Training

M.S. in Talent Development – Things have changed and so have we!

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The University of St. Francis recently launched a new program in the area of talent development and training. The M.S. in Talent Development is an online program – 10 courses – to earn a Master’s degree.

Contact Dr. Bonnie J. Covelli for more information. bcovelli@stfrancis.edu or 815-740-5071

M.S. in Talent Development – Things Have Changed and So Have We

Embrace the future with a M.S. in Talent Development from University of St. Francis, Joliet, Illinois. The new curriculum aligns with the Association for Talent Development (ATD) Talent Development Capability Model™. If you have earned the distinguished Certified Professional in Talent Development (CPTD®) or Certified Professional in Learning and Performance (CPLP®), then you only need nine courses to earn the degree because you can earn credit for prior learning. #ATDmember

The Talent Development program offers employment possibilities such as a talent development manager or director, human resources manager or director, learning and development manager or director, training or education manager or director, manager of organizational learning, employee relations manager, HR administration director, human resources operations manager, development manager, education director, learning manager, staff training and development manager, training and development coordinator, training and development director, training director, training manager, director or dean of continuing education, higher education administration, director of adult or community education, human performance consultant, trainer, consultant, instructional designer.

Students will find both personal and professional growth in the study of talent development. In this program, students have the opportunity to complete assignments they can apply to their organization, institution, or place of employment. They will gain hands-on experience with effective ways of building organizational capability practices including the design, delivery, management, assessment of talent development initiatives uniquely suited to adults. The Talent Development program supports students if they want to move up in their current organization, secure a position in another organization, or make a career change.

The talent development program provides employers with professionals who have expertise in the areas of human resources and learning and development. Students will understand how developing a learning organization leads to improved performance in the workplace, and they will have an awareness of internal and external environments that will enable them to position talent effectively within their organizations.

Program Mission

The Master of Science in Talent Development program provides quality educational experiences in an applied curriculum for professionals in the fields of talent development, human resources, and the delivery of programs for adults.  

Program Outcomes

Upon completion of the program, students will be able to:

  1. Increase knowledge of organizational capability practices including the design, delivery, management, assessment of talent development initiatives uniquely suited to adults
  2. Develop professional capability and awareness of ethical practices in the field of talent development
  3. Consult with various talent development stakeholders while building personal capability in the area of lifelong learning

Learn more at:

Talent Development (M.S.)

A Comparative Study of the ADDIE Instructional Design Model in Distance Education

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This post is provided by guest blogger, Arshpreet K Thind, graduate student University of St. Francis, MS Training and Development Program.

A study investigated the usefulness of the ADDIE instructional design model in online education. Researchers analyzed 58 articles on applying ADDIE in distance learning environments. Their findings showed the ADDIE model to be effective across various online educational settings, with a preference for asynchronous learning (without real-time interaction). The study also identified successful teaching practices within the ADDIE framework, such as using multimedia presentations, providing feedback, and encouraging interaction among learners. Overall, this research suggests that the ADDIE model remains a valuable tool for designing impactful online courses, particularly asynchronous ones.

This study’s reliance on a meta-analysis (analysis of existing research) offers a broad perspective, but the quality of the 58 articles included is unclear. While the ADDIE model’s effectiveness is supported, the focus on asynchronous learning might limit its generalizability.

Despite these limitations, the resource is valuable for educators considering the ADDIE model for online courses, especially asynchronous ones.  Instructors and instructional designers interested in incorporating multimedia, feedback, and interaction would also find this information useful.

Reference:

Spatioti, A. G., Kazanidis, I., & Pange, J. (2022). A comparative study of the ADDIE Instructional Design Model in distance education. Information, 13(9), 402. https://doi.org/10.3390/info13090402

Technology of deep brain stimulation: current status and future directions

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This post is provided by guest blogger, Arshpreet K Thind, graduate student University of St. Francis, MS Training and Development Program.

In this article, the author talks about the deep brain stimulation. Deep brain stimulation (DBS) is a surgical procedure that uses implanted electrodes to deliver electrical signals to specific parts of the brain. It’s a common treatment for movement disorders like Parkinson’s disease and tremor. The technology behind DBS has been around for a while, but recent advances are making it more effective and adaptable. For example, new electrodes can target specific areas of the brain more precisely, and closed-loop systems can adjust stimulation automatically based on brain activity. These advancements are expected to improve the benefits of DBS for patients while reducing side effects. Additionally, future DBS systems might be wirelessly controlled by doctors, but this raises security concerns that need to be addressed.

A more critical analysis would acknowledge the inherent risks of brain surgery and potential side effects of stimulation. This review article, offers a credible source for understanding DBS technology’s evolution. While valuable for healthcare professionals and researchers due to its in-depth exploration of technical advancements, it lacks mention of risks, limitations, and broader ethical concerns. Patients seeking general DBS information might benefit more from a source discussing these aspects alongside the positive developments.

Reference:

Krauss, J. K., Lipsman, N., Aziz, T., Boutet, A., Brown, P., Chang, J. W., Davidson, B., Grill, W. M., Hariz, M. I., Horn, A., Schulder, M., Mammis, A., Tass, P. A., Volkmann, J., & Lozano, A. M. (2020). Technology of deep brain stimulation: current status and future directions. Nature Reviews. Neurology, 17(2), 75–87. https://doi.org/10.1038/s41582-020-00426-z

Empower Your Workplace: E-Learning Enhances Training and Development

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This post is provided by guest blogger, Erica LoBurgio, graduate student University of St. Francis, MS Training and Development Program.

In this article “The use of e-learning Course Management Systems to support learning strategies and to improve self-regulated learning,” authored by Y. Vovides, S. Sanchez-Alonso, V. Mitropoulou, and G. Nickmans, published in 2007 in the “Educational Journal Review,” studies how e-learning platforms are capable of improving educational capabilities by supporting numerous learning strategies as well as adopting self-determined and well-prepared learning. The effectiveness of course management systems (CMS) is studied in facilitating custom-made and personal to one’s self-learning paths, encouraging student engagement, and redefining academic outcomes by empowering learners to harness their own educational goals in self-monitoring, self-assessment, as well as goal setting.

The many approaches and insights that are used in this article can improve many areas of need in a company training and development programs. These improvements can be made by the information provided on performance tracking, increased engagement, personalized learning, enhanced employee training, and cost effectiveness – all discussed in depth in the article. All the approaches considered would lead a company into a more trained, capable, competent, and effective workplace environment.

Reference: Vovides, Y., Sanchez-Alonso, S., Mitropoulou, V., & Nickmans, G. (2007). The use of e-learning Course Management Systems to support learning strategies and to improve self-regulated learning. Educational Research Review, 2(1), 64-74. https://doi.org/10.1016/j.edurev.2007.02.004

Taming the AI Beast!

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This post is provided by your genial guest blogger, Daniel Liestman, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

Rather than fretting about AI taking your job, Boysen (2024) suggests using AI to enhance your job. AI algorithms can analyze data on colleague’s performance, preferences, and progress to generate customized content and exercises. Opportunities include personalizing learning paths.  Adaptive learning platforms dynamically adjust the content based on learner responses.   With its ability to sort through swaths of information, AI can curate content.  Wanna play a game? AI can help.  AI predictive analytics can preemptively identify skills gaps.  Chatbots provide learners with a guide on the side in their learning experience. AI also offers ongoing training rather than periodic sessions.

Boysen (2024) offers some not yet realized possibilities for T&D AI in the not-too-distant future.  Her suggestions are thusly anything but reassuring.  Each of these applications are tasks AI can do quicker and probably better than mere mortals.  Frankly, I wonder if T&D will even be needed as AI can perform duties in which we train learners. The truth tends to lie somewhere between the idea that the status quo will prevail, and the dark dystopian predictions of displaced humans rendered useless by AI.  As long as AI is subject to our direction, things should be fine…shouldn’t they?

 Boysen, S. (2024, January 5). Harnessing the power of AI in training and development. ATD. https://www.td.org/atd-blog/harnessing-the-power-of-ai-in-training-and-development

(L)earning (M)ade (S)upportive Through LMS Data 

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This post is provided by guest blogger, Sejdije Fejza, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

In this article, researchers from the University of Queensland in Australia analyzed whether LMS data is useful in understanding learners and their needs. Video based learning management systems were assessed by monitoring how many times a student clicked on a video and the amount of time that video played. Exam results were also reviewed to determine whether LMS data can assist student learning. First, it revealed students’ preferences for learning. Additionally, students can reference back information or work on their own time. They also revealed that shorter videos and content receive the best results when instructing through this LMS. 

This source is helpful for organizations who are deciding what factors to assess in their LMS to support student learning. If individuals adopt this form of analysis to support learning, it is important that they carefully choose the best LMS features to assess. This will avoid limitations in data. For instance, it’s important to consider how engaged students are when watching a video. Therefore, the number of times clicked on a video may not necessarily correlate to whether the viewer is actively paying attention to the video to assist in their learning. 

Reference 

Maloney, S., Axelsen, M., Galligan, L., Turner, J., Redmond, P., Brown, A., Basson, M., & Lawrence, J. (2022). Using LMS log data to explore student engagement with coursework videos. Online Learning, 26(4), 399–423.

Assessing Micro-Learning in a Healthcare Education Environment

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This post is provided by guest blogger, Theresa Anderson, graduate student University of St. Francis, MS Training and Development program.

This article on the healthcare education micro-learning environment measure (HEMLEM) is a research article aimed at creating an evidence-based measurement tool for assessing clinical micro-learning environments across several healthcare professional student groups. The authors suggest there may be gaps between what healthcare professional students should be learning and what they learn. The authors took a mixed methods approach to create a micro-learning environment measure. They acknowledge that teaching quality, staff attitudes, and behaviors are critical for a good micro-learning environment. 

The article is helpful for anyone attempting to measure how micro-learning within the education of a healthcare professional environment affects students’ learning. The authors created a measurement tool through a step-wise approach: literature analyzing existing tools, generating new items through thematic analysis of student experiences, the Delphi process involving healthcare educators, piloting the prototype, and item reduction. The item reduction tool was a twelve-question survey of the students with differing healthcare professions. HEMLEM seems to be an efficient way to measure success or what needs to be improved in a micro-learning environment. 

References

Isba, R., Rousseva, C., Wolf, K., & Byrne-Davis, L. (2020). Development of a brief learning environment measure for use in healthcare professions education: The healthcare education micro learning environment measure (HEMLEM). BMC Medical Education, 20(110). https://doi.org/10.1186/s12909-020-01996-8

The Training Debate: Online vs Face-to-Face or BOTH!

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This post is provided by guest blogger, Debra Eungard, a graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

Online learning vs face to face training by Georgina Cooke (2023) is a thought-provoking article.  In the article, Ms. Cooke (2023) discusses the difference between online learning compared to face-to-face learning and goes on to discuss a blended model. She digs into the notion that today’s workforce leans toward online design. Ms. Cooke (2023) gives the reader advantages to online learning that are beneficial to both the company and the employee involved with the training.  She concludes the article by expounding on the benefits of a blended program.  She advises the reader that there are strategies and approaches that can make the blended model the most attractive for all involved.   

The article is an interesting read for both the training department and the employee in that it brings to the forefront the difference between all the different models.  Ms. Cooke (2023) gives clear and concise definitions with tips and strategies that can be implemented.  From the organization’s perspective, this article can be useful when organizing or creating content for remote training, face-to-face, or a blended model.  It allows them to research which model fits their staff’s needs. This article can also be helpful for the remote staff going through the training.  The author explains the importance of all three methods and makes it easy to understand why a company moves towards one approach compared to the other models.

Reference:

Cooke, G. (2023, April 5). Online learning vs face to face training. Elucidat. https://www.elbothucidat.com/blog/online-learning-vs-face-to-face-learning/

E-learning Assessments Guide for Beginners

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This post is provided by guest blogger, Theresa Anderson, graduate student University of St. Francis, MS Training and Development program.

Wondering how to determine if your e-learning course is effective? Assessments, such as tests and quizzes, can provide valuable data. However, if you’re new to e-learning, you may be unsure of what constitutes a good assessment and what metrics are essential to measure. In this article, Bianca Woods (2022) addresses the most commonly asked questions about creating a practical e-learning quiz. Woods explains what e-learning assessments are, if assessments are always necessary, when learners should be assessed, what types of questions to include, and how to design effective assessment questions. 

If you’re new to online training and want to evaluate whether your course is well-designed, I highly recommend checking out this article. Woods (2022) recommends incorporating assessments at multiple points throughout the course if it aligns with the instructor’s goals. This article offers tips for beginners, and I plan to implement them in my work.

References

Woods, B. (2022). The beginner’s guide to effective e-learning assessments. E-Learning Heroes. Retrieved June 8, 2023, from https://community.articulate.com/articles/overview-of-e-learning-assessments

Wholistic e-Learning Through e-Portfolios

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This post is provided by guest blogger, Sejdije Fejza, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

Researcher Patience Kelebogile Mudau identifies perceptions of e-portfolios as a form of assessment. E-portfolios are digital spaces for a user to compile projects that highlight qualities about themselves. This assessment enables users to be actively involved in their learning. Students can also engage in the process of reflecting on feedback before they submit activities to their e-portfolio. Despite the possible need for technical training, Professors at University of South Africa agree that e-portfolios are effective in promoting student-centered learning and growth in digital literacy. 

This article’s data were gathered qualitatively through interviewing lecturers that have participated in administering e-portfolios as a requirement for their online students. This firsthand account of information will assist other instructors who are weighing the benefits and limitations of digital student-centered assessments. This entry also serves as an asset because it is published in the International Journal of Educational Methodology which provides readers with pedagogical techniques that succeed around the world. In a world where digital workplaces are on a rapid rise, it is beneficial to consider different techniques, needs, and outlooks in our ever-growing communities. 

Reference: 

Mudau, P. K. (2021). Lecturers’ Views on the Functionality of e-Portfolio as Alternative Assessment in an Open Distance e-Learning. International Journal of Educational Methodology, 8(1), 81–90. https://doi.org/10.12973/ijem.8.1.81