2019 AHRD International Research Conference in teh Americas logo

Three Pre-Conference Workshops

Pre-conference sessions provide a unique opportunity to dive deep into your areas of interest within the world of HRD. Be sure to sign up for the session of your choice when you register!


  • Bourbon Backstage: Behind-the Scenes of America’s Favorite Spirit
  • with Facilitators: Brad Shuck, Matt Bergman, and Kevin Rose

    Date:

    Wednesday, February 13, 2019
    12:00 PM – 7:00 PM

  • Kentucky is the birthplace of bourbon. Though a mix of legend and fact, the history of bourbon distillation can be traced to the nineteenth century and is a uniquely American creation. Today bourbon is enjoyed across the globe and is the US’s most widely exported liquor. Bourbon is characterized by high popularity and high standing with spirit aficionados. But bourbon distilleries face many of the same issues that other organizations face: selecting and retaining a skilled and diverse workforce, developing employees, remaining competitive, succession planning, recruiting diverse talent, and other issues.

    This pre-conference event is an opportunity to learning more about the uniqueness of bourbon and get an exclusive, behind the scenes view of the organizations that manufacture this special beverage. Learn more about the distillation process and its connections to agriculture and the environment, the supply chain and forecasting consumer demand, the history of prohibition and reestablishment of an industry, and current workforce needs.

    This workshop includes a backstage tour of a bourbon distillery, meeting with corporate leaders from one of the world’s leading spirits companies, and an opportunity for networking.

  • Target Audience:

    This pre-conference program will be beneficial for anyone interested in the bourbon and spirits industry from the perspective of employees, corporate leadership, and stakeholders.

  • Registration Fee:

    Members: $175 (early bird rate) $225 (regular rate)
    Non-Members: $225 (early bird rate) $275 (regular rate)

    Maximum of 15 participants

  • Agenda

    No visit to Kentucky would be complete without a bourbon experience. This pre-conference is aimed to give our visitors that experience, but will focus on the workforce aspect of the bourbon and spirits industry. The day will include:

    • Lunch at Brown-Forman, a global spirits company headquartered in Louisville, Kentucky.
    • A panel discussion with leaders from Brown-Forman. This panel discussion will involve various corporate leaders from human resources, training and development, diversity, and OD who can speak to the unique human resource development needs of Brown-Forman.
    • Tour of Brown-Forman HQ.
    • Old Forest Distillery Tour. Once participants have had the opportunity to see the bourbon and spirits industry from the corporate perspective, they will then get a behind-the-scenes tour of how the product is made.
    • Networking event. The day will conclude with networking, bourbon tasting, and hors d’oeuvres at the Bergman Loft in New Albany, Indiana (a historic river town just across from Louisville).

    About Brown-Forman:

    Brown-Forman employs more than 4,600 people worldwide with about 1,300 located in Louisville. Brown-Forman, one of the largest American-owned spirits and wine companies and among the top 10 largest global spirits companies, to sells its brands in countries around the world and has offices in cities across the globe. In all, Brown-Forman has more than 25 brands in its portfolio of wines and spirits.

    February 13

    12:00 AM – 1:30 PM
    Lunch at Brown-Forman Global Headquarters



    1:30 PM – 1:45 PM
    Break



    1:45 PM – 2:45 PM
    Corporate Leader Panel Discussion



    2:45 PM – 3:00 PM
    Break



    3:00 PM – 3:30 PM
    Tour of Brown-Forman


    3:30 PM – 4:00 PM
    Transit to Old Forester



    4:00 PM – 5:00 PM
    Old Forester Bourbon Distillation Tour



    5:00 PM – 5:30 PM
    Transit to Bergman Loft



    5:30 PM – 7:00 PM
    Networking, bourbon tasting, and hors d’oeuvres



    7:30 PM
    Return to hotel



     

  • Facilitators
  • Dr. Brad Shuck is Associate Professor and Program Director of both the Health Professions Education and Human Resources and Organizational Development programs in the School of Medicine and College of Education and Human Development at the University of Louisville. His primary areas of research include the application, meaning, and measurement of employee engagement, emerging areas of positive psychology, and leader development. He has given presentations and conducted research in four of the seven continents across the globe. In addition to his academic work, he is routinely cited in US-based international media outlets including ForbesThe Washington Post, and TIME, as well as international outlets including Business World Online and the Hindu Times. Shuck was named the 2016 Early Career Scholar by the Academy of Human Resource Development and has received several awards for his applied research, including the AHRD Excellence in Scholarly Practice (2016), the Child-Life Council Research-to-Practice Award (2015), the E F Holton III Outstanding Article of the Year (2013 and 2015) and the Advances in Developing Human Resources Outstanding Issue of the Year (2011). Shuck was recognized as a Faculty Favorite at UofL in 2012, 2013, 2014, 2015, 2017, 2018 and named one of the Top Four Faculty Favorites in 2016. Shuck is a Commonwealth Scholar and a member of the Honorable Order of Kentucky Colonels. He holds faculty affiliate status with the Department of Counseling and Human Development (UofL) and has done extensive work with the United States Army Cadet-Command, Ft. Knox, Kentucky.


    Matt Bergman, PhD, Program Director/Professor in the College of Education and Human Development. Dr. Bergman’s research is focused on adult learner persistence, prior learning assessment, leadership, and degree completion programs. His work has appeared in refereed journals such as the Journal of Continuing Higher Education, Human Resource Development Review, Adult Learning, International Journal of Information Communication Technologies and Human Development, and his work highlighted in international media outlets including The Wall Street Journal, The Washington Post, The Chronicle of Higher Education, and TIME. In 2015, Bergman and his colleagues won the E. F. Holton III Outstanding Article of the Year. His program was the recipient of the 2016 ACHE South’s Distinguished Program Award and the 2013 AAACE Malcolm Knowles Award for Adult Education Program of the Year. The program was also acknowledged as a 2014 National Program of Distinction in the American Public and Land Grant Universities’ MVP Awards for Campus Based Strategies for Student Success and the 2013 Innovation for Educational Attainment from the Gheens Foundation and 55,000 Degrees based upon local implementation of his research. Dr. Bergman was awarded the 2018 ACHE South Outstanding Faculty Award, the Metroversity Outstanding Faculty for Adult Learners in 2015, and has been a Faculty Favorite at UofL from 2012-2018. He is a Fellow for Complete College America that serves as a teacher, administrator, and ambassador of adult degree attainment both locally, and nationally.


    Kevin Rose, EdD, is an assistant professor of organizational leadership and learning at the University of Louisville. Before beginning his faculty role, he worked in various training and development areas including executive education and small business development. He is active in organizations such as the Academy of Human Resource Development and the American Association of Adult and Continuing Education. His research focuses on understanding and improving the lives of people at work, with emphasis on constructs such as organizational citizenship behaviors, leadership, and engagement.



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  • Getting Unstuck, Hearing All Voices, and Finding a Way Forward: New Methods to Hold Difficult Conversations and Operationalize Multiple Perspectives for a Transdisciplinary HRD Future
  • with Facilitators: Raye Rawls, J.D. and Brandy Walker, Ph.D.


    Date:
    Wednesday February 13, 1:00 PM – 5:30 PM

  • Are you equipped to move forward into a transdisciplinary HRD future and work with people with different values, beliefs, and perspectives? When difficult conversations happen, will you be able to get unstuck? How will you hear all of the disparate voices and find a way forward? This two-part workshop provides you with powerful tools to help you provide positive answers to those questions and more.

    Learn about the practice of Reflective Structured Dialogue as a way to break the unproductive patterns in stuck conversations that often leave us mired in polarizing and entrenched positions. Follow-up with the insights you gained from RSD in Part II of the workshop as a participant researcher in your own Q method study of the perspectives that emerged. Engage in your own perspective-taking and work with others in the session to articulate multiple nuanced ways of understanding what a transdisciplinary HRD future looks like. Learn how both methods can be used to complement each other and to further your practice and research in HRD.

  • Target Audience:

    Target audience is anyone in HRD interested in learning complementary methods to develop greater understanding of people with different viewpoints, values, and beliefs, and to operationalize, measure, and work between and among different perspectives.

  • Registration Fee:

    Members: $150 (early bird rate) $200 (regular rate)
    Non-Members: $200(early bird rate) $250 (regular rate)

  • Substantiated need for this session for scholars and/or scholar-practitioners

    As the field of HRD moves towards a transdisciplinary future, scholars and practitioners will need greater capacity to work outside of traditional silos. This kind of work will bring them in contact with other scholars and practitioners who come from different disciplinary traditions with different experiences, who approach their work from different perspectives, and who may hold different values and beliefs. This two-part workshop will provide scholars and practitioners with practical methods to have success in difficult conversations and to move forward with more clearly identified perspectives on the key issues facing them in this transdisciplinary work.

  • Overview of the session

    Learning Objectives: Participants will be able to

    1. Identify the principles and practice of RSD.
    2. Engage in a difficult conversation around what it means to be transdisciplinary using RSD.
    3. Gain mutual understanding about their workshop peers’ thinking on the topic of a transdisciplinary future of HRD.
    4. Articulate more refined thinking about what a transdisciplinary future in HRD means to them.
    5. Operationalize their perspective around a transdisciplinary future.
    6. Analyze data generated in the workshop using Q methodology.
    7. Identify the philosophy underpinning Q methodology.
    8. Explore the application of principles and practice of RSD and Q methodology to enhance their HRD practice and research.

    Workshop Session Flow, Time, and Participant Engagement

    Part I: Getting Unstuck and Having Difficult Conversations with Reflective Structured Dialogue (RSD)

    • Participants will spend the first 1 to 1.5 hours learning about the origins and theoretical foundations of RSD and learn how to use the practice of RSD to engage in difficult conversations. This time will include interactive activities to engage participants in creating the safe space needed to move forward with an RSD session.
    • The next 2 hours will be spent engaging in the RSD process. Participants will go through the 4 rounds of RSD to gain mutual understanding from each other around the topic of what it means to be transdisciplinary. (Participants will be put into groups of no more than 10 per group for this session. If we have the full 30 participants we will need 1 additional trainer.)
    • The prospect of moving out of a known disciplinary space into collaboration with other fields and disciplines may threaten people’s sense of status, control and authority. Participants may explore how working with people outside of their discipline-specific frameworks, experiences, and even values and beliefs impact their work.
    • The final 30 minutes will be devoted to a full-group debrief. During this time participants will be asked to reflect on the experience. Additionally, participants will be asked to write out a few specific thoughts related to what they see as a transdisciplinary HRD future. These items will become inputs for Part II of the workshop.

    Part II: Hearing All Voices and Finding a Way Forward with Q Methodology

    • Participants will spend the first 30 minutes of this session by engaging in a Q sort of items gathered in the debrief from Part I of the workshop. The debrief after the RSD process in which participants capture their specific thoughts on what they see as a transdisciplinary HRD future become the inputs for a Q sort. This Q sort asks participants to work independently to sort the statements, gathered organically at the end of Part I of the workshop, onto a game board. This process allows participants to operationalize their own perspective as they decide what they most agree and most disagree with along their own personal continuum. Facilitators will provide iPads to input their results to get real-time analysis of the data.
    • The next 30 minutes consists of discussion among participants about their process and thinking about what is most important for a transdisciplinary future. Participants will be guided through activities that help them articulate their similarities and differences in thinking.
    • During the next hour participants will be put into similar perspective groups (based on the real-time analysis of their sorts) and provided with analyzed data from their sorts using Q methodology. They will engage in their own interpretation of the results in order to provide their group with a unique identity related to their perspective on a transdisciplinary HRD future.
    • The third hour will be spent explaining the methodology that participants just experienced in more detail, and discussing how this mixed-methods approach can be used by both practitioners and researchers to hear all voices, identify the variety and nuances of perspectives on an issue, and move forward with greater understanding.
    • The last 30 minutes to an hour will be spent in discussion with participants about how RSD and Q methodology work together to provide a deeper understanding and more concrete foundation for moving forward through difficult conversations and into more productive transdisciplinary working relationships.
    • Biographical information:
    • Raye Rawls is Senior Public Service faculty at the J.W. Fanning Institute for Leadership Development at the University of Georgia. Her practice area is in conflict transformation, alternative dispute resolution and dialogue. She is an attorney, arbitrator, and mediator and holds a Masters Degree in Human Resources. Rawls has mediated and arbitrated thousands of cases in government institutions, court systems, corporations, and with private parties. Since 1983, she has traveled extensively throughout the United States offering courses in basic and advanced mediation, arbitration, conflict management, designing conflict management systems, and valuing diversity. Rawls is also a Senior Associate of Essential Partners (EP), (formerly the Public Conversations Project), an organization that fosters constructive conversation where there is conflict driven by differences in identity, beliefs, and values through a dialogue approach named Reflective Structured Dialogue. EP works locally, nationally, and globally to provide dialogue facilitation, training, consultation, and coaching. EP helps groups reduce stereotyping and polarization while deepening trust and collaboration and strengthening communities and organizations. Rawls currently serves on the editorial board of Conflict Resolution Quarterly.


      Dr. Brandy Walker specializes in instructional design, technology, and community-engaged research. As a Public Service Associate faculty at the J.W. Fanning Institute for Leadership Development, she has designed and developed multimedia instructional materials for all areas of leadership development and conflict transformation practices, including mediation and Reflective Structured Dialogue. Walker is also recognized as an inventor by the University of Georgia Research Foundation’s Innovation Gateway for the design of a new leadership product and online tool to measure participant perspectives on a variety of subjective issues. Walker’s work in curriculum design and program development bridges education, research and service. As a service-learning fellow, Walker designed and teaches a new cross-disciplinary course to promote community-engaged research methods. Walker received a B.A. in English and German from the University of Georgia, an M.A. in English from Tulane University and a Ph.D. in Learning, Design and Technology from the University of Georgia.



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  • Overcoming Your Inner Critic: A Faculty Workshop On Managing Imposter Cognitions
  • with Holly M. Hutchins, Ph.D., Professor, University of Houston and Jennifer Schragel

    Date:

    Wednesday, February 13, 2019
    1:00 PM – 5:00 PM

  • Despite the adverse influence of imposter phenomenon on job and well-being outcomes (cf. Hutchins, Penney & Sublett, 2018), no studies have offered an evidence-based intervention to help individuals address their persistent cognitive errors of “feeling like a fake”. This pre-conference will be a guided experiential workshop that will help academic faculty address maladaptive thoughts/beliefs about their performance and learn evidence-based active coping methods to help adjust their thinking patterns in productive ways. The workshop is based on cognitive processing therapy (CPT), an evidence-based intervention that has been used successfully with veterans in helping them address post-traumatic stress disorder (PTSD).

    Participation is limited to faculty members (tenure-track, tenured, non-tenure track) and space is limited to 20 participants. There will be a waitlist when the registration reaches capacity. The registered participants will complete pre and post workshop assessments and agree to bring a prepared critical incident statement to the workshop as part of an ongoing evaluation of the workshop. Dr. Hutchins will contact registered participants within two weeks of the workshop with pre-work details. The workshop project has been approved by the Institutional Review Board (#STUDY00001121) at the University of Houston.

    Key words: imposter phenomenon, stress coping, faculty development

  • Target Audience:

    Faculty/Scholars (non-tenure track, tenure-track, tenured faculty).

  • Registration Fee:

    Members: $150 (early bird rate) $200 (regular rate)
    Non-Members: $200 (early bird rate) $250 (regular rate)

    Maximum of 20 participants

  • Overview & Rationale

    The discussion and study of imposter phenomenon, defined as an internal experience of intellectual phoniness (Whitman & Shanine, 2012), has increased in the last decade. Although begun as a study of why women executives were unable to internalize their professional successful experiences despite having objective evidence of such achievements (Clance & Imes, 1978), recent studies have found that both women and men are challenged by the persistent concerns of “feeling like a fraud”. Imposter phenomenon has been linked to professional well-being outcomes such as depression, neuroticism and anxiety (Bernard, Dollinger & Ramaniah, 2002) and more recently to adversely impacting job outcomes such as career planning and striving, job satisfaction, organizational commitment, burnout and motivation to lead (Neureiter & Traut-Mattausch, 2016; Legassie, Zibrowski & Goldszmidt, 2008; Vergauwe et al. 2015). However, no studies have yet to offer an empirically tested intervention to help those struggling to assuage their imposter concerns.

    In studies examining academic faculty experiences with imposter cognitions (cf. Hutchins, Penney, & Sublett, 2018; Hutchins & Rainbolt, 2017), researchers have identified individual coping strategies and organizational-level development efforts (training, mentoring, professional development) to help faculty address their imposter concerns. Because professional achievement is closely linked with career success and job security in the academy, the impact of imposter phenomenon is particularly salient for this population. Key findings of this research were that faculty who used avoidant strategies (e.g. overworking, shaming, perfectionism, disengagement) to cope with imposter concerns reported higher levels of job dissatisfaction and emotional exhaustion (Hutchins et al. 2018). The authors also found gender differences in coping strategies, specifically that male faculty reported using more avoidant coping (than female faculty) to address imposter concerns. A key finding in their study was that faculty desired to learn more about active (positive) coping approaches to imposter concerns, such as having open discussions to normalize their experiences and learning strategies to address their cognitive errors as part of their professional development at their universities.

    Since a hallmark of imposter cognitions is attributional errors, rumination about failure, and high levels of fear and anxiety about their performance, cognitive processing therapy (CPT) offers a useful framework for helping individuals challenge and modify unhelpful beliefs. Cognitive processing therapy is an evidence-based treatment intervention that has been used successfully with veterans in helping them address post-traumatic stress disorder (Chard et al. 2012). Dr. Hutchins is piloting the proposed workshop at the University of Houston across two sessions (11/1/18, 11/7/18) and will use the formative and summative feedback to improve the workshop for future offerings including the proposed preconference.

    Objectives and Agenda

    The workshop will focus on helping faculty become aware of their maladaptive thoughts/beliefs and learn specific active coping methods based on CPT to help adjust their thinking patterns in productive ways. Since we are collecting data to support the efficacy of the workshop, we would like to collect summative data from participants about their workshop experiences and their level of pre-post levels of imposter phenomenon (Clance Imposter Phenomenon Scale, CIPS; Clance, 1985). The workshop has received IRB review and approval at the University of Houston, so we would modify the IRB to cover AHRD participants if the Preconference was approved. A pre-workshop survey and short instructional webinar to will be sent to prospective participants to complete the CIPS and collect demographic data once the RSVPs have been confirmed.

    A preliminary workshop outline is included below. Sharing will include in dyads or groups of three. Debrief and review discussions will occur with the larger group. Estimated time for the workshop is 4 hours.

    1. Welcome, Introductions and Overview
    2. Review of Imposter Phenomenon and utility of CPT as an intervention framework
    3. Sharing of an imposter episode (Dyads) (based on pre-work)
    4. Use of CPT Tool #1 (Stuck Points)
    5. Debrief and Review
    6. BREAK
    7. Exploring “Stuck Point” through CPT Tool #2 (Challenging Questions Worksheet)
    8. Debrief and Review
    9. Using CPT Tool #3 (Problematic Thinking Worksheet)
    10. Debrief and Review (5 min)
    11. Rewrite Imposter episode based on CPT reflection (10 min)
    12. Summary and Workshop Evaluations (5 min)



     

  • Facilitators
  • Holly M. Hutchins, Ph.D.

    Dr. Hutchins’ research on imposter phenomenon among academic faculty has been featured in Human Resource Development Quarterly, Human Resource Development International and New Directions in Adult Education and Human Resource Development. Her research on imposter phenomenon has also been featured in interviews with NPR and in articles published in Psychology Today, TONIC and Open Notebook.

    Jennifer Schragel

    Jennifer Schragel is majoring in HRD at the University of Houston and is completing her Honor’s Thesis on imposter phenomenon. She is assisting Dr. Hutchins (her major advisor) in designing the UH workshop and analyzing participant data.

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