Wednesday, January 19, 2022

My Fellowship to Develop Instructional Materials for Systems Engineering Professionals

I’ve been accepted into The Learning, Education, and Assessment Fellows (LEAF) Program at the Naval Postgraduate School (NPS), where I serve as a Senior Lecturer in the Department of Defense Management. It is a one-year fellowship that encourages and supports experienced faculty to lead efforts that foster a strong teaching culture at NPS.

During my fellowship I’ll be spearheading a learning initiative including faculty from the Departments of Defense Management and Systems Engineering (SE). The outcome will be instructional modules covering communications challenges specifically faced by SE students while they’re attending NPS, as well as ones they are likely to encounter in future roles they fill in the U.S. Navy. 

NPS is encouraging individual faculty members to forge relationships with faculty across the university to deliver an interdisciplinary education that better prepares students for their subsequent Navy responsibilities. In addition, we’ve been asked to reimagine and subsequently restructure existing courses and curricula for shorter, dynamic formats that fit into revised degree programs. My project checks all these boxes, and I’m grateful for the opportunity I’ve been given to work on it during the remainder of 2022. 

Wednesday, October 20, 2021

Twelve Strategies I Use That Have Made Me a Better Teacher (which I never read about in any book)

I've taught for over 20 years. During that time I've read countless books on teaching. I've read articles on teaching published by trade and academic publications. I've listened to podcasts. Yet my key learnings come from classroom experience. I share twelve of these key learnings, or strategies, below. 

  1. Don’t introduce new technology for students to use UNLESS it makes sense for the teaching of the class. Also, you should have achieved some degree of mastery with the technology. 
  2. Attempt to tackle individual student technology issues on your own, assuming you can do so. By doing so yourself, students who contact you often have one less step to take to solve their problem. That saves them time having to wait for a response from IT.  
  3. Provide an EXTREMELY detailed syllabus. Include all assignments and as much information about course policies/procedures as possible. Review assignment details carefully at the beginning of the course. Repeat them as due dates approach. You can never mention due dates too often. 
  4. Take every opportunity to mention other classes students take, and integrate into your discussion topics covered in these other classes. In some instances you're class builds on this other material. In other instances, absent you making the relationship between different courses explicit, students may not make the connections critical for their learning. 
  5. Be proactive in terms of working with students to complete their assignments. Ask them to meet with you to brainstorm ideas and review assignment drafts in advance of final submission deadlines. 
  6. Admit to your mistakes. You will make mistakes. None of us is perfect. For example, you might have misspellings in your PowerPoint slides. Perhaps you have one deadline for an assignment in your syllabus and one in your PowerPoint presentation. It makes no difference. Recognize your error, apologize as deemed appropriate, and correct it.
  7. Spend most of your "grading" time on providing substantive feedback. That includes the subject matter AND the writing or presenting itself. Spend significantly less on actually assigning letter or numerical grades. The former will be much more valuable to students than the latter.
  8. Seek ongoing feedback from students on the value and effectiveness of what you do in class. That includes readings, assignments, and class activities.
  9. Pay close attention to narrative comments in course evaluations. Consider outlier evaluations carefully. Such evaluations differ markedly in substance and tone from the vast majority of evaluations (which are positive). Others offer suggestions or make comments that no one else in the class does. There’s usually something in these evaluations that can help you improve your teaching. That is, while negative (and even harsh) evaluations sting, there's often something in them you can use to improve your teaching. 
  10. Change components of the course in response to repeated student feedback. If students in different classes over time negatively comment on some aspect of a course, it's probably worth revising.  If you hear a specific suggestion for improvement more than once, it's probably worth trying it out at least once in your class. 
  11. Be ready to change your class real-time, if, for example, an especially rich class discussion merits more time. Or, for example, a student shares an on-topic experience with you privately that you believe would benefit the entire class. In short, plan individual class sessions but remain flexible and nimble to respond to student needs. 
  12. Devote a portion of the last class to critique the class itself. The course learning objectives (or outcomes) serve as a useful starting point. For example, for each learning outcome, I ask students:
    • What concepts were critical to achieving this learning outcome? 
    • How well did you feel this learning outcome was met?
    • What will you take away from/apply from the class related to this learning outcome? What have you already applied?
    • How can the class be improved in terms of achieving this specific learning outcome?

Tuesday, October 19, 2021

Why I Believe in the Sanctity of Learning Objectives (or Outcomes)

In a Twitter thread a few months ago, participants questioned the need for learning outcomes (or objectives) in teaching and training. To me, they’re indispensable. Here's why.

First, learning objectives serve as guideposts for my class or workshop. I’ve found that unless you know where you’re going it’s easy to veer off track. Learning objectives provide a roadmap. They help instructor and participate alike focus on what's most important. Besides, no matter how much time you have as an instructor or workshop leader, it’s never enough. There’s always a lot more material you could include. Therefore, you must constantly decide what material to cover and what to leave out.  Learning objectives can help guide you as you make these often difficult decisions. 

Equally important, learning objectives provide a means of accountability. Share them at the outset. Then, use them as touchstones for assessing engagement and learning throughout the course. Finally, as part of your assessment at the end of the program, you can use learning objectives as a baseline. Invite participants to consider the relative success in achieving each learning outcome. Ask them to consider which activities best contributed to their learning experiences. Invite suggestions for alternatives. You can't help but gain critical insight into the overall success of your program. More importantly, you'll benefit from fresh perspectives. These can only improve your teaching and student learning.  

Universities typically provide learning objectives or outcomes for each course. Faculty develop, vet, and approve them. Each set of course learning objectives supports broader program or degree learning outcomes. So you might say as a faculty member, one has little choice but to keep them. That said, they're more than mere window dressing for me. I rely on them every day as I plan and assess learning activities.  I would no sooner jettison them than I would agree to (yet another) root canal on my two front teeth.  

Tuesday, October 12, 2021

Unsolicited Feedback (Nicknames) Can Help You Identify What Your "Brand" Is (first of a multipart series)

Over the last 30 years I've received a lot of feedback on my work--some direct, some indirect. Sometimes I only was able to fully fathom the meaning of specific feedback after many years. The nicknames bestowed on me fall into the latter category. I believe they capture the essence of who I am as a person and professional in ways I could never have imagined. 

I didn't ask for these specific nicknames. I didn't solicit feedback that in turn inspired that individual to come up with a nickname for me. Instead, each nickname emerged almost spontaneously during a conversation with a colleague. That they were shared with me in this fashion makes them even more meaningful.  The individuals who shared these nicknames with me have long since come and gone from my life. But their words stuck. 

In short, I consider these nicknames as evidence of my "brand." They reflect personal attributes and attitudes, not so much what I do. They nonetheless stand out. They offer ways for me to talk about my achievements through others' eyes. 

In future blog posts I'll share the stories behind three of these nicknames. More important, I'll share why each remains relevant in my work as an educator and consultant. 

Monday, September 27, 2021

Learning to Know When to Quit

In a 9/23/21 interview published in the San Francisco Chronicle, San Francisco Warriors' coach Steve Kerr commented on his longevity as he has the third-longest tenure of any coach in the NBA (National Basketball Association). That achievement in part speaks to the rapid turnover in the coaching ranks of all professional sports. Kerr acknowledges this fact, recognizing that sometime, someday, he too will leave his position. To that point, he states:

“It will be obvious when that time comes. It will be obvious for the organization and the team when change needs to be made. It will be obvious to me, too."

Kerr's remarks beg the question: how will he know when it's "obvious," i.e., time to relinquish his position? What criteria will he use (consciously or unconsciously) to make that decision (assuming he gets to make that decision before it is made for him)?

I don't know Kerr, so I can't ask him. Nor can I glean his thoughts from other interviews with him that I've read. What I do know, however, is that knowing when to quit is as much an art as it is a science. And it's one I've had to learn--and continue to practice--over many years.

The decision starts with the recognition of changes, both in the environment and yourself. In regard to the former, perhaps it's shifts in personnel. You no longer have the opportunity to work with a group of people you've grown to trust and like. Perhaps management has changed. Maybe your role has changed. In short, the context you've become accustomed to (and even enjoyed) no longer exists.

On the individual level, that means perhaps you're not up for the task of adapting to the changing circumstances. You may no longer feel challenged. You're not learning. You're not growing. You can't see what else you can achieve in the position.

It's time to step away from your role, you conclude, while good feelings about your work remain palpable. Yet sometimes, you can't, or simply won't. The familiar seems better than the unknown; moreover, if you've invested considerable time and energy, you might consider quitting a waste of what you'd achieved to that point. In short, you remain in the role--even while you have that feeling in your gut--one that you might not be able to put into words--telling you that it's time to leave.  

Here's where the situation can deteriorate rapidly. You grow more short-tempered, frustrated by daily tasks you at best once tackled with gusto or at the very least with calm professionalism. A dark cloud of sarcasm, criticalness, and negativity may invade your space. You find it difficult to stay motivated, often feeling like you're going through the motions. You may even feel depressed. 

You don't want to get to this last phase, which I've experienced at times throughout my career when I didn't take heed of that feeling pointing me in the direction I needed to go.  Not only  was it not good for me or anyone around me, but it also made it more difficult to extricate myself from the position. 

So the challenge becomes, how do I know the precise point at which to leave, and how do I do so with all due professionalism and enthusiasm? My bottom line: it's time to go when 1) I feel like I have to force myself to do what's essential to my work over a period of time 2) my enthusiasm for the challenges I'll like face wanes, or 3) I simply don't work every day to improve my work. It's time to plan my exit while moving on to something bigger and better. 

At the same time, I recognize that I have a choice. I can choose to stay in the role and remain stuck in my negative feelings, or I can leave. 

Entrepreneur and author Derek Sivers has captured these sentiments in his standard response to opportunities presented to him. In his wordsit's either "hell yeah!" or no. You're excited about the opportunity, or you aren't. If you're not, pass on it. To that I'll add, regarding an ongoing opportunity, when my natural enthusiasm wanes, it's time to change

Steve Kerr continues to say, "hell yeah!" to his work as the Warriors' coach. I'll be curious to see how he evolves in the roll, and how he manages the circumstances of his inevitable departure. 

Friday, September 24, 2021

Upcoming Panel I'm Moderating: Navigating Choppy Ethical Waters in Public Relations (9/30/21)

September is Ethics Month in the Public Relations Society of America (PRSA), when its members cast a critical eye on ethical practice as embodied in the organization's Code of Ethics. No matter where one works, whether as an independent consultant, for an agency, or in-house for an organization, PRSA members will inevitably be called to draw on this document and their experience while providing ethics counsel to clients, coworkers, and other key stakeholders. That makes preparation vital for public relations professionals to help them to handle any ethical dilemma, large or small.

To this end, join me for a panel I'm moderating, featuring three senior-level members of PRSA's San Francisco Bay Area chapter, on Thursday, September 30 from 5 - 6 pm PDT (register here). You'll learn how to navigate the often choppy ethical waters typically encountered in today’s uncertain, and often unpredictable, times. 

Our three presenters, each of whom has earned their APR (Accreditation in Public Relations), will share their experiences and insight gleaned into how public relations can be practiced ethically, day in and day out. They are:

Catherine Brozena, APR is the founder and creative director for ColorThisWorld Communications, a mission-driven communications consultancy dedicated to serving organizations and initiatives working for positive social change. Her work includes visual design and branding, creative storytelling and messaging, and communications strategy development for the non-profit, public health, environmental, education, and social science sectors. 

Katina Tinka Bush, APR has over 13 years of experience in public relations, strategic communications and digital marketing. In 2021, she joined Calhoun & Company Communications as a Account Director, and works on brand storytelling and media relations campaigns for wine and spirits industry clients. She has worked across several industries from agencies supporting sports, entertainment, food and beverage, and hospitality clients, to in-house counsel for premier non-profit and higher education institutions. Tinka is a 2009 graduate of San Diego State University and earned her APR in 2020. 

Sarah Grolnic-McClurg, APR is a media relations specialist who launched her solo practice, Pounce PR, in 2000, after earning her APR. This January, she joined forces with impact firm Thinkshift Communications in San Francisco as senior associate. Thinkshift builds brands and credibility exclusively for sustainability-focused organizations like CNote and RSF Social Finance, and Sarah has been affiliated with the agency and its inspiring work for more than a decade.

Register here for this 9/30/21 panel, which is sponsored by the Public Relations Society of America/San Francisco Bay Area Chapter. Don't hesitate to let me know if you have questions. 

Thursday, September 23, 2021

My Upcoming Workshop: How to Plan and Gain Approval for Your Media Training Program (12/7/21)

As public relations professionals charged with oversight of the media relations function for our organization or clients we serve, we often hear that we need to train executives and others to help them improve their skills in speaking with journalists. But beyond that suggestion there’s precious little guidance available to help even the most seasoned practitioners navigate a sea chock full of media trainers ready, willing, and able to help. That's why I've developed the workshop How to Plan and Gain Approval for Your Media Training Program. It will be offered by The Communications Board on December 7, 2021 from 11:30 am to 1 pm EDT, to fill this void in information by providing public relations professionals the opportunity to step back, reflect, and strategize about their media relations program objectives before undertaking media training programs. It will address not only how to get your media training budget approved, but also how to convince your executives and senior leaders to commit to regular media trainings.

Among the issues the How to Plan and Gain Approval for Your Media Training Program workshop will address are the following: 

  • Whether you should invest time and resources in conducting media interview training for individuals in your organization or for your agency or individual clients;
  • The critical success factors for your particular media training program;
  • How to sell the need for training to senior executives and other key stakeholders, and to keep them engaged in the process in the short and long term; 
  • How to get your CFO to approve your media training budget and convince your executives that they will benefit from training;
  • What the ideal program would consist of content-wise given specific challenges, budget, and other factors;
  • How this training should be delivered, whether that’s live and face-to-face; live and virtual; asynchronous, or some combination of these options;
  • The advantages and disadvantages of these different options;
  • Who should conduct this training, whether that’s you, another staff member, an external agency, an independent consultant, or some combination of these options; 
  • The advantages and disadvantages of doing it yourself as opposed to hiring an independent consultant; 
  • How to prepare to both impart information about the media relations process and build the skills of staff who will be speaking with journalists, assuming you choose to conduct the training yourself; 
  • What to look for when hiring a media training consultant, should you opt not to conduct the training yourself and instead hire an external agency or independent consultant; and 
  • How to measure and evaluate your media training program. 

How to Plan and Gain Approval for Your Media Training Program has been designed to help you grapple with these topics, among others, to help you assess your need for media training, and how to best proceed once you’ve gained clarity. Whether you consider yourself a seasoned media trainer or new to the function, you’ll find considerable value in this workshop. 

Please note that this workshop will not be an actual media training per se, where you’d learn how to respond to a journalist’s questions, although the content of such training will be addressed. Instead, consider this workshop as an opportunity to take a broader look at the media training itself and its role in your media relations efforts. 

The successful media trainer is a subject matter expert on media relations, and the particular challenges faced by an organization or cause; a trainer, who understands the difference between providing information and building the skills of others and knows how to design and deliver material to achieve the latter ends; and a coach, whose confident, friendly, but firm hand can transform an otherwise mediocre experience into one that’s informative, memorable, and enjoyable. You’ll have the opportunity to explore each of these roles at this workshop in the process of thinking through the challenges outlined above, and will leave with greater insight, clarity, and enthusiasm for media training. 

For more information and to register, go here or contact me. 

Wednesday, June 16, 2021

Acceptance into Fulbright Specialist Program

I’ve been accepted for admission into the Fulbright Specialist Program, which is part of the larger Fulbright Program. It offers year-round project opportunities for qualified U.S. academics and professionals of two to six weeks in length with host institutions outside the U.S. (primarily universities). These institutions look to Specialists to deliver seminars, trainings or workshops; consult on faculty or workforce development; develop academic or training curricula and materials; lecture at the graduate or undergraduate level; and other complete other related activities—all of which support the host institution’s priorities and goals. 

Now that I’ve been accepted into this program, I am eligible to be matched with approved projects designed by host institutions in over 150 countries. My next step, therefore, is to apply for specific projects that fit my geographic interests (Europe), academic discipline (business), other qualifications, and availability. It’s a two part-process, in other words. My appointment is for four years. 

I’ve had serving as Fulbright Specialist in my sights for many years, so this represents a significant professional achievement for me. I look forward to sharing with you details on projects I’ve been matched with over the months and years to come. 

Monday, June 14, 2021

"Special Act Award" Received for My Curriculum Planning Contributions

I recently received a "Special Act Award" for my work at the Naval Postgraduate School, as follows:

"This special act award recognizes Senior Lecturer Friedman for his personal initiative and leadership in developing an interdisciplinary certificate delivered jointly by faculty of the NPS (Naval Postgraduate School) Computer Science Department and GSDM (Graduate School of Defense Management). Mitchell worked extensively with Computer Science faculty members to ensure that a robust level of managerial communications material was included in the certificate curriculum, and he provided sound advice and recommendations on the certificate structure and delivery, which will help ensure its appeal to a broad range of NPS students. Mitchell's efforts are the epitome of and set the standard for the type of interdisciplinary collaboration and coordination envisioned in the NPS mission. This certificate will have lasting significant benefit for a broad range of students and DoD (Department of Defense) components."

I received two "Special Act Awards" in the past, the first in 2019 for my contributions to the school's strategic communications planning, and the second in 2020 for my achievements in transitioning from face-to-face to online learning during the pandemic. 

Tuesday, May 18, 2021

Rethinking Networking through the Lens of Personal Knowledge Management (PKM): Reflections After Five Weeks

Since the last update about my experience in Harold Jarche's Personal Knowledge Mastery (PKM) course, I've done more thinking about the course content than actual hands-on effort in completing different activities. No doubt I'm resisting, at least a bit; that said, I'm attempting to integrate the course principles with what I've already done, what I currently am doing, and and what I would like to do (as opposed to what I need to) do. I'm committing to coming up with what's at least a first start on what Jarche calls a "sensemaking practice"--even if it's bare bones--and sharing it here. Stay tuned!

In the meantime, I've found the PKM philosophy seeping into my other work. Take, for example, a talk on networking I'm giving this Friday, May 21 on behalf of the Public Relations Society of America/San Francisco Bay Area chapter.  I completed a graduate course on networking, have read numerous books and articles on the topic, have taught it, and have attempted to model "best practices" throughout my career. Indeed, I wouldn't be overstating the case to say that I owe most professional opportunities I've had to my willingness to reach out and connect with others. Many students I've worked with over the years have benefitted from my guidance in this regard.

But the kinds of networking I practiced no longer fit my current professional (and personal) life. The relative isolation of the pandemic no doubt has largely inspired this thinking. As I think about the subject and plan my talk this Friday, I keep coming back to PKM's emphasis on learning as a social activity. Learning serves as the point of connection, in other words. That might sound basic to most, but to me it's a concept far removed from my prior networking activities. I'm now feeling that what I want to learn should inform my networking--not the other way around. As I enter the latest phase of my career, simply meeting people for the purpose of meeting people doesn't excite me as much as it once did (it still does, mind you). I best identify my learning goals first, and then align with them whatever subsequent action I take, and where I choose to direct my energies, whether that's on Twitter, LinkedIn, face-to-face, and/or in any other venue I seek out.

I know I'm attempting to change a lifetime of behavior when it comes to networking. I also recognize that the return to "normal" in the post-pandemic world will be gradual and uncertain. That said, I feel like I'm in the midst of a sea change in my perspective. I'll share more about that in the brief time I'm allotted this Friday, May 21. I invite you to join me then.