A leader wants everyone around them to have all the information they need to do a great job. A leader aims to bring out the best in everyone. A great leader is a teacher. I was a leader first.
Over the span of twenty plus years, in my career in insurance claims, I discovered a passion to lead others and to find ways to motivate employees to do a great job. I found ways to get the results needed to achieve business goals, while helping team members find ways to be engaged and find fulfillment in what some consider the daily grind. I developed a strong technical background in insurance through adjusting claims or managing people that adjusted claims. While working on building a career, I also attended college and finished my undergraduate degree after working toward it for a couple of decades. After working in insurance claims for about seventeen years, and after finishing a bachelor’s degree, I chose to take a position on the learning and development team. In this role I was a business instructor, and I had the opportunity to teach new claims adjusters the knowledge and skills they needed to be successful. I was also charged with creating learning content, both virtual and in person instruction. This role helped me recognize the passion I had for teaching others. And it also showed me that I needed additional knowledge and support to further develop my abilities in creating educational content.
Philosophically, I believe that leaders and educators require similar qualities. Both leaders and educators should:
be fair to all employees or learners;
create engagement to motivate employees or learners;
understand the value in having diversity in the workplace or in the classroom;
understand the importance of having an inclusive environment so that the employee can bring their authentic self to work or so that learning is accessible to all;
be like a coach and provide feedback to employees or learners in how to be better at what they do; and
create a team environment.
In a business setting, there is sometimes a misconception that an employee is adequately trained when they hear the information you want them to know. Similar to a classroom setting, employees should receive training and educational content that have clear, measurable learning objectives, and instruction that is based on teaching strategies, learning theories, and include evaluations that measure a learner’s understanding.
As an instructional designer, I use the design model offered in the Eighth Edition of Designing Effective Instruction (Morrison et al., 2013).
I first examine the problem, through a needs assessment, to ensure that instruction is the appropriate solution.
I explore the audience and determine the needs, keeping in mind that when it comes to learning one size does not fit all.
I then complete an analysis to determine the knowledge or procedures that need to be included in the instruction.
Next, I develop learning objectives that are the basis for the sequencing or order of information presented.
Then I use proven instructional strategies to deliver the information, ideas and concepts to the learner. In this part of the process, I use different mediums and applications varying from eLearning software, professionally created videos to printed job aids.
I use assessment instruments to gage the learners’ understanding of the content.
When designing and implementing instruction, I recommend ongoing evaluation of the content to ensure the effectiveness of the designed course and to make improvements when needed.
My professional goal is to continue my current journey, but to now use all the tools and knowledge that I have gained through my extensive work experience, life experience, formal and informal education, and valuable relationships to help partner with others in business to elevate the quality of learning and development activities in their organizations.