How to Improve Your Thinking Skills

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How to Improve Your Thinking Skills

Thinking skills are how you use your brain to recognize, interpret, analyze and come to conclusions about information. It is you use your brain to make decisions and solve problems. It also is how you use your brain to convey information to others, including to clarify what you want to convey, to whom and how. How the skills are used ranges from a very spontaneous and unfolding approach to a very planned and orderly approach. Let’s look at some other definitions.

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Learn More in the Library’s Blogs Related to Thinking Skills

In addition to the articles on this current page, see the following blogs which have posts related to thinking skills. Scan down the blog’s page to see various posts. Also see the section “Recent Blog Posts” in the sidebar of the blog or click on “next” near the bottom of a post in the blog.


For the Category of Personal Development:

To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.

Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.


Improving Your Learning

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Improving Your Learning

The focus of the Library is on resources for personal, professional and organizational development. At the core of these is personal development. Without personal development, it’s difficult to sustain professional and organizational development.

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Related Library Topics

Learn More in the Library’s Blogs Related to Personal Development

In addition to the articles on this current page, also see the following blogs that have posts related to Personal Development. Scan down the blog’s page to see various posts. Also see the section “Recent Blog Posts” in the sidebar of the blog or click on “next” near the bottom of a post in the blog. The blog also links to numerous free related resources.


Are You Learning Everyday?

© Copyright Marcia Zidle

Jack Nichlaus was asked if there are really talented golfers who never make it. “Oh, hundreds of them”, he replied. “A lot of people out there are more talented than I am and yet, through the years, I’ve passed them by. That’s because I never was satisfied with my game. I was learning new shots every single day.”

It’s up to you to make sure you are continually improving, growing, and learning every day. It’s up to you to make sure you never go out of style! It’s up to you to take charge of your professional development. Here’s how.

1. Have a learning perspective.

Be on the lookout for teachable moments. Approach each learning experience, whether you want to be there or not, with the questions: What can I learn? What one or two things can I take away that I can use immediately? Who else would find value in this learning?

2. Benchmark your skills periodically.

Do it at least once a year. For those in a fast moving profession or industry every three months may be required. In other words, what’s in your work portfolio? Is it filled with skills or competencies that are up-to-date and sought after? Or, is it filled with skills which are obsolete and not very portable?

3. Create a learning plan.

Pinpoint specific skills and knowledge that you need to acquire or up-grade. Then identify the professional development activities that are available to you. They can include mentor relationships, special assignments at work, in-house and public seminars, professional conferences, on-line courses, university education, books, journals, blogs, etc.

Are you learning every day?

I hope so. If not, you may find yourself a professional dinosaur…out of touch, out of skills and out of work. Just as a company invests in its own research and development, you need to invest in your own career growth and development. Remember, as you never outgrow your need for milk, you never outgrow your need for professional development.

Learn, Grow, Lead: Stand Out In the Crowd

© Copyright Marcia Zidle

Is Experience the Best Teacher?

Yes, says The Center for Creative Leadership. Their research found that a variety of challenging assignments contribute greatly to the building and seasoning of new and emerging leaders.

However, not all challenges are equal. The ones that will enhance leadership skills are those that:

Require working with new people or high variety or time pressures. Call for influencing people with no or limited direct authority or control. Involve building a team, starting something from scratch or solving a problem. Demand a “take charge” attitude, quick learning, coping with uncertain situations.

Choose Your Challenges Wisely

It’s not necessary to change one’s job to build leadership capabilities. Rather be on the lookout for or request these kinds of assignments, projects or tasks. They are developmental. In other words, they will help you learn, grow and lead more effectively.

  1. Be part of a task force on a pressing business problem
  2. Handle a negotiation with a customer
  3. Present proposal report to top management
  4. Work short periods in other units or departments
  5. Plan an off site, meeting or conference
  6. Serve on a new project / product review committee
  7. Manage the visit of a VIP
  8. Go off-site to troubleshoot problems
  9. Take a board position at a community organization
  10. Be part of the company’s trade show booth team
  11. Redesign a work process with another function
  12. Resolve conflict among warring subordinates
  13. Take over a troubled project and get it back on track
  14. Manage projects requiring coordination across the organization
  15. Supervise assigned office space in a new building
  16. Spend a day with customers and write report
  17. Do postmortem on a failed project
  18. Evaluate the impact of training
  19. Write a proposal for a new system, product, etc.
  20. Interview outsiders on their view of the organization

Pick one or two of the above professional development assignments that would help you develop your leadership capabilities now.

Career Success Tip

You learn on the job every day. But are you learning what you really need to learn to develop your leadership and advance your career? It’s up to you to make sure you’re continually improving, growing and learning. It’s up to you to take charge of your professional development.

Various Perspectives

Recommended Articles

Additional Articles

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For the Category of Personal Development:

To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.

Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.


Overview of How to Take Many Kinds of Tests (and Deal With Test Anxiety)

Lady taking a test online

Overview of How to Take Many Kinds of Tests (and Deal With Test Anxiety)

Copyright Carter McNamara, Authenticity Consulting, LLC

Sections of This Topic Include

Also consider

Related Library Topics

Learn More in the Library’s Blogs Related to Personal Development

In addition to the articles on this current page, also see the following blogs that have posts related to Personal Development. Scan down the blog’s page to see various posts. Also see the section “Recent Blog Posts” in the sidebar of the blog or click on “next” near the bottom of a post in the blog. The blog also links to numerous free related resources.


How to Overcome Test Anxiety

Most of us have experienced some form of strong discomfort before taking a test in which another person will be evaluating us. The most common examples are test in school. Perhaps even more stressful are tests to qualify for entrance into very selective schools. After graduation, you might undertake a test to qualify for a job.

This discomfort is often in the form of what is commonly called test anxiety. It can come in many forms, ranging from worrying to trouble in concentrating and from fearing to utter dread. Extreme forms can even include panic attacks and fainting.

The American Test Anxiety Association writes that “The majority of students report being more stressed by tests and by schoolwork than by anything else in their lives. About 16-20% of students have high test anxiety, making this the most prevalent scholastic impairment in our schools today. Another 18% are troubled by moderately-high test anxiety.”

However, forms of test anxiety are so common that many schools provide numerous resources to help students overcome it. Resources range from those for school-age children to those in college. Here are numerous resources to consider.

How to Prepare for a Test

Suggestions for preparing for tests range from attending classes, reading all assignments and taking notes to creating your own study guides, developing glossaries of key terms and taking mock tests. The way that you prepare for a test depends on your personality, your time available for preparation, the complexity of the test, and especially on the importance of the test that you will be taking.

Test-Taking Strategies in General

Before we cover forms of help for taking different tests, it will be useful to review some resources with general advice that might pertain to all forms of tests.

How to Pass Multiple-Choice Tests

Each question in a multiple-choice test includes numerous optional answers from which the test-taker is to choose one or more of the correct answers. The tests are intended primarily to assess how well the test-taker remembers information about the topic of the test.

Some people believe that the designers of multiple-choice tests have biases, or inherent preferences, for selecting which options will be the correct choices. Thus, they believe that test-takers can increase test results, including by guessing which options are the correct ones.

How to Past True-False Test

In a true-false test, a statement is made in which the test-taker is to choose whether the statement is true or false. The statement should be worded such that it is clearly one of the two options and not such that either true or false would be true.

How to Pass Matching Tests

Questions in a matching test include two columns of information. The test-taker is to connect each item in the first column with the item in the second column that most closely matches the nature of the first item. The test is intended primarily to assess the test-taker’s ability to recall information about each item and to categorize types of information.

How to Write Essays (Long Answers)

Essay exams are intended to assess the test-takers recall of information, ability to synthesize it and convey the information in a clear and concise manner — especially a manner preferred by the reader. The exams usually requires the test-taker to write an essay of at least 250 words or more. Short-answer essays are usually around five sentences or less.

How to Pass Short-Answer Tests

A short-answer test includes usually open-ended questions, that is, questions that do not have a specific yes/no choice or a true/false choice, but rather require the test-taker to write a short answer of usually five sentences or less. The test is intended to assess the test-taker’s recall of rather specific information and ability to describe the core concept underlying that information.

For the Category of Personal Development:

To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.

Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.


How to Study and Use Study Guides

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How to Study and Use Study Guides

Copyright Carter McNamara, Authenticity Consulting, LLC

Sections of This Topic Include

Also consider

Related Library Topics

Learn More in the Library’s Blogs Related to Personal Development

In addition to the articles on this current page, also see the following blogs that have posts related to Personal Development. Scan down the blog’s page to see various posts. Also see the section “Recent Blog Posts” in the sidebar of the blog or click on “next” near the bottom of a post in the blog. The blog also links to numerous free related resources.


How to Improve Study Skills

In the context of a learning environment, studying is getting new useful information in order to solve a problem, achieve a goal or pass a test. New and useful information is considered to be new knowledge. If you apply that knowledge, then you can develop new skills.

The way that you study depends on your style of learning. For example, you might prefer to read books, listen to lectures, write about a subject or do some kinds of hands-on experience. People might use a combination these types. (See Learning Styles)

How to Use Study Guides

A study guide is a tool to help you learn. It helps you to understand new information by better organizing, interpreting and summarizing it. Tools can be in the form of, for example, reference sheets, maps, charts, flash cards and sample test.

Guidelines to Using Study Guides

Sources and Examples of Study Guides


For the Category of Personal Development:

To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.

Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.


Arrange Peer Support: Here’s How to Start Your Own Study and Support Group

Group of people celebrating in a support group

Arrange Peer Support: Here’s How to Start Your Own Study and Support Group

This procedure also is in Microsoft Word format.

People rarely improve their learning and themselves merely by getting advice from articles and others. The likelihood of success is dramatically improved if they share ongoing inquiry, reflection, support and accountability (coaching) to actually apply that advice. Getting that kind of help is much easier than you might think. Here is how you can arrange that with even one or two other people.

A study or support group is a small group of people who are committed to help each other learn about a common topic or skill, or to improve some aspect of themselves. They help each other primarily by sharing thoughtful questions, advice and materials, as well as to share support and accountabilities to take actions between meetings.

Here is a handy procedure you could use to start your own group. The procedure has been used many times to create powerful learning experiences for every group member. The group could meet in-person or over the Internet.

Preparation

1. Complete a draft of the design of your group (guidelines are included below).

2. Select at least one additional person who might have a similar interest or need regarding a common topic or skill. For example, point them to a Library topic that you are interested in applying in your life or work.

3. Share this procedure along with the design, with them.

4. Ask them if they have any questions or suggestions about the design of the study or support group.

5. Share a sample Learning Journal with them.

6. Ask if they’d optionally like to form a personal Learning Plan.

7. Ask if they are committed to attending.

8. Share contact information for each member.

9. Hold your first meeting in which you:

a. Share introductions.

b. Pose any questions or changes about the procedure or Learning Journal.

c. Schedule your meetings.

Design Plan of Your Study or Support Group

Common overall topic or goal you are studying or getting coached on (pick a topic from the Library?): ___

Names of members of the group (choose 4-5 members at most): ___

Number of meetings (6 is typical): ___

Length of meetings (90 minutes is typical): ___

Frequency of Meetings (every two weeks?: ___

Means of communications (in-person or virtual): ___

Facilitator (to manage ground rules and agenda): ___

Preferred ground Rules:

a. Attend every meeting, unless excused.

b. Maintain confidentiality about members and meetings.

c. Come prepared for reach meeting.

d. Support each member’s learning.

e. All opinions are honored.

Method to capture learning (share the sample Learning Journal):

Meeting Agenda (At Most 90 Minutes Long)

1. Opening — Review agenda and ground rules, and name today’s topic (7 minutes).

2. Learning — In round-table approach, each member gets at least 15 minutes to:

a. Share the status of any actions that they took from the previous meeting, and what they learned from those actions.

b. Name the highlights and learning from the current topic’s readings (if readings were applicable).

c. Share any questions regarding the topic.

d. Ask for additional resources if needed.

e. Get help from other members in the form of thoughtful questions, advice and/or materials.

3. Closing — (8 minutes)

a. Evaluate this meeting from a score of 1 (very low) to 5 (very high), and what could be done to improve the meetings.

b. Verify date and timing of next meeting.

Additional Resources

About Study Groups

About Coaching Groups

About Managing Meetings


For the Category of Personal Development:

To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.

Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.


How to Start Your Private Peer Coaching Group

Young woman coaching a group of people

How to Start Your Private Peer Coaching Group

Introduction

Purpose of This Information

The following information and resources are focused on the most important guidelines and materials for you to develop a basic, practical and successful PCG. The information is intended for anyone, although it helps if you have at least some basic experience in working with groups.

All aspects of this offering are free, including guidelines and materials. The offering is sponsored by ActionLearningSource (ALS) as a free community service to citizens around the world. The founders of ALS have been providing long-lasting, and highly successful peer coaching groups (PCGs) since 1995.

The following basic information is adapted specifically from the peer coaching group format of Authenticity Consulting’s Authenticity Circles. Those wanting more advanced information and materials to customize peer coaching groups for specific applications and/or cultures should consider ALS’s advanced group coaching. The information on this page is provided in accordance with the terms of a creative common license.

What is a Peer Coaching Group (PCG)?

People have been solving complex problems and achieve challenging goals for 1,000s of years — by counting on each other. They form close communities of support in which each member gets help from the others.

Help can be in the form of ongoing advice and materials — and especially thoughtful and respectful questions (coaching). This is most useful when people also share support and accountabilities to actually apply the help that they get from others in the group.

Getting that kind of help is much easier than you might think. Here is how you can conveniently arrange that help, with even one or two other people — and it can done over the Internet. In your group, you all are equals — or peers — in coming together to support each others progress and learning.

Would You Benefit From a Private PCG?

History and research have shown there there are many benefits of PCGs, including for personal, professional and organizational development. This webpage is especially about using them for the personal development of yourself and your group members. PCGs are useful for each group member to work on a current and important priority that each member selects themselves. For example, do you need help with:

  • Getting ongoing support to solve a problem or achieve a goal?
  • Responding to the coronavirus crisis?
  • Better managing your time and stress?
  • Achieving a personal or professional goal?
  • Improving a certain skill?
  • Applying guidelines from a favorite article?
  • Others?

The PCG framework has been used many times over many years to help members solve problems, achieve goals and cultivate confidential networks. As long as the members are caring and curious about each other, the results from the framework can be transformative.

PCGs are based on a powerful peer-based process called Action Learning that is used around the world in numerous types of organization. Other benefits of PCGs are listed at Results from Action Learning

First, Watch This Video to Orient You to PCGs

The very practical, 30-minute video An Overview of Action Learning: Peer Coaching Group Format teaches you all about a common format of a peer coaching group, including about:

  • The peer coaching group process
  • How to select a priority to get coached on in your group
  • Doing the coaching in the meetings
  • The types of useful follow-up after each meeting
  • Useful activities to do between meetings
  • How to know if you are “doing it right”
  • Where to learn more

The video refers to “Circles,” which is a common term for peer coaching groups. The video also refers to two key tools for conducting a successful peer coaching group meeting, including the Authenticity Circles Quick Reference and the Session Management Form that each member of a group gets. You might print out those tools to have available as the video references them. A PDF of the slides for the video can also be downloaded from An Overview of Action Learning: Peer Coaching Group Format.

Then, Draft the Initial Design of Your PCG

Key Considerations

  1. What is the common goal or challenge that each of you wants to address?
  2. How many members will you have (Four to five is typical, but no more.)
  3. How many group meetings will you have? (Six is typical.)
  4. How long will your meetings be? (Ninety minutes is typical. See the suggested agenda below.)
  5. How often will you meet? (Every two to four weeks is typical.)
  6. How will you communicate among yourselves (in-person or virtual)?
  7. Who will facilitate each meeting? The Circles Quick Reference includes the tasks of the facilitator.

Consider These Ground Rules

These ground rules have been used in many meetings. They are listed in the Circles Quick Reference that each member gets. They are mentioned at the beginning of each meeting.

  1. Start and end on time.
  2. Confidentiality is assured.
  3. Keep the session process highly focused.
  4. Manage your time slot; help the Circle to help you.
  5. All opinions are honored.
  6. One can disagree with other members and the facilitator.
  7. Contact the facilitator and other members if you cannot attend the next session.

Then, Organize and Train Your Group Members

  1. Select at least one additional person who might have a similar interest or need as you.
  2. Share this web page with them.
  3. Encourage them to see the video.
  4. Ask them if they have any questions or suggestions about the information on this page.
  5. Ask them if they would like to try forming your own peer coaching group. It doesn’t have to be perfect. You can improve it as you go along.
  6. You all could plan your progress in the group by each of you having a personal Learning Plan.
  7. Hold your first 90-minute meeting in which all of you:
    • Share your confidential contact information among each of you.
    • Share your impressions of the information in the video.
    • Share your introductions.
    • Schedule your next six 90-minute meetings.

Consider This Agenda for Each Group Meeting

The recommended step-by-step agenda is itemized in the section “Circle Session Agenda” in the Circles Quick Reference that each member gets. Notice that peer coaching groups are not trainings or discussion groups. Instead, they are structured meetings intended to meet the current needs of each member of the group.

Opening (7 minutes)

    1. Review values and ground rules in the Circles Quick Reference
    2. Each member selects a priority to get coached on.
    3. Do a brief check in from each member.
    4. Quickly share any materials suggested in the previous meeting.
    5. Review guidelines for coaching and coaching others (in the Circles Quick Reference).

Sharing Help (up to 75 minutes)

In round-table approach, each member gets 15 minutes to:

    1. Share the status of any actions that they took from the previous group meeting, and what they learned from those actions.
    2. Share a current priority that they’d like to get help with.
    3. Get help from other members in the form of advice, materials and especially thoughtful questions.
    4. Select at least one realistic action to take toward addressing their priority.

With four members instead of five, each member would get 18 minutes. Even though coaching sessions are 15-18 minutes, all members learn durig the entire meeting.

Closing (8 minutes)

  1. Each member documents learning and results from the meeting.
  2. Members optionally share out loud what they have learned.
  3. Each member shares out loud, a rating of the quality of that meeting from “1” (very low) to “5” (very high), and what could be done to improve future meetings.
  4. Verify date and timing of next meeting.

Consider These Actions for Members Between Meetings

Each group member conducts the action(s) that they selected when they were coached. They also might share questions, answers and suggestions to help members address their priorities and improve their meetings. They also update their Learning Journals. Here is a sample Learning Journal in which each member can document their own new learning from the meetings.


Frequently Asked Questions

How Do I Know What to Get Help With in a Meeting?

Choose whatever priority is most important to you now. You are the expert at what is most important to you. Do not worry about how small or large the priority is.

How Do I Help a Group Member (Who is Getting Help Now)?

You might ask the member who is getting help during the “Sharing Help” in the meeting, “What kind of help would be most useful to you now? Advice? Materials? Questions? Brainstorming?”

How Do I Know What Actions to Take Between Meetings?

The actions that you take (as a result of the help that you get from other group members) is up to you to select. However, it should be an action that is realistic to accomplish before the next meeting.


General Resources

Forming Your Own Study Groups

The above agenda for a support group could be slightly modified to form a study group, as well. During each member’s time in the meeting, he or she can get help, especially with understanding and applying the content from some source of expert knowledge about a topic, for example, a lecture from a class, a chapter from a book, or content from a podcast. Here is more information about forming study groups.

Forming Your Own Coaching Group

The above agenda could be modified to form a peer coaching group, as well. During each member’s time in the meeting, he or she can get help, especially in the form of thoughtful questions about the member’s perceptions, assumptions and conclusions.


For the Category of Personal Development:

To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.

Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.


How to Design Your Basic Learning Plan

Lady creating a learning plan

How to Design Your Basic Learning Plan

Copyright Carter McNamara, Authenticity Consulting, LLC

Sections of this Topics Include


What is a Learning Plan?

A learning plan is a description of how you intend to achieve your desired outcomes in learning. The plan can be very helpful in showing clarity and progress in your learning. It also can ensure that your activities learning activities will be very efficient and orderly.

Beforehand developing a plan, it helps to be specific about what learning actually means. Educators interpret learning to be new:

  1. Knowledge is information that will be useful somehow, for example, in solving a problem, achieving a goal or otherwise accomplishing something important in life.
  2. Skills are developed by applying the new knowledge over time.
  3. Abilities are intuitive capacities developed by applying the skills over time.

The design of learning plans ranges from very spontaneous and unfolding to very planful and orderly. However, for the sake of clarity when describing the typical contents of a learning plan, it might be helpful to reference one example of a format of a learning plan. Let’s use this example. In the example, the:

  1. Goals / Outcomes are the overall kinds of learning to be accomplished from having implemented the plan.
  2. Methods of Learning are the activities that will have accomplished the associated goals / outcomes, that is, the goals / outcomes that are on the same row of the methods of learning in the above example.
  3. Indicators of Learning are the tangible results that will provide the evidence of having accomplished the associated goals / outcomes.
  4. How to Monitor Ongoing Progress are the activities to ensure the ongoing monitoring, or status, of having done the methods and producing the indicators of learning.
  5. How to Capture Learning is the method to document the new knowledge, skills and abilities while having implemented the methods and achieved the associated goals / outcomes.

Designing Your Own Basic Learning Plan

There is no one perfect, standard format for a learning plan. Your plan should suit your own nature and needs. It need not be perfect. You can adjust it as you implement it. Here are a variety of different types of plans to help you understand some different formats.

You might start drafting your own learning plan by using this template to form a basic plan like the one in the above section “What is a Learning Plan?”.

However, if you want to see other examples, the following articles will be helpful.

Additional Resources About Personal Learning and Development

If you’d like more “advanced” information about developing an even more comprehensive plan, here are additional guidelines and resources.

If you’d like to learn more about learning and development, here is a vast range of free articles.

Also consider


For the Category of Personal Development:

To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.

Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.


How to Learn More From Courses

A-female-studying-and-summarizing-with-a-note

How to Learn More From Courses

© Copyright Carter McNamara, MBA, PhD, Authenticity Consulting, LLC.

Market research shows that we adults are enthralled with courses. We love to
learn! Trainers and developers are responding with an explosion of new courses,
and these are costing more than ever. Therefore, it’s critical to know
your learning needs and how to meet them

Sections of This Topic Include

Preparation
When Considering a Course
During the Course
Evaluation
Follow-Up

Learn More in the Library’s Blogs Related to Personal Development

In addition to the articles on this current page, also see the following blogs
that have posts related to Personal Development. Scan down the blog’s page to
see various posts. Also see the section “Recent Blog Posts” in the
sidebar of the blog or click on “next” near the bottom of a post in
the blog. The blog also links to numerous free related resources.

Library’s Career
Management Blog

Library’s
Coaching Blog


Preparation

· Too often, we decide what courses to take by scanning
a list of new courses. This is like picking dessert from a dessert
tray: you pick what you want more than what you need. Reflect
on your needs. What do you need for your career? Is there a particular
problem you’re facing in your career, home life or job?
· Try to specify your needs in terms of outcomes or impacts,
not in terms of activities. For example, seek certain enhanced
skills, knowledge, perceptions, etc. Think about how you’ll
know if these outcomes were reached or not.
· Don’t just look at courses as means to achieve your
preferred outcomes. Too often, we think we only can learn in classrooms
from an expert who lectures us. With today’s technologies,
we have immediate access to a wide range of materials and information.
“Homeschooling” is an increasingly useful technique
for learning.
· Think about how much you’ve really used materials
from earlier courses. For example, are you the kind of person
who takes a course and brings materials home to sit on a shelf
and never be looked at again? If so, what can you do to change?

When Considering a Course

· Look at the outcomes promised from the course. Do
they match your needs? Do the objectives and learning activities
sound like they’ll really produce those outcomes promised
from the course?
· Call the instructor and discuss your needs. Find out
if he or she believes the course will be useful. Beware the person
with a big hammer — to them, everyone is a nail.
· Get a biography of the instructor. What evidence do you
see that the instructor really has the expertise to be teaching
that course and subject matter?
· Attempt to get an outline of the course. Is the course
well organized? Does the course include sufficient time for questions
and for evaluation? Are materials provided to support lectures?
· Ask the school or the instructor for a copy of the form
used to evaluate the courses and the instructor. What objectives
are measured by the form? These objectives are often those that
the instructor will try to reach.
· Assess if the course will be jam packed and very hectic.
If so, there will probably be little time for questions and answers.
You might be overwhelmed with a “datadump” of information
and little knowledge.
· See if there’s a discount to take the course a second
time if needed. Occasionally we don’t get enough from a course
even if the instructor does a fine job and the materials were
very useful.

During the Course

· Be sure you’re comfortable and can hear the instructor.
Sit at the front of the room if possible.
· Take notes by recording important points and conclusions,
not everything the instructor says. Note if the instructor is
speaking from a set of materials, in which case, you may not need
to record all the important points because the materials may already
contain those points.
· Get a list of who’s in the course. Ask some classmates
if they are interested in getting together to help each other
apply the materials and exchange feedback about experiences.
· Is the instructor following the agenda? Will promised
topics be discussed with sufficient time?
· Find out how to get in touch with the instructor at a
later time if needed. You may have a question or two about how
to apply materials. The instructor may appreciate your feedback.
· Ask questions if you don’t understand the instructor
or what’s going on! This may be the most useful activity
for getting the most out of your course. Speak up if you wonder
whether information or materials seem realistic or practical.

Evaluation

· You can learn a lot from evaluation! The most useful
forms of evaluation include time at the end of course for learners
to discuss the quality of the course. At the beginning of the
course, ask the instructor to try leave sufficient time for this.
· Too often, evaluations are based on our feelings about
our experiences in the course, rather than if the course achieved
its objectives or not. Carefully consider whether the course met
its objectives or not.

Follow-Up

· Very soon after the course, review your notes and
the materials. This will ensure your notes are complete and help
you internalize the materials.
· Mark your calendar for three months out. At that time,
ask yourself if you’re using materials from the course? If
not, why not? What can you learn from this?

Also consider
Adult
Learning
Concentrating
Continuous
Learning
Creative
Thinking

Critical
Thinking

Learning
in Courses

Defining
Learning
Group Learning
How
to Study
Key
Terms in Learning

Improving
Your Learning
Improving
Your Thinking
Learning Styles
Memorizing
Mindfulness
Mindsets
Online
Learning
Reading
Skills
Reframing
Self-Reflection
Self-Assessments
Systems
Thinking

Taking
Tests

Types
of Learning
Using
Study Guides

Writing
Skills

How to Get
the Most Out of Your Courses

Getting
the Most from Online Classes

Also consider
Personal
Productivity

Personal
Wellness


For the Category of Personal Development:

To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.

Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.

Related Library Topics

Recommended Books


Organizational Systems Checklist for Nonprofit Organizations

Group of people sharing business idea

Organizational Systems Checklist for Nonprofit Organizations

Originally provided by MAP for Nonprofits, St. Paul, MN, enhanced by Carter McNamara, MBA, PhD.

Applies to nonprofits unless otherwise noted.

(Also see Various Methods to Enhance Organizational Performance, listed at the end of this checklist.)

Related Library Topics

Description

The following comprehensive list of organizational systems and policies can be reviewed by governance and executive management to assess what systems and policies might need to be developed soon. Note that not all items are needed by all organizations. The suggested approach to using this checklist is:

  1. Place a check mark next to each item below that has been completed and is useful in your organization. You may add items next to “Other items:” below.
  2. From among those items that are not checked, mark each top priority item with a “1”, bottom priority items with a “3”, and consider remaining items to be “2”s.
  3. Record all items marked with “1”s onto a separate list of items to be completed by your Board and/or staff soon.
  4. Revisit this list each year to help identify top priority items to complete for that year.

BOARD OF DIRECTORS

____ Current mission / vision / values statements
____ Board member recruitment system
____ Board member orientation system
____ Board development and training strategies
____ Attendance policies
____ Membership and term limitation policies
____ Organizational chart
____ Chair and officer job descriptions
____ Committee charters
____ Board operations and policy manual
____ By-law review policies
____ Chief executive performance review process
____ Board self-evaluation process
____ Board calendar with meetings, events, activities and updates
____ (Other items:)

PLANNING

____ Current strategic plan
____ Diversity plan (for Board and staff)
____ Marketing plan
____ Fundraising / Development plan
____ Board and committee work plans (with objectives and timelines)
____ Yearly operations plan, including staff work plans
____ (Other items:)

PROGRAM AND OUTCOMES EVALUATION

____ Valid methods to assess client needs (focus groups, surveys,
etc.)
____ Established service outcomes to match client needs
____ Established target indicators for each outcome
____ Data collection methods for each target indicator
____ (Other items:)

INFORMATION MANAGEMENT

____ Client program records
____ Volunteer records
____ Personnel records
____ Financial records
____ Donor and contributor contract records
____ Mailing lists
____ Work flow descriptions for each major operational activity
____ Operations manual containing work flow descriptions
____ Inventory of computer hardware, software, peripherals, etc.
____ Procedures for each major function to maintain computer
systems
____ Regular backups of computer disks (one copy stored offsite)
____ Disaster recovery plan (one copy stored offsite)
____ (Other items:)

PERSONNEL

____ Board-adopted personnel policies
____ All personnel policies in a handbook to each staff member
____ Performance appraisal system
____ Professional development plans
____ Team development plans
____ Recruitment and orientation systems
____ Job descriptions
____ (Other items:)

VOLUNTEER MANAGEMENT

____ Recruitment system
____ Orientation system
____ Management and retention system
____ Recognition strategies
____ Record system
____ (Other items:)

FINANCES

____ Board-adopted fiscal policies
____ Board-approved fiscal year budget
____ Financial procedures / internal controls manual
____ Inventory system
____ Depreciation schedules
____ Cash flow analysis system
____ Partial or full accrual accounting system
____ Monthly financial statements with balance sheet
____ Yearly audit or outside review
____ Program analysis system
____ Tax and other reporting schedules
____ Payroll record system
____ (Other items:)

COMMUNICATIONS

____ Communications plan, including Web usage
____ Annual reports
____ Other regular communications strategies to stakeholders
____ Agency brochures / videos
____ Media relations strategies
____ (Other items:)

INSURANCE

____ Risk management policies
____ Office liability coverage
____ Volunteers covered in office liability
____ Workers compensation
____ Disability insurance
____ Assessment of need for professional liability coverage
____ Assessment of need for director and officer liability
____ Assessment of need for dishonesty bonding
____ Contingency plans for replacing key personnel
____ (Other items:)

LEGAL

____ Complete corporate records and retention policies
____ Updated By-laws
____ Incorporation and tax status documents
____ Currently reviewed personnel policies
____ Anti-discrimination practices
____ Flexible benefit plan updates
____ Membership rosters conforming to MN statutes
____ (Other items:)

FACILITIES

____ Fire and other emergency procedures
____ Accessibility for differently abled
____ Sufficient, safe and secure space
____ Appropriate signage
____ (Other items:)

Various Methods to Enhance Organizational Performance

The following can be organizational improvement programs, depending on how they’re used. These are included in a section referenced by the topic Broad Overview of Various Programs and Movements.


For the Category of Management:

To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.

Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.


Checklist for a Planning Assessment for Nonprofit Organizations

Coworkers sharing business ideas together

Checklist for a Planning Assessment for Nonprofit Organizations

Edited by Carter McNamara, MBA, PhD

(Be sure to read How to Use this Tool and Disclaimers before using information in this document.)

This document suggests indicators regarding the total organization, organization’s programs and general
approach to evaluation
.

Also consider
Related Library Topics

Planning Regarding the Total Organization

Rating
*
Indicator Met Needs
Work
N/A

E

1. The organization’s purpose and activities
meet community needs.

R

2. The organization frequently evaluates, by
soliciting community input, whether its mission and activities
provide benefit to the community.

R

3. The organization has a value statement that
is reflected in the agency’s activities and is communicated by
its constituents.

A

4. The value statement includes standards of
ethical behavior and respect for other’s interests.

E

5. The organization has a clear, meaningful written
mission statement which reflects its purpose, values and people
served.

R

6. The board and staff periodically review the
mission statement and modify it to reflect changes in the environment.

E

7. The board and staff developed and adopted
a written strategic plan to achieve its mission.

A

8. Board, staff, service recipients, volunteers,
key constituents and general members of the community participate
in the planning process.

E

9. The plan was developed by researching the
internal and external environment.

R

10. The plan identifies the changing community
needs including the agency’s strengths, weaknesses, opportunities
and threats.

R

11. The planning process identifies the critical
issues facing the organization.

R

12. The plan sets goals and measurable objectives
that address these critical issues.

E

13. The plan integrates all the organization’s
activities around a focused mission.

R

14. The plan prioritizes the agency goals and
develops timelines for their accomplishments.

A

15. The plan establishes an evaluation process
and performance indicators to measure the progress toward the
achievement of goals and objectives.

R

16. Through work plans, human and financial resources
are allocated to insure the accomplishment of the goals in a
timely fashion.

A

17. The plan is communicated to all stakeholders
of the agency — service recipients, board, staff, volunteers
and the general community.
Indicators ratings: E=essential; R=recommended;
A=additional to strengthen organizational activities

Planning Regarding the Organization’s Programs

Rating
*
Indicator Met Needs
Work
N/A

E

1. Programs are congruent with the agency’s mission
and strategic plan.

A

2. The organization actively informs the public
about its programs and services.

A

3. Clients and potential clients have the opportunity
to participate in program development.

R

4. Sufficient resources are allocated to ensure
each program can achieve the established goals and objectives.

R

5. Staff has sufficient training and skill level
to produce the program.

A

6. Programs within the organization are integrated
to provide more complete services to clients.

R

7. Each program has performance indicators to
insure that the program meets its goals and objectives.

R

8. Performance indicators are reviewed annually.

A

9. The agency networks and/or collaborates with
other organizations to produce the most comprehensive and effective
services to clients.
Indicators ratings: E=essential; R=recommended;
A=additional to strengthen organizational activities

Planning Regarding the Organization’s
Evaluations

Rating
*
Indicator Met Needs
Work
N/A

R

1. Every year, the organization evaluates its
activities to determine progress toward goal accomplishment.

A

2. Stakeholders are involved in the evaluation
process.

R

3. The evaluation includes a review of organizational
programs and systems to insure that they comply with the organization’s
mission, values and goals.

R

4. The results of the evaluation are reflected
in the revised plan.

A

5. Periodically, the organization conducts a
comprehensive evaluation of its programs. This evaluation measures
program outcomes.
Indicators ratings: E=essential; R=recommended;
A=additional to strengthen organizational activities

This information may be copied. Please cite credit to the Greater Twin Cities United Way.


For the Category of Organizational Development:

To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.

Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.