@MPIGNY- Spring 2013 - (Page 14)

#feature QUICK HITS: TIPS FOR PROFESSIONAL DEVELOPMENT Looking for ways to inject enthusiasm, engagement and retention into your educational programs? Or perhaps your own career? Read on for some tips from those in the know…. BY AMY DREW THOMPSON WIFM: WHAT’S IN IT FOR ME? “IT’S SO CRITICAL, HE ” NOTES. “MEANING ABOVE CONTENT. THEY DON’T WANT SOMETHING THEY’LL NEED SIX MONTHS OR A YEAR FROM NOW. IMMEDIATE RELEVANCE IS KEY. ” 14 @MPIGNY SPRING 2013 I nformation: we’re all hungry for it. But that doesn’t mean you can ladle Spaghetti-Os on a cafeteria tray and expect an audience to scarf it down no questions asked. Educational programs need not be elaborate seven-course feasts. In fact, simple is best. But they should still be rich, nutritional, gourmet. “Attendees want content that’s relevant to what they do on a daily basis,” says Jeff Hurt, vice president of education and engagement for Velvet Chainsaw Consulting. “If it’s not meaningful, they will check out. Meaning is more important than content for content’s sake.” Hurt recommends beginning all presentations by briefly outlining the program for the participants. He calls it WIFM: What’s in it for me? “It’s so critical,” he notes. “Meaning above content. They don’t want something they’ll need six months or a year from now. Immediate relevance is key.” How else can you make those educational “calories” count? Know Your Audience. Understanding who they are and how much they already know will help you shape a more valuable presentation. “Prior knowledge really impacts training,” says Hurt, and it should be assessed in some way to help you prepare. Email surveys are one method, or phone calls to a select few attendees, “but the research is clear that people don’t come to professional development sessions as blank slates … but you need to know where they’re coming from before you start.” If you work well on the fly, on-site activities are not only fun and engaging for participants, they’re a great way to glean information and coursecorrect your program as you go. Look who’s talking. Turns out that content covered is not necessarily learned. “The research has shown that bums in seats and ears attuned doesn’t equate to learning,” says Hurt. “Often the person who does the most talking also does the most learning.” Giving people time to digest and discuss information ensures not only http://www.mpigny.org

Table of Contents for the Digital Edition of @MPIGNY- Spring 2013

President's Message
Happenings
Force Majeure
Trends in Event Food and Beverage
Meeting and Media
Member Spotlight
Tips for Professional Development
Meetings at the Beach
Destination Niagara Falls
Chapter Survey
New Members
Advertisers Index
Can You Spot Yourself?

@MPIGNY- Spring 2013

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