Heidi Saucier

Embracing Change = Growth

The world hates change, yet it is the only thing that has brought progress. ~Charles Kettering

We’ve all faced it. Someone announces a change is going to happen for your team, division or even the entire organization. Or maybe through personal reflection you’ve realized that something needs to be different in your life. When we face change, it’s not always with the most positive of reactions. While the experience may have been difficult, I’m sure some of you are able to reflect on the changes and see the growth you’ve experienced because of the transition to something new.

When I moved to my current role over nine years ago, there were changes on multiple levels. I left a team where I had gained experience and knowledge. Now I was in a leadership position where I would learn new processes, build new relationships, and implement my own changes to the team’s operating structure. As I began asking questions and giving feedback on training projects, I received some resistance. I realized I needed to explain why I was asking the questions and build trust with those I would be working with. Once I made that shift, people were more receptive to my feedback and willing to partner with me on training initiatives. Not only did I experience changes overall by joining a new team, I learned that I also needed to change my approach as a leader.

A few years later, along with the rest of the world, tremendous change came as the pandemic hit and we had to make quick adjustments to daily living. For me that meant leading my team from home, making difficult decisions to ensure my family was supported while I was working, adjusting to mask wearing and social distancing, and even increasing virtual interactions with friends and family. For others it was working on the front lines, adjusting to wearing PPE on a regular basis, dealing with fear, figuring out how to stay connected to loved ones that were isolated, and wondering how we would come out of this. Reflecting on my experience during the pandemic, here are some things that I’ve learned:

  1. Curbside grocery pickups are a timesaver. I still take advantage of this option from time to time.
  2. It’s ok to take a break.
  3. Maintaining relationships is critical, even if you are an introvert.
  4. Some people are kind. Others are not. Either way, only we can control our decision to be kind.
  5. There’s always a way to support others.
  6. People are more creative than they know.

Most recently, I’ve begun exploring the use of AI in my role. I will be the first to admit my skepticism towards this technology. Would it really make a difference? Would it reduce the time it took to complete tasks I had grown to dislike because they slowed up the process? At the same time, I was hearing the benefits and possibilities to do things that I was not as skilled in with the support of AI. In other words, it would help me learn new things.

The company I work for has done an amazing job preparing us to increase the use of AI in our work lives. Through learning, job aids, and hands-on activities with the encouragement to experiment, they have offered numerous ways for employees to discover how AI can become a part of daily work. I began to take some classes and started practicing the art of prompting. I learned how AI could help make some of my email messages more concise, how to create a process map using CoPilot and Excel, and discovered analytics that are beginning to reveal key metrics related to the audience that my team supports training. I am still learning how to further refine prompts and use CoPilot throughout the Microsoft Office Suite. My willingness to give AI a chance is bringing positive change and new opportunities within my work. I know that AI is not perfect, and the human touch is still necessary to ensure anything I ask AI to create is accurate and reflects the goals and message we want to portray to our internal teams and external learners.

In all these times of change, I grew. Was it easy? Absolutely not. But when I took the time to step back and look at the bigger picture, I saw that I embraced the change in many ways and gained insights I will carry with me into the future. These lessons are ones that I often reflect on to remind me that despite it all, growth is still happening and there are things we are constantly learning.

Leaders – Embracing change and not running from it is the most critical thing you can do. Remember the people following you. If they see you avoiding the change, that may influence them to do the same. If they see you leading the way through change, and you remain honest and transparent through the process, it will help your entire team transition and come out on the other side of the change a stronger and more resilient group. How will you lead yourself and others through the next change that’s on the horizon? For those that have recently gone through a change, what have you learned through that experience? Please share in the comments below. I’d love to hear from you!

Heidi Saucier

Engagement and Learning Using Technology

One of my grad school projects involved developing and sharing a perspective of how technology promotes engagement and performance by learners in blended and online settings. Below is a focused literature review from the project.

What are apparently effective strategies for motivating learners in online settings?

            Whether a learner chooses to enroll in an online course or is required to do so, strategies must be implemented to help sustain motivation throughout the duration of the course. Because learners are motivated to engage in learning for different reasons, educators should consider having multiple strategies in place to address a variety of motivational factors. Studies of motivation strategies in face-to-face environments have examined how learners demonstrate extrinsic and intrinsic motivation and the part that instructors play in implementing motivational strategies in the classroom (Newby, 1991). Keller’s ARCS (Attention, Relevance, Confidence, and Satisfaction) model has also been applied to classroom observations to identify if teachers focus more on specific or various motivation strategies within the classroom setting (Newby, 1991). Educators have also looked for opportunities to improve motivation for non-English speaking students that struggle learning the English language (Alshenqeeti, 2018). It is known that “learners learn differently and are motivated by different things” (Alshenqeeti, 2018) in face-to-face settings, and this thought can also be considered when looking at effective strategies for motivating learners in online settings.

            When comparing motivation strategies between face-to-face and online learning environments, studies infer online students appear to be less motivated but are found to achieve higher grades than face-to-face learners (Stark, 2019). These learners often choose to participate in online courses based on increased flexibility and convenience of schedule (Stark, 2019). Though some studies indicate higher dropout rates in online courses, others report high success rates that suggest the ability for online students to acclimate themselves to online learning (Stark, 2019).  Stark’s study using the Motivated Strategies for Learning Questionnaire (MSLQ) identified lower levels of intrinsic and extrinsic motivation for students in online courses (Stark, 2019). Even so, the same learners expressed that they had the ability to succeed in online learning (Stark, 2019). What supported the motivation of online learners in this study was their perceptions of being able to have more control over their learning experience as well as reduced test anxiety (Stark, 2019). In addition, past studies showed that having prior online learning experience could influence motivation and learning approaches for future online courses (Stark, 2019). Tapping into prior experience may be helpful to online instructors to increase motivation and engagement in future learners that enroll in their course.

            While over 30 years old, Keller’s model that is “the conceptual foundation of the attention, confidence, satisfaction (ARCS) model of motivation” (Milman & Wessmiller, 2016) is studied in relation to online learning. This model includes four categories with examples of motivation strategies that can be incorporated into online courses. The component of attention looks at provoking as well as continuing to keep learner’s attention (Milman & Wessmiller, 2016). For online learning, this can be done using media such as video, graphic images, and even comic strips to gain attention (Milman & Wessmiller, 2016). The relevance component is one that answers the question “why do I need to learn this topic?” (Milman & Wessmiller, 2016). It looks at finding ways to meet personal and professional goals of learners and can be implemented by incorporating current event topics into learning (Milman & Wessmiller, 2016). As learners navigate through an online course, confidence is the next component to instill to give them the assurance that they can achieve the learning outcomes of an online course (Milman & Wessmiller, 2016). While this can be a challenge in online settings, videos or emails can be developed with encouraging messages to boost learner confidence (Milman & Wessmiller, 2016). Satisfaction, the last component, can be immediately experienced through online learning (Milman & Wessmiller, 2016). The ability to provide prompt feedback in the form of grades and assessment results is one way to provide more timely satisfaction (Milman & Wessmiller, 2016). Another method is offering the opportunity for immediate application of learning using a discussion board or wiki for showcasing student work (Milman & Wessmiller, 2016).

            Gamification is another strategy that can be implemented in the context of the flipped classroom, which is a blended learning model (Matsumoto, 2016). Effective gamification continues to be a popular learning tool that includes the following components: a clear and succinct tutorial, tasks that are learner-driven, a well-arranged platform, and motivation-inspiring and prompt feedback (Matsumoto, 2016). By incorporating elements of game design in non-game settings, gamification allows learners to apply game-like actions to real-world scenarios for problem-solving opportunities (Matsumoto, 2016). For example, first year high school English as Foreign Language students participated in an e-Learning course that incorporated gamification (Matsumoto, 2016). During the lecture portions of the course, students watched as in-game characters presented the lesson, then completed a task that was complimented by the character when complete (Matsumoto, 2016). The home page of the course allowed learners to track task completions, open tasks, and achievement rankings (Matsumoto, 2016). Data results showed that students grades improved post-learning (Matsumoto, 2016).

            Motivation strategies also aided in boosting learner motivation during the COVID-19 pandemic. While buildings were required to close, it was believed that learning and teaching did not have to cease during the closure (Nguyen, 2021). An example of this occurred at a Vietnamese university using several technology applications to teach remotely (Nguyen, 2021). Researchers acknowledge that barriers that exist in online learning have worried educators and those researching educational technology (Nguyen, 2021). These barriers include lack of technology experience and support as well as preferences and beliefs (Nguyen, 2021). The study sought to initially identify barriers perceived by students that transitioned to online learning because of the pandemic as well as study the effects of implementing motivation-boosting strategies to learning activities including audio and video clips, pointing learners to websites and social media tools, text chat activities, and the use of Zoom or Skype for video calls (Nguyen, 2021). Adding the alternate methods showed in the results to boost motivation and led to higher performance (Nguyen, 2021).

            While studies show that online learners tend to be less motivated yet often are still successful in performance, my research will look deeper into the areas of relevance, self-regulation, and how technology can gain and sustain motivation. Studies also show dropout rates are higher among online learners compared to those that opt for face-to-face environments. That means that for some there have been experiences where the learner is no longer motivated to continue in an online course. I would like to further study those reasons to identify if missing motivation strategies would have made a difference in dropout rates for particular courses. With a focus on workplace learning, research can be done on the role of the virtual trainer, a comparison between voluntary and required online learning, and the motivational needs of employees that seek out online training.

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What are your thoughts on online learning? What online courses have you found most engaging and helpful in your development journeys? Where are there still opportunities to improve online learning, whether in academia or the workplace? Is there still a value in live, in-person learning? Why or why not?

References

Alshenqeeti, H. (2018). Motivation and Foreign Language Learning: Exploring the Rise of Motivation Strategies in the EFL Classroom. International Journal of Applied Linguistics & English Literature, 7(7), 1–8. https://doi.org/10.7575/aiac.ijalel.v.7n.7p.1

Matsumoto, T. (2016). Motivation Strategy Using Gamification. Creative Education, 7(10), 1480–1485. https://doi.org/10.4236/ce.2016.710153

Milman, N. B., & Wessmiller, J. (2016). Motivating the online learner using Keller’s ARCS model. (attention, relevance, confidence, satisfaction). Distance Learning (Greenwich, Conn.), 13(2), 67–.

Newby, T. J. (1991). Classroom Motivation: Strategies of First-Year Teachers. Journal of Educational Psychology, 83(2), 195–200. https://doi.org/10.1037/0022-0663.83.2.195

Nguyen, H.-T. T. (2021). Boosting Motivation to Help Students to Overcome Online Learning Barriers in Covid-19 Pandemic: A Case study. International Journal of Interactive Mobile Technologies, 15(10), 4–20. https://doi.org/10.3991/ijim.v15i10.20319 Stark, E. (2019). Examining the Role of Motivation and Learning Strategies in Student Success in Online Versus Face-to-Face Courses. Journal of Asynchronous Learning Networks JALN, 23(3), 234–. https://doi.org/10.24059/olj.v23i3.1556

Heidi Saucier

Motivation makes a difference in online learning

Understanding motivation is one of the most important things we can do in our lives, because it has such a bearing on why we do the things we do and whether we enjoy them or not. ~Clayton M. Christensen

One of the topics I studied in grad school is motivation, particularly in online learning. I thought I’d share with you some of the thoughts I included in a past assignment, revised to reflect current time, to give you some points to consider.

As human beings, we have all been motivated to act in different areas. It may be to start a new hobby or pick one back up again that we paused doing for a time. Perhaps it’s finally taking the initiative to reorganize the basement. Or maybe it’s looking at the health benefits that can motivate us to activate a gym membership. When it comes to learning, motivation is an important element that continues to be studied. Educators and researchers have looked at how learning can be further developed to motivate individuals to participate in key courses and maintain engagement throughout the learning experience.

Motivation is a key element of learning that includes online and blended learning environments. With technology advancements in the workplace and an increase in companies moving to global teams and flexible working arrangements, more employees have the need to complete required and optional training outside of the traditional classroom setting. When considering design of remote and on-demand computer courses for employees, motivation factors should be considered. Established theories can be reviewed to identify those factors and increase learner motivation for both required and self-directed learning opportunities for workers.

For teaching and learning, motivation is an important component. Learners, whether in school or the workplace will respond to concepts and activities that they are interested in learning more about or that are connected to their personal goals, aspirations, and experiences. Teachers and trainers are therefore challenged with delivering relevant and engaging content that keeps learners involved and excited about what is being taught.  

From the courses and research I completed in my doctoral program, I learned the importance of  considering the types of motivation that should be addressed when researching retention outcomes and team development in remote settings. For companies offering hybrid or full remote working arrangements to attract and retain talent, training teams will need to focus on curriculum that not only can be delivered remotely but will keep learners engaged throughout the entire course. This will require identifying the interests of learners and the appropriate type of motivation to address for each course, building relevant scenarios into courses that can be applied back on the job, and considering activities that provide opportunities for intrinsic and extrinsic incentive to further motivation learners to take an active part in learning.

In my current role, our team develops training for an external audience that is not required to complete any of our courses or attend the webinars we offer. For us, our goal is to address their learning needs from the perspective of making it easier to do business with us. We take feedback we receive from learner surveys and discuss with SMEs to consider their work setting and what they need to be able to do to submit the requests and information to us that tie to those roles. One thing we’ve discovered is that their roles have become increasingly demanding and many are being cross trained to perform additional tasks outside of what they were hired to do. Their time is limited and they do not want to spend extra time reviewing a training course to find that one thing to help them work with us. To address this, we have continued to move towards micro-learning modules that offer just-in-time training that doesn’t get in the way of the entire work day.

Understanding the types of motivation that can be connected to workplace learning will provide insight and potential connections to how a learner’s motivation may be related to course retention rates and transfer of learning on the job. Are courses that are relevant to an employee’s career development found to be more engaging? How does the level of learner engagement in the overall course design affect employee motivation? Are employees that are more motivated by career development scoring higher on specific courses? Is learning transfer happening despite the motivation levels of an employee to use the knowledge and skills gained from a particular course? Does leadership support during learning transfer affect motivation? These are key questions that are not new, but ones we continue to ask as we look at the future of learning in a hybrid work world.

For those in learning and development, how have you been able to motivate learners to participate in your training courses? What opportunities have been presented to you to increase motivation? Share your experiences in the comments!

Heidi Saucier

Turning 50 – reflecting on five decades part 3

I hope that you’ve enjoyed the last few posts that have reflected the decades of my life from a personal, professional, and historical perspective. This post will wrap up the overview of the last five decades of my life.  

2016-2025

Turning 40 was a pivotal point in my life from multiple perspectives. Desiigner’s “Panda” was the number one song on the radio (or satellite, or however else you listen to music). I would experience great joy with the birth of my son (it’s hard to believe that he will be nine in less than a month!) and great sorrow with the unexpected death of my husband. In this decade, we learned the words Brexit, SpaceX, and COVID-19.  Zoom meetings became the norm during quarantine, and we never expected to be stressed about having enough toilet paper at home. We also saw the emergence of A.I. which had been around for many years but now accelerated into the mainstream.

Leadership development introduced us to James Clear’s Atomic Habits that encouraged continuous improvement (yes, I highlighted this book in a past post), Bill Burnett and Dave Evans’ Designing Your Life challenging us to consider career maps and doing work with a purpose, and Kim Scott’s Radical Candor that helps leaders find the balance between giving direct feedback and having personal care for team members. Leaders during that time included U.S. Presidents Donald Trump and Joe Biden, Vladmir Putin in his second time leading Russia, France’s President Emmanuel Marcon, and Ukraine President Volodymyr Zelenskyy.

This most recent decade saw the strongest growth in my professional life. I earned my Master of Training and Development at Oakland University in December 2016, right at the end of my first trimester with my son. Not too long after his birth, I moved into a new role at work where I was an instructional designer and facilitator for sales support staff, starting to develop my instructional design skills. Almost two years later, I accepted a promotion to my current role leading a team that designs training for providers and staff that do business with our company. This experience has grown and stretched me as a leader, learning to build a team and develop relationships with co-workers and key stakeholders that foster collaboration and support for each of our training deliverables. It also taught me about leading teams in a virtual and hybrid environment, which was a factor in my interest to research organizational support for remote workers (You can learn more about that journey in a previous post).

If you remember my last post, I joined our company’s chapter of the National Management Association in the previous decade of my life. In this decade, I moved into roles that included an officer that oversaw the planning and hosting of our monthly meetings and two years as our chapter’s Board of Directors chairperson. Through the experience, I discovered an opportunity to become a National Director with NMA. This is a role that serves as a liaison between the national organization and the chapter you are assigned to. In 2023, I was sworn in as the National Director for my local chapter. Through my experience and involvement on board committees, I was nominated to become an officer on the board. In the fall of 2024, I was voted as the National Secretary and am now serving as the National Treasurer. It’s an honor to serve in these roles, and I look forward to future opportunities within the NMA board.  

2026

So here I am, starting the next decade of my life. It’s been about a month since I turned 50. The history is being laid out before me, and now I start to anticipate what the future holds. What will my career look like over the next 10 years? How will I grow as a leader? What knowledge will I have gained? How will my son grow up?

I don’t have these answers yet, and that’s completely ok. I look forward to this next path on my life journey and hope to have some amazing stories to share with you down the road as I continue this blog. Thank you for taking the time to learn about these five decades.

What were you most amazed about? How did it help you reflect on the decades of you life? I’d love to see your comments! PS – The number one song on my 50th Birthday was Olivia Rodrigo’s “Drop Dead.”

Heidi Saucier

Turning 50 – reflecting on five decades part 2

5/18/26 – Turning 50 – reflecting on five decades part 2

In the last post I started sharing the first two decades of my life including historical moments, leadership and professional development happenings, and other highlights of life. This post continues the story, moving into the next two decades.

1996-2005

As I turned 20, we were a few years away from what the world thought was going to be a major global crisis: Y2K. We thought computers were going to freak out and the world was going to lose the ability to function due to our reliance on technology. Thankfully, it didn’t. Mariah Carey topped the charts that birthday with “Always Be My Baby”, Dolly the sheep emerged as the first cloned mammal, and the summer Olympics were just a few months away in Atlanta, Georgia. Email got its start with the launch of Hotmail (how many of you had an account?), Wikipedia (I still use this to look up information), and YouTube (one of my guilty pleasures!). This decade also brought tragedy with the U.S. Embassy bombings in Kenya and Tanzania, the bombing at the Olympic Park during the summer Olympics, the Space Shuttle Columbia disaster, Hurricane Katrina, the 9/11 attacks which brought the wars in Afghanistan and Iraq, and the deaths of Tupac Shakur and Princess Diana.

Leadership development during this time introduced many of us to the concept of emotional intelligence with books like Emotional Intelligence: Why it Can Matter More than IQ by Daniel Goleman. Spencer Johnson’s Who Moved My Cheese, the popular story that tells us how to adapt to change (there’s a kid’s version that I need to get for my son!), and Kerry Patterson et al.’s Crucial Conversations that guides leaders on how to effectively communicate to people in high stakes scenarios. Leaders during the decade included U.S. Presidents Bill Clinton and George W. Bush, UK Prime Minister Tony Blair, and Vladimir Putin in his first time of serving as the President of Russia. During these years, I continued to develop as a leader through my time as a youth group leader at a local church. That role brought valuable lessons about delegating and planning and discovering that youth ministry was not meant for me. It was also in these years that a few call center jobs laid the foundation that sparked my interest in training.

2006-2015

When I turned 30, Daniel Powter’s “Bad Day,” which became the elimination song on American Idol that year, was the number one song on the radio. This decade of my life brought the beginnings of Twitter (now X, though I still remember how we used to “tweet”), the first iPhone (now at version 17!), and the creation of Bitcoin (I had no idea that this even existed back then!). We were not without hard times with the “Great Recession,” the BP Deep Horizon oil spill, the Boston Marathon bombing, and a tsunami in Japan. I got married in this decade and decided to further my education through the Master of Training and Development program at Oakland University. While studying, I made great connections and friendships with many I still  keep in touch with. One is now a colleague of mine where I work, and another ended up becoming my realtor.

Leadership development during this time brought Susan Cain’s Quiet: The Power of Introverts in a World That Can’t Stop Talking (I recently read this book and as a fellow introvert resonated with many of the themes she shared), Charles Duhigg’s The Power of Habit, Sheryl Sandberg’s Lean In, and Brene’ Brown’s Daring Greatly. These books challenged readers to better understand the value of introverted leaders, consider the science to help us make good habits and break the ones that hold us back, encourage women to continue pursuing leadership, and that it’s ok vulnerable. Leaders during that time included U.S. Presidents George W. Bush as continued his first term and served a second, Barack Obama as the first African American President, and Angela Merkel as the Chancellor of Germany notably leading the largest European economy through the financial crisis of 2008.

During these years I officially started my career in learning and development, moving into a trainer role at the call center I was working at. It was there that I discovered the ADDIE model for developing training and gained support and insights from other professionals that eventually led to me working for the company I’m still at today. The MTD program I previously mentioned included classes that taught me about developing teams, submitting requests for proposals, various leadership styles, and the principles of instructional design. I served on my first board, supporting a professional group tied to our grad school program and helped planned meetings and events for students to gain additional education and networking opportunities in the learning and development field. I also joined my company’s chapter of the National Management Association, first attending meetings then moving on to write articles for our newsletter and chairing a committee. Little did I know then where that would take me in the next decade of my life.   

Next time, I’ll share the last part of my five decades on earth with more history and experiences. What memories do you have from these ten years? How did you grow professionally during this time? I’d love to hear about it!