TRDV 451 splits: One long class becomes two shorter classes.

This fall, MATD students who haven’t yet taken TRDV 451 Instructional Systems Design will be required to take TRDV 470 Instructional Systems Design-2.

To accommodate the department’s shift to a curriculum of eight-week classes in Fall 2014, Instructional Systems Design will spread its content over two courses.

In Part 1, TRDV 451, students will focus on the theory and practical applications of systems models in using instructional design as a performance intervention. Students apply what they’ve learned to an instructional design projects. TRDV 400 is a prerequisite.

In Part 2, TRDV 470, students will build upon knowledge and skill garnered from Part 1 and continue their instructional design projects from the preceding course. The course will focus on designing instruction while staying within budget and meeting deadlines. Students must complete TRDV 451 to take this course.

If you’ve completed TRDV 451 before Fall 2014, don’t worry, you are not required to take TRDV 470.

If you have any questions, contact Program Coordinator Tara Hawkins at thawkins@roosevelt.edu or 847.619.8734.

requirements_FALL2014Revised course descriptions

 TRDV 451  INSTRUCTIONAL SYSTEMS DESIGN-1
Theoretical foundations and practical applications of systems models for the design of instruction as a performance intervention. Strategies for identifying a training problem and application of principles of learning and systematic instruction design using an instructional systems design model. Exploration of strategies and best practices for producing targeted, cost-effective, face-to-face instruction aligned with organizational goals and non-instructional interventions. Students conduct an instructional design project—focusing on the analysis and design phases–over the duration of the course, producing a detailed Instructional Design Plan (IDP).
Prerequisite:  TRDV 400

TRDV 470 Instructional Systems Design 2
Building upon the knowledge and skills garnered in Instructional Systems Design-1, students continue an instructional design project—focusing on the development, implementation, and evaluation (implementation) phases–over the duration of the course, producing an Instructor’s Guide and all materials required to deliver a face-to-face instructional session. Students learn to adjust instructional projects based on timeframe and budget. Emphasis is placed on designing instruction that results in transfer of skills to the workplace or other target setting.
Prerequisite:  TRDV 451

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Summer and Fall Registration

Registration for summer and fall semester begins March 1st. You can view the schedules now at http://www.roosevelt.edu/Registrar/Schedule.aspx. Register during the first week and you’ll be entered to win one of three, $50.00 Amazon gift cards. You must register by 3/9 to be eligible for the drawing so don’t hesitate- register early!

registration

We are sending registration codes to your RU Mail this week so you will be ready to register on Saturday March 1st. Please contact Tara thawkins@roosevelt.edu to schedule an advising appointment if you need assistance in selecting classes.

Summer is a great time to pick up electives and we have several being offered as one-week intensives in Chicago and Schaumburg. Additionally, a mix of electives and core courses are being offered online in a 12-week format.

Fall brings exciting changes as we move all TRDV courses to an 8-week format. These changes are intended to improve your learning success and accelerate the time in which you complete your master’s degree. You’ll notice we’ve paired classes together that allow you to get the most out of taking classes in consecutive order. A good example of this is TRDV 439 E-Learning Course Design  and TRDV 453 E-Learning Course Authoring:

TRDV 439 word

TRDV 453 word

Please contact Tara thawkins@roosevelt.edu with any questions concerning the upcoming schedule.

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Put your knowledge to work: Get an internship, get a job

internHiring managers want to see proof that you can do the job. That proof – also known as professional experience – is the thing that trumps just about all other resume bullet points. You’ve learned a lot of theory and strategies in class, but potential bosses want to know if you can apply that knowledge to problems in the workplace. As a student, or someone breaking into the field, an internship is probably the most effective way to gain real-world experience, and, in a lot of cases, a job.

Opportunities

Students, here’s just a few of the place in Chicagoland offering training and development, instructional design and organizaional development internships.
Mariano’s: Instructional Design Graduate Intern Mariano’s Chicago
McDonald’s Corporation: Instructional Design Intern, Instructional Designer, Global Training, Learning, & Performance
Vibes: Human Resources and Organizational Development Paid Internship
See what’s out there: Don’t forget to visit the jobs page right here on this blog.

A first-Hand Account

Roosevelt Training and Development Grad Assistant Larissa Zando, who interned at McDonald’s Corporate headquarters last summer, not only can vouch for the valuable experience you gain as an intern, but she can tell you how to get the most out of the experience:

Larissa Zando is a graduate assistant and second-year student in Roosevelt's Training & Development program.

Larissa Zando is a graduate assistant and second-year student in Roosevelt’s Training & Development program.

Some of you may be transitioning into the training and development field and have no prior work experience within the field. After reviewing some job postings you realize that you need experience to get a job but you need a job to get the experience. On the http://www.rutraining.org blog, I wrote a post called, Are you set up for success? Here are 11 ways to boost your career prospects in the field of training and development and in this I provided ideas to help you establish yourself in the field and one way is to have an internship. Internships are a great way to get hands- on real world work experience. If you are in interested in reading my post, click on the following link. http://rutraining.org/2013/09/30/are-you-set-up-for-success-here-are-11-ways-to-boost-your-career-prospects-in-the-field-of-training-and-development/.

I want to share my internship experience and five tips to help you in your internship. I had an amazing opportunity to intern this past summer at McDonalds Corporation. I interned for the Design team within the U.S. Training, Learning, and Development Department. It was fast paced, I learned a lot about our field and how a large training organization functions. Everyone I met was eager to help me to succeed by providing coaching and advice along the way. The culture at McDonald’s is about building relationships, networking, coaching, and being a family.

Now I will go over my experience on the design team. I experienced a variety of training functions and projects. I attended various meetings such as the Curriculum Owners, Mid-Managers Development (MMD) Project Management, MMD Design Team, MMD Working Sessions, SME review- approval and the dry run for the MMD Advance Class. Attending these meetings allowed me to get a better understanding of what goes into designing, managing, and maintaining curricula and the various stages that are involved.

One of the first projects that I worked on was the People Manager Assessment. I worked with the Subject Matter Experts in revising poorly performing assessment questions, updating the questions in the Learning Management System. As a result, we were able to reduce the average attempts to pass the assessments to less than two attempts. I learned how to write effective questions.

Another project that I worked on was updating the learning outcomes for the MMD Advance Class facilitator guides. Some learning outcomes needed to be revised to be more effective or they were missing for some learning activities. By updating these outcomes, the facilitators will have a better understanding learners outcomes and the course will meet the American Council on Education (ACE) guidelines for approval for college credit.

Other opportunities or projects that I worked on included converting an e-learning course using Articulate Storyline, working with project management tools, and updating the team’s scorecard. I learned how to conduct effective focus groups and write effective questions to get the information that is needed to assess the learning needs and results of the groups. I also took part in training sessions using Saba meeting and participated in a mock Virtual Class. This mock VC allowed one of the designers to update the facilitator guide for a virtual class with instruction on using Saba meeting.

The projects that I worked on had an impact on the overall performance of the organization and the individual learner. The contributions that I made had a direct or indirect impact on the corporation’s and U.S. Training, Learning, and Development Plan-To-Win business plan and vision. The areas that were impacted included maintain and improve the curriculum and tools in the LMS, enhance mid-manager performance and increase curriculum effectiveness and customer satisfaction results.

This internship far exceeded my expectations. It was an amazing three months. It provided me the opportunity to see what goes into designing curriculum from start to finish, the various roles, and how they interconnected. It allowed me to apply the theories that I have learned in my coursework to real-world projects. This internship helped me develop and improve my communication, time management, and project management skills. The biggest takeaway is the relationships that I made here.

Now, the following are five tips that will help be successful in your internship.

  1. Network: Build relationships, have one-on-one meetings with various people including management. Learn about their roles and backgrounds and try to get advice on how to be successful at the company while you are there. They will also become great references when you start looking for a position.
  2. Culture: Learn the culture, find out what is important to the team, and learn their “language”. I came from sales which was a bit cut throat and you did your own thing. McDonald’s was totally opposite to what I had experienced in the corporate culture. For example, they are a family and this was demonstrated by the department having lunch together every day.
  3. Participate: If the company has a formal internship program, take advantage of the opportunities they provide to network with other interns and the senior management. If you are older and making a career change, hanging out with undergraduates that are in the early twenties might not seem like fun but it is still a great way to network, learn about a different generation, just relax and fun.
  4. Work on projects that interest you. Ask to work on projects that interest you and the ones that you need to develop a particular skill. I was interested in writing the learning outcomes and I didn’t have any experience with authoring tools and project management. I was able to do these projects just by asking. Also, take a look at the job descriptions for their department. Try to incorporate the skills they are looking for to help you get a position with them in the future.
  5. Ask questions: Do not be afraid to ask questions if you do not understand a project and your responsibilities for a project. You are there to learn and they want you to succeed.

Have you participated in a training and development internship? What advice can you provide for others to make their experience a success?

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Join an industry association: Network, learn and get advice from pros

Former journalist Adam Kirby is a first year Roosevelt's Training and Development grad student. He also is vice president of marketing on the CCASTD Board of Directors.

Former journalist Adam Kirby is a first year Roosevelt’s Training and Development grad student. He also is vice president of marketing on the CCASTD Board of Directors.

If you’re like most students in the Training & Development program at Roosevelt, pursuit of a master’s or a graduate credential is ultimately about career advancement. Whether you’re an established industry professional looking to sharpen skills or earn a promotion, or you’re a career-changer, like me, trying to break into the field, all of us would benefit from building and enhancing our network of like-minded professionals.

There’s no better way to network than by joining a local industry association, an affiliation that has the added benefit of ongoing education and skills development. The Chicago area is blessed with a number of active associations catering to Training & Development professionals – Chicago International Society for Performance Improvement, Chicago Coach Federation and The Organization Development Network of Chicago, just to name a few – but the region’s best-known and most iconic workplace learning organization is Chicagoland Chapter of the American Society for Training & Development (CCASTD).

CCASTD offers monthly networking and professional development events, which include speakers and seminars on a host of Training & Development topics and issues, in addition to other events throughout the year like webinars, conferences, niche group meetings called Professional Development Networks, and even occasional dinner parties. You don’t have to be a CCASTD member to participate in any of these, although members get discounts on registration fees, so membership pays for itself in fairly short order.

Students should take note of CCASTD’s mentoring program. Some of the more established members volunteer to act as mentors to less experienced members, offering them personalized advice, support, guidance and knowledge as they establish and grow their careers. This program is included in the cost of membership.

Speaking of memberships there is good news about fees: Student membership is about half the price of regular membership rates, so take advantage of that while you can. At $70 for the whole year, it’s a drop in the bucket compared to the cost of school and books. Click here to join.

CCASTD has a mix of members ideal for networking. You’ll find people from all areas of the workplace learning profession – instructional design, organizational development, executive coaching, e-learning development, human resources management, training, human performance improvement – with experience levels ranging from rookies to retirees.

Before I joined CCASTD, I worried my lack of industry experience and my grad student status would peg me as an oddball among the more seasoned members. Nothing could be further from the case. One of the great things about the workplace learning industry is that it attracts friendly people who want to make a positive impact on the lives and careers of others, and that is absolutely reflected in the atmosphere at CCASTD events. The CCASTD community welcomed me from the start, offering support and encouragement as in my new career path. It’s worth noting that about 10 percent of CCASTD members are students, so we’re in good company.

The formal education I’m getting in Roosevelt’s Training & Development program is wonderful, but the informal education I’m getting from CCASTD – the real-time industry insight, the myriad personal perspectives, and the tremendous networking – is at least as valuable. To get ahead in life, you need to be both book smart and street smart. Same goes for finding success in your Training & Development career. By studying at Roosevelt, you’re well on your way being book-smart. Complete the other half of the equation by joining a professional association.

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Program news: 8-week classes, student surveys, prizes

Vince Cyboran is a professor in the graduate program in Training and Development of Roosevelt University.

Vince Cyboran is a professor in the graduate program in Training and Development of Roosevelt University.

Beginning this fall, most programs within the College of Professional Studies will switch to a new schedule. Fall and spring semesters will consist of two 8-week sessions, and there will be a one-week break between these sessions. This applies to both classroom-based and online courses. The standard summer semester will also be 8 weeks, but we will continue to schedule one-week, intensive classes. This new schedule means that you can complete your degree—or credential—in less time. For example, if you are someone who prefers to focus on one course at a time, you can now complete two 3-hour courses within a semester, one at a time.

Fall Registration: Register Early, Win $50 gift card
50-buucks
You can view the fall semester schedule beginning on February 17; registration for the fall semester begins on March 1. Each student who registers for the fall semester during the first week of registration—that is, by the end of Sunday, March 9—will be entered into a drawing to win one of three, $50 Amazon gift cards. Winners will be selected by Graduate Assistant Eric Hahn.

Student Survey
Later in the semester, Tara Hawkins, our Program Coordinator, will be sending all currently enrolled students an online survey about schedules, course formats, and a few other topics. We’ve heard anecdotally that some students would like to see more courses offered in the classroom. To accommodate this, we are looking at scheduling courses that are offered solely in the classroom and we are also considering a blended format. The details of the blended format have not yet been finalized: we need your input.

Beginning this fall, our intent is to schedule two classroom-based courses in Chicago and in Schaumburg each semester. However, the university requires a minimum number of students be enrolled before we can guarantee that a class will be offered. If you truly want more classroom-based classes, please be sure to enroll in them. And please be sure to respond promptly to the survey.

More Details?
Once we have compiled and analyzed the results of the survey, we will provide more detailed information on the scheduling changes.

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What do you know about knowledge management?

Vince Cyboran is a professor in the graduate program in Training and Development of Roosevelt University.

Vince Cyboran is a professor in the graduate program in Training and Development of Roosevelt University.

In 1997, Elliott Masie included Knowledge Management, or KM, in his annual top ten trends list. He wrote, “In 1998, there will be at least a dozen new buzzwords. One phrase that WILL impact training and learning professionals is Knowledge Management. This phrase is now on the lips and organizational charts of the big six accounting and consulting companies, as well as key players like IBM and EDS.” Though there certainly was a great deal of buzz, effort, and money spent, KM never fully or easily integrated into the T&D/OD nomenclature, let alone, best practices. Much of this was due to turf wars between IT and a variety of departments, including corporate libraries.

Let’s fast forward to 2014. As organizations struggle to keep employee knowledge and skills current and to remain lean, they have turned to a variety of options, including informal learning, social networks, and coaching. Thus, KM is making a comeback and this time, it looks as if it’s here to stay. ASTD’s 2013 update of its competency model includes KM as one of the ten Areas of Expertise (AOE). The 2004 model—this is seven years after Masie’s prediction– merely listed ‘Managing Organizational Knowledge’ as an AOE; not the quite the same thing.

Per the ASTD web site, KM involves the ability to “Capture, distribute, and archive intellectual capital to encourage knowledge-sharing and collaboration.” But what does that mean on a practical level? How do we ‘manage’ knowledge and intellectual capital? When we think of non-instructional interventions or even instructional interventions, do we automatically think about KM? We should.

What KM Looks Like
KM-ASTDMany of us working in T&D/OD in the 1990’s remember the plethora of Lotus Notes databases containing intellectual capital. Departments, even projects, had their own databases. The mantra of ‘Knowledge is Power’ was everywhere. Unfortunately, the databases were not maintained, not centrally managed, and difficult to search. Consequently, they fell by the wayside. But newer technologies have given a boost to realizing the dreams of earlier-generation KM. “Web 2.0 technologies allow people to connect to each other to enhance collaborative learning; and wikis, knowledge management systems, and more allow workers to find the knowledge and learning they need, when they need it.” (Estep, p. 30). For example, countless organizations utilize Microsoft’s SharePoint platform to create and maintain web pages.

Accenture often ties KM to customer service initiatives. Accessing information—policies, procedures, and so forth—instantaneously can indeed improve customer service. On a micro level, KM encompasses job or work aids. On a macro level, KM intersects or perhaps is a vehicle of organizational learning.

KM and Job Descriptions?
Though KM has gained a strong foothold in organizations, particularly large organizations, it appears to be much slower in entering requirements for T&D/OD positions. A recent search of the ASTD Job Bank on the keyword ‘knowledge management’ resulted in only a few hits. For example, an Instructional Design Manager position at American Express included the following requirement: “Share thought leadership on the design of the new knowledge management platform being built in Salesforce.com.” A Learning Design & Development Manager position at T. Rowe Price stressed that: “The manager will leverage internal and external resources to create a roadmap for learning and knowledge management to deliver tangible and predictable outcomes.”

What does all this mean?
George Mason University is now offering a Master of Science degree in Organization Development and Knowledge Management. Though KM is now an AOE in the ASTD Competency Model, there is no established ASTD Community of Practice for this AOE. Clearly though, we must keep KM in mind as our field evolves.

How do you see KM playing a role in your organization?
How do you envision integrating KM into performance interventions?

Reference
Estep, T. (2008). The evolution of the training profession. In Beich, E. (Editor). ASTD handbook for Workplace learning professionals. ASTD Press.

For more information on key concepts in this blog post, see the following:

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