. model (Behavior, Impact, Get Agreement).
A peer learning session where participants role-play feedback conversations.
Each participant practices feedback by giving their team members positive feedback only.
Each participant practices giving constructive feedback in a lower-stakes conversation.
#2 - Take a Coach Approach. No one bridges the gap between knowledge and action better than executive coaches. After all, their success hinges on helping leaders change their behavior. To help their coachees build new habits, coaches pull from a repertoire of proven activities and exercises. You can apply many of the same approaches that executive coaches use on a bigger scaleâin your training programs.
To come up with the application exercises the 3-to-1 model requires, look no further than a coachâs toolbox:
Commitment exercises: Leaders discuss, journal, or sign a contract about what they hope to gain from training and how they plan to overcome obstacles.
Self-Awareness: Ask your leaders to think about and reflect on why they act the way they do, specifically in the context of your training. The idea is to cultivate self-awareness around potentially limiting mindsets and beliefs.
Assessments: Done either by peers or the leaders themselves, assessment can provide critical insights about blindspots and weaknesses.
Practice: Often, applying a new concept (i.e., the 8-step Kotter model) can be intimidating. Provide low-stakes practice opportunities like role-play and workshops to âease inâ to application.
Social Support: Social support helps inspire action. Leverage cohort-based learning, peer learning networks, group coaching sessions, and learn-teach activities.
Schedule it: Encourage leaders to proactively schedule on-the-job application of learning. For example, ask leaders to schedule fifteen minutes every Friday to âwrite a note of recognition.â
Reflection: Provide thoughtful post-training reflection and journaling exercises that help learners devise a long-term action plan to practice and improve.
#3 - Put Learning into the Flow of Work. By delivering content into the natural flow of work, you enable learners to consume content in short bursts that fit more easily into their schedules. This way, you donât have to pull learners away from their work for a long period of time. To act as a behavior change guide, consider implementing the following tech tools into your learning and development programs:
Micro-learning: Small, easy-to-digest pieces of content that are accessible on-demand. The most effective micro-learning content takes between two and five minutes to consume, so this could include short videos, articles, book summaries, and podcast excerpts.
Nudges: Little reminders to consume or apply learnings that help leaders build new habits. âNudgesâ can take the form of push notifications, text messages, or email reminders. For example, if a leader is learning how to provide effective feedback, a ânudgeâ may serve to remind her to âdeliver constructive feedback with compliments on either end for Nikita, whoâs high in conscientiousness.â
On-demand coaching: âOffice hourâ style coaching. The ability to text or live chat with an expert coach helps deepen learning by grounding it in day-to-day work and challenges. And, instead of having to wait until their next scheduled session, learners can submit questions about a challenge or speedbump in their learning as it comes up.
Focusing on Behavior Change Is A Competitive Advantage for Leadership Development Professionals
Winning a seat at the table, earning more budget, and producing measurable results all boil down to a leadership development professionalâs ability to help leaders change their behavior. Those who have started to shift their focus, their budget, and their approach to be agents of behavior change are setting themselves up to have a competitive advantage.