Colin Steed

I have always been competent (or is that competant?)* at spelling and grammar though nothing special - but don't tell anyone as I was an editor and publisher of a number or reports, books and magazines for many years.

However, it always irks me tremendously how the misuse of the apostrophe is prevalent, no matter where you look. I see it in letters, articles, reports, posters, brochures, and even company name plates. And of course, we have all seen the grocer's displays: 4lb onion's; 2 melon's; and 2llb carrot's.

But I think that the most incorrectly used spelling is the misuse of the word "its". It seems that most people think that no matter what, you put an apostrophe before an 's' in "its".

Now, another confession. I failed English A Level (although I am sure it was much harder then and only the really bright pupils were even allowed to take it - and whilst we are reminiscing, Universities were universities and not colleges, polytechnics or schools).

So that explains why I cannot explain the academic reason for using an apostrophe competently. I always struggled with those rules. But I do follow a very simple rule, which has always got me by - and, I think, means that I can get that apostrophe in the correct place.

Let's consider the dreaded word  'its'.

From the list below which statements are correct? Choose one from (a-b) and one from (c-f).

(a) I have read the report and its stating the obvious

(b) I have read the report and it's stating the obvious

(c) The dog licked its bone and decided its too covered in mud to enjoy

(d) The dog licked it's bone and decided its too covered in mud to enjoy

(e) The dog licked its bone and decided it's too covered in mud to enjoy

(f) The dog licked it's bone and decided it's too covered in mud to enjoy

Did you choose (b) and (f)?

If so you are incorrect.

Did you choose (b) and (e)?

If so you are correct.

So here is the Steed rule on using an apostrophe.

Replace the apostrophe with an 'i' and see if it reads right?

Let's look at (b). "I have read the report and it is stating the obvious". Yes, that sounds right.

Let's look at (c). If we put an apostrophe between the 't' and 's' of 'its', the statement would read: "The dog licked it is bone and decided (its) too covered in mud to enjoy". Does not read right does it?

So what do we do with the "its" before "too covered"?

If we put an apostrophe between the 't' and 's', it would read: "..decided it is too covered in mud to enjoy." That sounds right.

So can you now see that (a) and (e) are the only correct answers?

If so, job done. You know the rule and you shouldn't get it wrong from now on!

Now, I could go on: what's the difference between:

"your" and "you're"; "whats" and "what's"?

Well, to find out more, I would recommend taking a look at a fantastic website which is compiled by a colleague of mine, Sylvia Fielding. It's (not its) a great little site and will eliminate those little annoying and unprofessional errors in spelling and grammar that we see everywhere. Sylvia's site can be found at www.commasense.co.uk

Enjoy!

* 'competent' is correct

It's the duty of every Training Manager of any organisation to ensure that the quality of all of its training is performed, assessed and monitored to the recognised National Standards on the National Qualifications Framework, that the learners actually acquire a sound learning experience and that the learning acquired is able to be applied to the learner’s workplace. Additionally, the organisation must ensure that the training is delivered and maintained to the highest level and that it is consistent across the organisation.

To facilitate this, it is imperative that each trainer is assessed in a live environment on a regular basis and that each assessment conforms to nationally-recognised standards, is maintained and governed externally and independently, and is then linked to each candidate’s continual professional development. This also can, and should, be linked to the individual’s Appraisal process.

I strongly believe that in the past organisations have relied on trainers attending train the trainer courses and obtaining a certification to feel comfortable that their training staff are performing to quality standards.

But I contend that this is not a true way to judge quality of performance - the only way to do that is to see the trainer in the workplace through a regular, live, indepently governed assessment.

In this way, the Training Manager can ensure that every one of its training professionals:

• Facilitates/delivers learning to the National Standards benchmark
• Receives objective guidance on potential improvement and developmental activity which should link to individual’s appraisals
•  Receives an objective benchmark to monitor the performance and quality of all trainers and the learning for all employees.
• Achieves a nationally-recognised, portable, Level 3 /4 qualification on the National Qualificatons Framework
• Achieves professional membership of the Institute of IT Training with designatory letters after their name.

1. There is less time for training

Organisations are facing increasing time pressures. Managers are finding it more difficult to release their people for training, and rainers and managers have less time for preparation too. Shorter courses are increasing in popularity.

Research* shows:

· 61% of organisations expect to do more very short courses (one hour or less)

· 52% of organisations expect to do more half-day courses

· 28% of organisations expect full-day courses to decline.

2. The way that people work is changing

There is more remote working, more flexible working, more project working and more outsourcing. People and teams are often split across multiple locations, with an increasing reliance on communication via email. Online tools are being exploited for information sharing, including for learning.

Research* shows:

· 75% of organisations want to share their learning materials with their people online.

3. Technology is changing

The incredible growth of social networking websites, such as Facebook and video sharing sites such as YouTube is transforming our behaviour online. Many people now stream and share video content with their friends as part of their everyday lives. When transferred into a business context, these changes help to open up many opportunities for learning outside of the classroom. It is now easy to stream and share the rich video content that was so lacking in the first generation of e-learning.

· YouTube has 9.9 million UK users (84% year-on-year growth at Oct 2007)**

· Facebook has 7.8 million UK users (up from just 0.5 million a year ago)**

· 76% of organisations want to stream video content to their learners.*

4. The learner is changing

Learner expectations are changing. One size no longer fits all. Learners are demanding more relevant and individual learning that more closely matches their needs. They are also asking for more choice over the way that they learn, with more demand for self-study and coaching, as well as online learning. Classroom learning is still important, but learners expect more support than before.

Research* shows:

· 95% of organisations want to pick and mix the learning messages they need, online, in order to develop more relevant training

· 86% of organisations want to use online video clips to enhance pre and post course support

· 75% of organisations predict further growth in coaching.

5. Budgets are under pressure

Organisations need to demonstrate more than ever that they are spending their learning budgets effectively. They have to develop learning content that can be used and adapted in many different ways, and closely monitor results.

Research* shows:

· 83% of organisations believe strongly in using formal measures to evaluate the effects of training

· Measures can include any of the following: skill levels, organisational efficiency, customer satisfaction, employee satisfaction, organisational targets, sales targets, operating profits, productivity and staff turnover.

*Source: Research carried out on behalf of Video Arts from May-June 2006. The sample was 200 people who are responsible for training within UK organisations. They took part in a detailed telephone survey.

My former boss at the NCC Michael Gough passed this on to me and it had a great impact on me (as he did - he is a very spiritual person and taught me a lot).

Perhaps we are all too wrapped up in our own work and our own lives that we are missing the real point.

So here is a short Powerpoint sequence Paradox Times. I know you will enjoy it and hope that you will learn from it, as I did.

Live well, laugh much, love often.

Colin

A couple of years ago at the IITT National Conference presenter Clive Shepherd asked the audience whether they thought that social networking sites like Facebook and Youtube would be an aid for learning. Although the audience was 60-40 in the affirmative, I was definitely in the negative.

The reason, mostly, was that I considered these sites to be unstructured, for the under 20s and almost anarchaic judging by some of the things I had seen on the sites. I had seen videos of joyriders, people doing the most ridiculous things, as well as some frankly disgusting examples of modern society - and mainly all taken on low quality mobile phones.

Fast forward 2 years. I recently purchased a pro-level video editing piece of software (the excellent Sony Vegas Pro 8) and could not find any courses on the subject. There were a couple of DVDs available but as the software version (8) had just been released there were no professional instructional DVDs available.

I was looking through Youtube for some music videos when I just did a search for Sony Vegas Pro 8 instruction - and was amazed at the list of short (2-5 min) clips available. These were mainly uploaded by young (pre 20 year old) US students who obviously loved teaching. 

Although most were of questionable quality and use, I did find some outstanding examples and have downloaded around 15 of these. One in particular, a young lad from Canada, is a natural trainer and through the use of Camtasia Studio (check that out trainers!) had produced some quality instructional videos.

I am now, after a couple of months, pretty conversant and skillful with the software.

So, Clive, I have changed my mind. Cut through the bad bits of Youtube and you can find some excellent training resource.

The challenge is for trainers - download a free trial copy of Camtasia Studio and have a go at producing some short instructional videos.

Let me know if you take up the challenge - I would love to see your work and would be happy to publicise these on this blog and to my 3500 Institute Members.