CrowdThinking at the L&D Conference 2020

Welcome to the first phase of the L&D Conference 2020 effort focused on Professionalization in the L&D field!

Our conference brings together practitioners from around the world in an unprecedented six-week learning event.

Here, in this CrowdThinking effort (a deeper, more personal form of crowdsourcing), we invite all L&D Professionals to share their thoughts on the strengths, weaknesses, and future aspirations on seven vital areas that affect our work and professionalism.

Our collective wisdom will better allow us to create a comprehensive map of our future landscape and opportunities for growth.

Everyone is invited to participate, whether you attend the conference or not.

Indeed, we want to cast as wide a net as possible in this first phase, so please share the link to these questions with your coworkers and colleagues in the L&D field.

The survey consists of a total of about 35 (multiple-choice and comment) questions divided into seven areas of interest. MOST of the questions are marked as optional, so that you can focus only on areas of interest for you--if you choose. What is most important is to provide more detail in areas in which you feel strongly.

For too long, our professionalization as L&D professionals has been a fragmented effort. Now you have an opportunity to provide input to guide the professionalization of our industry into the future!!

At the end of this set of questions, we will give you an opportunity to sign up to receive the report or reports that come out of the findings.

Thank you!

Fernando Senior (Project Leader, and IBSTPI Board Member)
Will Thalheimer (L&D Conference Co-Organizer)

Our Competencies (Skills and Abilities)

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* 1. Think of your current work situation. Are formal external benchmarks used to define required CAPABILITIES/COMPETENCIES for the roles that are performed? SELECT ALL THAT ARE TRUE FOR YOU.

YES! MY ORGANIZATION uses a formal set of competency benchmarks.

YES! I use competency benchmarks in MY ROLE AS A MANAGER, for hiring, promotion, coaching, etc.

YES! MY MANAGER USES competency benchmarks in supporting my work team.

YES! I use competency benchmarks FOR MYSELF, to track and support my own development.

NOT SURE! We might, but I'm NOT REALLY SURE.

NO! I'm fairly sure WE DO NOT USE competency benchmarks.

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* 2. What sets of benchmarks do you use, if any? They might be formally developed by an outside source, or they might be internally developed. If you know the name, please provide. Otherwise, describe them.

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* 3. In general, do we as professionals in the workplace learning field have the right CAPABILITIES and/or COMPETENCIES to be fully professionalized--to be as effective as we can be?

YES! In general, we have the right competencies to be fully effective in our work.

MOSTLY! We have most of the right competencies, but we need to add a few.

HALF! We have somewhere near half the competencies that we need.

NOT NEARLY! We have some of the right competencies, but we need many more.

HARDLY ANY! Our current competencies are generally the wrong ones.

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* 4. What competencies do we have? What are we strongly skilled at NOW?

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* 5. What competencies do we need to develop to be fully effective NOW and/or in the NEAR FUTURE (3 to 5 years).

Entry Into the L&D Field

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* 6. When people enter the Learning and Development field, is there a sufficient set of requirements for their knowledge and skills?

To put this question into context, nurses, doctors, lawyers, hair stylists, financial planners, actuaries, and others often have to pass an educational experience (earn a diploma), or pass a set of exams, or successfully complete an apprenticeship experience to enter their professions.

In general, people entering the L&D field have passed a rigorous set of requirements.

In general, people entering the field have passed some reasonable set of requirements.

In general, people entering the field have NOT passed requirements but have clearly demonstrated their skills.

In general, people entering the field have NOT had to pass requirements or demonstrate their skills.

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* 7. Are our current entry requirements sufficient? Should they be more lenient or more rigorous? And why?

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* 8. What about the future? As an industry, what would an ideal set of entry requirements look like?

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* 9. [OPTIONAL] How would these requirements be established, measured, and monitored? This is a difficult question, but give us your perspective on how the industry might practically move to a new set of requirements? How would these requirements be policed, made free from bias, be accepted by hiring managers, etc.

Feedback on Our Effectiveness (Learning Evaluation)

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* 10. How well do we know the following? In other words, how effective are our evaluation efforts in gathering meaningful feedback on each of these?

	We know VERY LITTLE	We know SOMETHING	We know ENOUGH
Whether Learners Fully Comprehend What They've Learned	Whether Learners Fully Comprehend What They've Learned We know VERY LITTLE	Whether Learners Fully Comprehend What They've Learned We know SOMETHING	Whether Learners Fully Comprehend What They've Learned We know ENOUGH
Whether Learners Are Motivated To Apply What They've Learned	Whether Learners Are Motivated To Apply What They've Learned We know VERY LITTLE	Whether Learners Are Motivated To Apply What They've Learned We know SOMETHING	Whether Learners Are Motivated To Apply What They've Learned We know ENOUGH
Whether Learners Remember What They've Learned	Whether Learners Remember What They've Learned We know VERY LITTLE	Whether Learners Remember What They've Learned We know SOMETHING	Whether Learners Remember What They've Learned We know ENOUGH
Whether Learners Can Make Realistic Decisions Based On What They've Learned	Whether Learners Can Make Realistic Decisions Based On What They've Learned We know VERY LITTLE	Whether Learners Can Make Realistic Decisions Based On What They've Learned We know SOMETHING	Whether Learners Can Make Realistic Decisions Based On What They've Learned We know ENOUGH
Whether Learners Get Resources, Tools, and Equipment They Need	Whether Learners Get Resources, Tools, and Equipment They Need We know VERY LITTLE	Whether Learners Get Resources, Tools, and Equipment They Need We know SOMETHING	Whether Learners Get Resources, Tools, and Equipment They Need We know ENOUGH
Whether Learners Get Support from Their Managers	Whether Learners Get Support from Their Managers We know VERY LITTLE	Whether Learners Get Support from Their Managers We know SOMETHING	Whether Learners Get Support from Their Managers We know ENOUGH
Whether Learners Are Successful in Applying What They've Learned to Their Work	Whether Learners Are Successful in Applying What They've Learned to Their Work We know VERY LITTLE	Whether Learners Are Successful in Applying What They've Learned to Their Work We know SOMETHING	Whether Learners Are Successful in Applying What They've Learned to Their Work We know ENOUGH
Whether Learning Programs Produce Benefits for the Organization	Whether Learning Programs Produce Benefits for the Organization We know VERY LITTLE	Whether Learning Programs Produce Benefits for the Organization We know SOMETHING	Whether Learning Programs Produce Benefits for the Organization We know ENOUGH
Whether Learning Programs Produce Benefits for Learners	Whether Learning Programs Produce Benefits for Learners We know VERY LITTLE	Whether Learning Programs Produce Benefits for Learners We know SOMETHING	Whether Learning Programs Produce Benefits for Learners We know ENOUGH
Whether Learning Programs Produce Benefits for the Community, Society, or Environs	Whether Learning Programs Produce Benefits for the Community, Society, or Environs We know VERY LITTLE	Whether Learning Programs Produce Benefits for the Community, Society, or Environs We know SOMETHING	Whether Learning Programs Produce Benefits for the Community, Society, or Environs We know ENOUGH

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* 11. Feel free to provide any additional or clarifying information about how well our evaluations are gathering pertinent data.

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* 12. In addition to formal evaluations that look at learning results, we can also get feedback from reviews/audits of our learning designs or learning programs. Who should provide these reviews?

	Internal Employees	External People/Organizations	Teams of Internal & External People	No One Should Do These Reviews
Yearly reviews of a select group of our normal learning programs.	Yearly reviews of a select group of our normal learning programs. Internal Employees	Yearly reviews of a select group of our normal learning programs. External People/Organizations	Yearly reviews of a select group of our normal learning programs. Teams of Internal & External People	Yearly reviews of a select group of our normal learning programs. No One Should Do These Reviews
Reviews of strategically important learning programs.	Reviews of strategically important learning programs. Internal Employees	Reviews of strategically important learning programs. External People/Organizations	Reviews of strategically important learning programs. Teams of Internal & External People	Reviews of strategically important learning programs. No One Should Do These Reviews
Reviews of new-course designs (before they are rolled out).	Reviews of new-course designs (before they are rolled out). Internal Employees	Reviews of new-course designs (before they are rolled out). External People/Organizations	Reviews of new-course designs (before they are rolled out). Teams of Internal & External People	Reviews of new-course designs (before they are rolled out). No One Should Do These Reviews
Reviews of learning-evaluation methods.	Reviews of learning-evaluation methods. Internal Employees	Reviews of learning-evaluation methods. External People/Organizations	Reviews of learning-evaluation methods. Teams of Internal & External People	Reviews of learning-evaluation methods. No One Should Do These Reviews
Review of a learning program compared to research-based best practices.	Review of a learning program compared to research-based best practices. Internal Employees	Review of a learning program compared to research-based best practices. External People/Organizations	Review of a learning program compared to research-based best practices. Teams of Internal & External People	Review of a learning program compared to research-based best practices. No One Should Do These Reviews

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* 13. Feel free to provide any additional or clarifying information about choosing internal or external people in providing feedback on our work products.

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* 14. Do we get sufficient feedback on the effectiveness of our learning programs—feedback that enables us to improve our learning designs and create virtuous cycles of continuous improvement?

NO! The data we get about our effectiveness is completely inadequate to gauge our results.

NOT REALLY! Some of our data gives us useful feedback, but most does NOT!

MOSTLY! Much of the data we get gives us feedback we can use to improve our designs.

YES! We generally get a strong set of data we can use to improve our designs.

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* 15. What learning-evaluation practices should we do LESS FREQUENTLY or stop doing altogether?

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* 16. What learning-evaluation practices should we DO MORE OF or START DOING for the first time?

Support From Our Trade Organizations

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* 17. How well are our industry trade organizations doing the following?

	They do this POORLY or NOT ENOUGH	They do this OKAY	They do this VERY WELL
Sharing Validated Research- and Evidence-Based Information	Sharing Validated Research- and Evidence-Based Information They do this POORLY or NOT ENOUGH	Sharing Validated Research- and Evidence-Based Information They do this OKAY	Sharing Validated Research- and Evidence-Based Information They do this VERY WELL
Curating and Selling Important Relevant Books	Curating and Selling Important Relevant Books They do this POORLY or NOT ENOUGH	Curating and Selling Important Relevant Books They do this OKAY	Curating and Selling Important Relevant Books They do this VERY WELL
Minimizing the Impact of Myths and Misconceptions	Minimizing the Impact of Myths and Misconceptions They do this POORLY or NOT ENOUGH	Minimizing the Impact of Myths and Misconceptions They do this OKAY	Minimizing the Impact of Myths and Misconceptions They do this VERY WELL
Providing Conferences That Provide High-Quality Information	Providing Conferences That Provide High-Quality Information They do this POORLY or NOT ENOUGH	Providing Conferences That Provide High-Quality Information They do this OKAY	Providing Conferences That Provide High-Quality Information They do this VERY WELL
Pushing Initiatives to Raise Industry-Wide Salaries	Pushing Initiatives to Raise Industry-Wide Salaries They do this POORLY or NOT ENOUGH	Pushing Initiatives to Raise Industry-Wide Salaries They do this OKAY	Pushing Initiatives to Raise Industry-Wide Salaries They do this VERY WELL
Lobbying Politicians and Power Brokers to Support the Industry	Lobbying Politicians and Power Brokers to Support the Industry They do this POORLY or NOT ENOUGH	Lobbying Politicians and Power Brokers to Support the Industry They do this OKAY	Lobbying Politicians and Power Brokers to Support the Industry They do this VERY WELL
Advocating for Ethical Guidelines In Our Work	Advocating for Ethical Guidelines In Our Work They do this POORLY or NOT ENOUGH	Advocating for Ethical Guidelines In Our Work They do this OKAY	Advocating for Ethical Guidelines In Our Work They do this VERY WELL
Creating a Meritocracy Where The Best Ideas and Solutions Win	Creating a Meritocracy Where The Best Ideas and Solutions Win They do this POORLY or NOT ENOUGH	Creating a Meritocracy Where The Best Ideas and Solutions Win They do this OKAY	Creating a Meritocracy Where The Best Ideas and Solutions Win They do this VERY WELL
Advocating for and Supporting Professionals More than Commercial Interests	Advocating for and Supporting Professionals More than Commercial Interests They do this POORLY or NOT ENOUGH	Advocating for and Supporting Professionals More than Commercial Interests They do this OKAY	Advocating for and Supporting Professionals More than Commercial Interests They do this VERY WELL
Developing Rigorous Standards For Our Work	Developing Rigorous Standards For Our Work They do this POORLY or NOT ENOUGH	Developing Rigorous Standards For Our Work They do this OKAY	Developing Rigorous Standards For Our Work They do this VERY WELL
Supporting Scientific Research with Funding	Supporting Scientific Research with Funding They do this POORLY or NOT ENOUGH	Supporting Scientific Research with Funding They do this OKAY	Supporting Scientific Research with Funding They do this VERY WELL
Supporting Research-to-Practice Work with Funding and Visibility	Supporting Research-to-Practice Work with Funding and Visibility They do this POORLY or NOT ENOUGH	Supporting Research-to-Practice Work with Funding and Visibility They do this OKAY	Supporting Research-to-Practice Work with Funding and Visibility They do this VERY WELL

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* 18. Industry trade organizations can play a critical role in educating and guiding professionals in any field. How well are our Learning-and-Development trade organizations supporting us now?

TERRIBLY! Most are NOT providing proper information and services to we learning professionals.

POORLY! Most are doing an inadequate job.

GOOD! Most are doing a GOOD job.

EXCELLENT! Most are providing EXCELLENT information and services to us.

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* 19. What are our trade organizations DOING WELL NOW?

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* 20. What should trade organizations STOP doing that they are doing now?

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* 21. What should trade organizations do in the NEAR FUTURE? What should they do that they are not doing now? What should they continue to do?

Graduate School Programs and Universities

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* 22. How well are graduate programs and universities preparing their students for the L&D field? Ideally, we hope that our education institutions provide (a) validated, research-aligned information, (b) practical relevant skills, (c) inspiration for the importance of the work we do, (d) foundations and fundamental principles and values, and (e) an ability to think critically and creatively about the work they will be doing. How well are graduate programs and universities doing this now?

TERRIBLY! Most are producing students who are INADEQUATELY PREPARED

POORLY! Most are producing students who have major BLIND SPOTS or INADEQUATE SKILLS

WELL! Most are producing students who will be reasonably EFFECTIVE in their L&D work.

EXCELLENT! Most are producing students who will be HIGHLY EFFECTIVE in their L&D work.

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* 23. What are our graduate programs and universities DOING WELL NOW?

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* 24. What are our graduate programs and universities DOING POORLY NOW? What should they WORK TO IMPROVE in the near future?

Our Business/Organization Stakeholders

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* 25. As learning professionals, we have a naturally co-dependent relationship with our business/organization stakeholders. Some of them are senior to us, others are rightfully thought of as customers, others are our peers.

In general, are these stakeholders supporting us--pushing us, nudging us, resourcing us, respecting us, allowing us to manage our work--in ways that help us do good work, that help us be effective professionals?

YES! The support we get from most organizational stakeholders IS VERY HELPFUL in enabling us to be effective professionals.

MOSTLY! The support we get is GENERALLY BENEFICIAL in helping us be effective professionals.

NO! In general the support we get is NOT BENEFICIAL in helping us be effective professionals.

IT HARMS US! In general, our stakeholders MAKE IT MORE DIFFICULT for us to be effective professionals.

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* 26. How are our relationships with our organizational stakeholders working to enable us as learning professionals to be maximally effective? What is working now?

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* 27. What about our relationships with our organizational stakeholders is NOT working now? What could be better? What must change to help us be fully effective professionals?

Our Own Professional Practices

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* 28. There are many forces that influence our ability to act as professionals, but we should hold ourselves accountable too.

How are we doing as individual professionals and managers in L&D to support ourselves as professionals?

	We do this VERY LITTLE	We do this a MODEST AMOUNT	We do this A LOT
Seeking University Educational Programs and Experiences	Seeking University Educational Programs and Experiences We do this VERY LITTLE	Seeking University Educational Programs and Experiences We do this a MODEST AMOUNT	Seeking University Educational Programs and Experiences We do this A LOT
Staying Current with Research- and Evidence-Based Information	Staying Current with Research- and Evidence-Based Information We do this VERY LITTLE	Staying Current with Research- and Evidence-Based Information We do this a MODEST AMOUNT	Staying Current with Research- and Evidence-Based Information We do this A LOT
Having a Healthy Skepticism for Ideas, Solutions, Tools, and Marketing Messages	Having a Healthy Skepticism for Ideas, Solutions, Tools, and Marketing Messages We do this VERY LITTLE	Having a Healthy Skepticism for Ideas, Solutions, Tools, and Marketing Messages We do this a MODEST AMOUNT	Having a Healthy Skepticism for Ideas, Solutions, Tools, and Marketing Messages We do this A LOT
Hiring Research-to-Practice Experts to Audit/Review Your Current Practices	Hiring Research-to-Practice Experts to Audit/Review Your Current Practices We do this VERY LITTLE	Hiring Research-to-Practice Experts to Audit/Review Your Current Practices We do this a MODEST AMOUNT	Hiring Research-to-Practice Experts to Audit/Review Your Current Practices We do this A LOT
Regularly Learning from Areas of Knowledge Related to L&D	Regularly Learning from Areas of Knowledge Related to L&D We do this VERY LITTLE	Regularly Learning from Areas of Knowledge Related to L&D We do this a MODEST AMOUNT	Regularly Learning from Areas of Knowledge Related to L&D We do this A LOT
Providing Training on L&D-Relevant Topics to Ourselves as L&D Professionals	Providing Training on L&D-Relevant Topics to Ourselves as L&D Professionals We do this VERY LITTLE	Providing Training on L&D-Relevant Topics to Ourselves as L&D Professionals We do this a MODEST AMOUNT	Providing Training on L&D-Relevant Topics to Ourselves as L&D Professionals We do this A LOT
Using an Experimental, Rapid-Prototyping Approach to Design & Development	Using an Experimental, Rapid-Prototyping Approach to Design & Development We do this VERY LITTLE	Using an Experimental, Rapid-Prototyping Approach to Design & Development We do this a MODEST AMOUNT	Using an Experimental, Rapid-Prototyping Approach to Design & Development We do this A LOT
Utilizing A-B Testing to Determine the Best Versions of Our Learning Designs	Utilizing A-B Testing to Determine the Best Versions of Our Learning Designs We do this VERY LITTLE	Utilizing A-B Testing to Determine the Best Versions of Our Learning Designs We do this a MODEST AMOUNT	Utilizing A-B Testing to Determine the Best Versions of Our Learning Designs We do this A LOT
Reading Important Books Related to L&D Practice	Reading Important Books Related to L&D Practice We do this VERY LITTLE	Reading Important Books Related to L&D Practice We do this a MODEST AMOUNT	Reading Important Books Related to L&D Practice We do this A LOT
Regularly Comparing Our Current Competencies to Our Desired Competencies	Regularly Comparing Our Current Competencies to Our Desired Competencies We do this VERY LITTLE	Regularly Comparing Our Current Competencies to Our Desired Competencies We do this a MODEST AMOUNT	Regularly Comparing Our Current Competencies to Our Desired Competencies We do this A LOT
Creating A Learning-Team Culture of Curiosity, Challenge, and Openness	Creating A Learning-Team Culture of Curiosity, Challenge, and Openness We do this VERY LITTLE	Creating A Learning-Team Culture of Curiosity, Challenge, and Openness We do this a MODEST AMOUNT	Creating A Learning-Team Culture of Curiosity, Challenge, and Openness We do this A LOT
Regularly Observing Our Target Learners In Their Real Work Situations	Regularly Observing Our Target Learners In Their Real Work Situations We do this VERY LITTLE	Regularly Observing Our Target Learners In Their Real Work Situations We do this a MODEST AMOUNT	Regularly Observing Our Target Learners In Their Real Work Situations We do this A LOT
Seeking Out Alternative Ideas Before Deciding on a Course of Action	Seeking Out Alternative Ideas Before Deciding on a Course of Action We do this VERY LITTLE	Seeking Out Alternative Ideas Before Deciding on a Course of Action We do this a MODEST AMOUNT	Seeking Out Alternative Ideas Before Deciding on a Course of Action We do this A LOT

Other (please specify)

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* 29. In terms of our self-initiated efforts to be professionalized, what are we doing NOW that is MOST USEFUL?

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* 30. In terms of our self-initiated efforts to be professionalized, what are the most important efforts we are FAILING TO DO and what should WE AIM TO DO BETTER in the near future?

A Little About You

So that we can fully understand the data, it's helpful to know a little about those who have responded.

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* 31. What do you spend the most time on in your work? Pick the selections that best define your work over the last six months. SELECT AS MANY AS ARE TRUE.

Lead the unit

Manage projects and courses

Design solutions

Evaluate programs and/or projects

Develop face-to-face classes

Develop technology-based courses, programs, and/or assets

Consult on learning and performance improvement systems

Serve as an instructor

Serve as a coach/e-coach and/or mentor/e-mentor

Consult on analysis and evaluation

Other (please specify)

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* 32. In what type of setting do you work? SELECT ALL THAT APPLY.

academic/educational institution (college, university)

K-12 school or school district

association/non-profit organization

consulting/contracting for many organizations

financial services/insurance

technology products and services

telecommunications

government agency (other than military)

health services

military (civilian or service personnel)

retail

transportation

utility

learning and development vendor

learning and development consultant

Other (please specify)

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* 33. How many YEARS have you been involved in doing learning & development work?

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* 34. What is your highest level of formal education COMPLETED?

Secondary/High school or equivalent

Undergraduate degree or equivalent

Master's degree or equivalent

Doctorate or equivalent

Other (please specify)

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* 35. Your Location

Asia

Africa

Europe

North America

South America

Australia/Oceania

Antarctica

Final Thoughts

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* 36. Anything else we should have asked about? Anything else you want to share?

Part of a Larger Effort

Remember, this survey is just one part of our efforts--at the L&D Conference 2020--to CrowdThink and deliberate on our professionalization as members of the L&D field. At the conference, starting June 22nd and going through July 31st, groups of people will focus in more depth on these topics, using a modified world-cafe methodology. They will focus from their own expertise and will inform their thinking with the results of this survey. You are, of course, welcome to join the conference. https://www.learningdevelopmentconference.com/.

You can register here: https://academy.worklearning.com/library/ld-conference-2020-playground-cf265895/126951/about/

Getting a Report of the Findings

A report will be developed as a result of this effort.

When you complete this survey (almost there!), we will send you to a separate webpage to sign up for the report. We send you to a separate survey to ensure the anonymity of your data. If you don't go there automatically, here is the link: https://www.surveymonkey.com/r/LDC2020--Report

Thank you!

From here, Fernando Senior will facilitate the CrowdThinking modified-world-cafe dialogue at the L&D Conference 2020, and Will Thalheimer will focus on the survey results, while also engaging as a participant in Fernando's brilliantly-designed set of interactions.

We are grateful for your time and energy in sharing your wisdom and perspectives!

Please complete the survey now so that it sends you to the sign up for the forthcoming report.

= Fernando Senior
= Will Thalheimer

CrowdThinking at the L&D Conference 2020

Question Title

* 1. Think of your current work situation. Are formal external benchmarks used to define required CAPABILITIES/COMPETENCIES for the roles that are performed? SELECT ALL THAT ARE TRUE FOR YOU.

Question Title

* 2. What sets of benchmarks do you use, if any? They might be formally developed by an outside source, or they might be internally developed. If you know the name, please provide. Otherwise, describe them.

Question Title

* 3. In general, do we as professionals in the workplace learning field have the right CAPABILITIES and/or COMPETENCIES to be fully professionalized--to be as effective as we can be?

Question Title

* 4. What competencies do we have? What are we strongly skilled at NOW?

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* 5. What competencies do we need to develop to be fully effective NOW and/or in the NEAR FUTURE (3 to 5 years).

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* 7. Are our current entry requirements sufficient? Should they be more lenient or more rigorous? And why?

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* 8. What about the future? As an industry, what would an ideal set of entry requirements look like?

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* 10. How well do we know the following? In other words, how effective are our evaluation efforts in gathering meaningful feedback on each of these?

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* 11. Feel free to provide any additional or clarifying information about how well our evaluations are gathering pertinent data.

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* 12. In addition to formal evaluations that look at learning results, we can also get feedback from reviews/audits of our learning designs or learning programs. Who should provide these reviews?

Question Title

* 13. Feel free to provide any additional or clarifying information about choosing internal or external people in providing feedback on our work products.

Question Title

* 14. Do we get sufficient feedback on the effectiveness of our learning programs—feedback that enables us to improve our learning designs and create virtuous cycles of continuous improvement?

Question Title

* 15. What learning-evaluation practices should we do LESS FREQUENTLY or stop doing altogether?

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* 16. What learning-evaluation practices should we DO MORE OF or START DOING for the first time?

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* 17. How well are our industry trade organizations doing the following?

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* 18. Industry trade organizations can play a critical role in educating and guiding professionals in any field. How well are our Learning-and-Development trade organizations supporting us now?

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* 19. What are our trade organizations DOING WELL NOW?

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* 20. What should trade organizations STOP doing that they are doing now?

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* 21. What should trade organizations do in the NEAR FUTURE? What should they do that they are not doing now? What should they continue to do?

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* 23. What are our graduate programs and universities DOING WELL NOW?

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* 24. What are our graduate programs and universities DOING POORLY NOW? What should they WORK TO IMPROVE in the near future?

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* 26. How are our relationships with our organizational stakeholders working to enable us as learning professionals to be maximally effective? What is working now?

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* 27. What about our relationships with our organizational stakeholders is NOT working now? What could be better? What must change to help us be fully effective professionals?

Question Title

* 28. There are many forces that influence our ability to act as professionals, but we should hold ourselves accountable too.How are we doing as individual professionals and managers in L&D to support ourselves as professionals?

Question Title

* 29. In terms of our self-initiated efforts to be professionalized, what are we doing NOW that is MOST USEFUL?

Question Title

* 30. In terms of our self-initiated efforts to be professionalized, what are the most important efforts we are FAILING TO DO and what should WE AIM TO DO BETTER in the near future?

Question Title

* 31. What do you spend the most time on in your work? Pick the selections that best define your work over the last six months. SELECT AS MANY AS ARE TRUE.

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* 32. In what type of setting do you work? SELECT ALL THAT APPLY.

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* 33. How many YEARS have you been involved in doing learning & development work?

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* 34. What is your highest level of formal education COMPLETED?

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* 35. Your Location

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* 36. Anything else we should have asked about? Anything else you want to share?

* 28. There are many forces that influence our ability to act as professionals, but we should hold ourselves accountable too.

How are we doing as individual professionals and managers in L&D to support ourselves as professionals?