Development Week 7

23 Jun

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I am moving in three weeks from NYC to Austin Texas. My husband grew up in Manhattan and has wanted to move somewhere where we can have a yard and room to breathe. I am looking for a job since my husband got a transfer to Texas. I am looking at all of my accomplishments and taking inventory of all that I have done in the past 10 years for this career change.

To help me in showing my own development and use as a part of my new career I would like to

  • ·       Go over my long and short term goals. Expressing and working with my management to see that my own plans coincide with the position and mission of the company. In a company here in NYC they have annuals and discuss what has gone well and make their own goals outside of work to help them grow as a person not just professionally. Have an environment where your own wants and needs are expressed creates a great setting for improvement.

Noe, R. A., 2013, p.371

  • ·        I am a very social person. I plan on using meetup

(http://www.meetup.com/find/?allMeetups=true&categories=&keywords=&radius=5&userFreeform=Austin%2C+TX&mcId=&mcName=&gcResults=Austin%2C+TX%2C+USA%3AUS%3ATX%3ATravis%3AAustin%3A%3A%3A30.267153%3A-97.7430608&sort=default)

 in Austin and finding and developing relationships with people and professionals that have similar views and careers as me. I have learned that as adults we learn best when communication is going on. We share stories and gain knowledge through others. I want to cultivate this in my new hometown.

  • ·       I want to work and/or volunteer in the schools in Texas. This is so I have a taste of what the educational settings are like. My niece and nephew are in school there so I would like to see what it is like since Texas has not chosen to use the Common Core state standards like most of the country. Since I am coming from working as an educational consultant I want to be able to know and speak about the surrounding areas educational system and be comfortable.

 

  • ·       I am going to make my own action plan (Noe, R. A., 2013, p. 373). As to sending out resumes and keeping track of my own options and what my next step is. I think this will help and also work to keep me calm in having it in order. I (and I think most people) work better in a positive setting and that is how I will get there.

 

  • ·       Keep taking classes. I would hope to get a job with a company that reimburses my college loans ((Noe, R. A., 2013, p. 379). This could help me in concentrating and working on my own career. This can be a plan and a develop strategy that I can use to help both me and my family.

 

  • ·       I will always be learning either in classes or conferences outside of work. I find this to be integral in developing and growing as an educator. New ideas and concepts are coming so fast I want to be a part of that. I went to one about the brain and education, it was amazing. I want to continue this every year no matter what my situation or career.

 

New Technology and Development

15 Jun

Digital collaboration

http://chronicle.com/article/Collaborative-Learning-for-the/128789/

This has changed how our society learns, works, and plays. We have things and ideas come so quick that our attention and concentration is getting cut. I can see this is me and my colleagues. Our brain can only take so much and when we are busy doing one thing we are losing out on another. People can work on documents together and speak to colleagues across the world.  It is a wonderful development from technology and I think one of the most important ones.

Computer based training (CBT)

http://www.qualitydigest.com/aug01/html/cbt.html

This article goes through if CBT training will be beneficial for your company. It has lot information and goes through how CBT has learning and productivity. It takes less time and it is true that people each learn at different speeds. It is hard to monitor and see how each learner is doing. It needs to be done correctly because it is easy to fail and the information gained can easily be forgotten if not used right away.

Social Media

http://www.learningsolutionsmag.com/articles/762/

“By contrast, using social media to support and extend social learning invites learners to contribute, engage, and participate with one another online”

This really is a place to make connections either personal or professional. It is not in my opinion a learning tool. It can be useful in adult learning and finding interests and common themes that you might share with other people.

Games in Learning

http://www.ascd.org/publications/educational-leadership/feb10/vol67/num05/Using-Games-to-Enhance-Student-Achievement.aspx

In the past 3 years I have worked in two companies that produce games on the internet. It can be used in a way that promotes learning and knowledge development. It can also be used as a review. I can see it getting better and being used in better ways as it is being experimented with. This is a school that is using this daily. I can see it being beneficial in many learning environments and in many different ways.

http://www.popsci.com/scitech/article/2009-09/first-public-school-based-games-set-nyc-debut

In pre-testing in a game of Jeopardy and to having students make music and play on other game sites.

 

WK6 Technology

12 Jun

Last year a horrible storm can through NY. I work for an educational consulting company and many of us live around New York and New Jersey. Most of my company work per diem which means they get paid for the time they spend in a school. The rest of the company work full time and work either the whole week or have an agreement with our boss as to a number of days a week. When Sandy came a colleague had her house in Rockaway destroyed and we were out of work and many of us lost power and electricity. Our administrative team who had their own homes and family members to take care of, set up work on google. We share all of our documents on google and they set up work for us and have us work through the storm. Noe describes types of learning envionrments in his text, Employee Training and Development and this sort of training that we did on our own would fit into Classroom Learning Environment. We were working on the Danielson framework which needed to be done anyway, so it provided us with time and the documents and resources to do that (as long as we had power). We could work at our own pace and gain knowledge and skills that was going to be so useful in the schools.

In a situation where technology was the learning experience would be the workshops I have been giving all year. The workshops are for the teachers of title 1 students, “Title I provides federal funding to schools that have low poverty levels. The funding is meant to help students who are at risk of falling behind academically” (http://teaching.about.com/od/s-zteachingvocabulary/g/Title-I.htm). The DNPS (Department of Non-Public Schools) set up a blended learning system for the teachers which “combines online learning, face-to-face instruction, and other methods for distributing learning content and instruction” (Noe, 2013, p. 338). They had to learn new ways of teaching and new programs that we being up in their classrooms. It is not and not going to be successful. It is being run horrible by the DNPS, and not being run in a way that helps the learners. A program will be introduced and a year later it is in the classroom. The timing is off and more programs are being made and developed even though the first ones are not being used or practiced. It is a wonderful idea and new way of learning that is being abused and not done in a way that promotes growth and motivation to use or work with the programs. 

Wk 5

5 Jun

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I work as an educational consultant and see how technology is changing the way we communicate, work, and play. I have seen teachers change how they perform a lesson and principals getting SMART boards for their whole school. In my own company it switched to being content based to technology based. When reading this chapter I came across the myth that states, “technology is the key to future workplace learning success” (Stolovitch and Keeps, 2011, p.233). In today’s society this seems to be true. The text also says, such taken-for granted assertions as technology-based learning solutions save time and money…are being called into question” (Stolovitch and Keeps, 2011, p.233). What I find so meaningful in our text is that the authors explain, “Remember that technology only amplifies and accelerates. If we provide is more telling material, technology will tell louder and faster. But it won’t result in valued transformation” ((Stolovitch and Keeps, 2011, p.234). I think that technology is new and does hold learners attention, but they cannot get all the information for a computer.

In working for my company I can see that technology cannot be it all. We are branching out in others ways and helping schools and teachers more with their practice and behavior control in the classrooms. In any setting how it is run is more important than any technology that is being used. Also if it is does not match with the title or ideas that should be present it will do more harm than good. A colleague of mine was doing a workshop at a conference and the title did not match with the power point presentation she was doing. Over two thirds of the audience got up and walked out. Technology cannot be all that you have.

Stolovitch, H. D., & Keeps, E. J. (2011). Telling ain’t training (2nd ed.). Alexandria, VA: ASTD Press.

Wk4

2 Jun

I work for a consulting company and enjoy it immensely. I am going to explore a training method and go over good approaches and approaches that would not work well. I have worked in guided team self-correction which “refers to training and emphasizes continuous learning and knowledge sharing in teams” (Noe, 2013, p.301). The author also adds “team members observe each other’s behavior and give and receive performance feedback”.

My company is made up of educators and we all mostly work alone in schools and once a month we get together for residency. During this day we work in groups. We call these groups are affinity groups. In the beginning of the school year we get to pick what we want to learn about and spend the entire year exploring that idea or concept. An example is last year I worked in the Professional Learning Community group. In this group we looked at videos to explain how they work and created a number of ideas and lists that should be included in doing a PLC. This is also how I spent all of this year learning and discussing the Danielson framework (http://www.danielsongroup.org/article.aspx?page=frameworkforteaching). We taped each other and watched the video as a group and used a rubric to determine how we were teaching and getting our message across. We stored our documents and resources on goggle docs and shared making up the agendas and topic we would explore each week.

It works great for my company and the setting we find ourselves in. Many other companies may not have the organization to set this up, as in the time, groups, or aligned topics to explore. Most of all in many careers a company is in one place and or has people that preform different jobs so that they do not have much in common. We are a consulting company and everyone in our company has that in common. We learn more socialization skills and exchange ideas and findings at the end of the year. This many not work for some companies in that they do not operate in a yearly fashion. They may have quick changes that make it hard to predict and plan month to month.

Noe, R. A. (2013). Employee training and development (6th ed.). New York, NY: McGraw Hill.

http://www.danielsongroup.org/article.aspx?page=frameworkforteaching

Wk 3

26 May

In my career I work with teachers in many different areas. I mostly work as an educational consultant but I also give workshops to teachers to introduce new initiatives or programs.  I am working in this master program to extend my own knowledge and be able to work deeper with learners. In this document I am going to explore a scenario in which Domino’s uses a computer-based training method and how to make it so the outcome will be beneficial to the company.

What outcomes or criteria should Domino’s Pizza measure to determine if CD-ROM training is an effective method for teaching new employees how to stretch pizza dough to fit a 12-inch pan?      

            For any company before they plan for the future they should look to the past and how individuals and groups did in the training. In doing this the “maintenance” which “refers to the process of trainees continuing to use what they learned over time” will play a part in their planning and implementing this new program (Noe, 2013, p. 153). So in training you want both true “learning” to take place as well as “transfer of training”. So in the text, Employee Training and Development the author Noe explains that learning, “refers to relatively permanent change in human capabilities that can include knowledge, skills, attitudes, behaviors, and competencies” (Noe, 2013, p. 152). He goes further to talk about “transfer of learning” as “trainees effectively and continually applying what they have learned in training to their jobs” (Noe, 2013, p. 152). Once these have been established the company can then move onto strategies and skills they can use now.

            The learners would benefit from using “cognitive skills” in the teaching on the CD-ROM. In Stolovitch and Keeps text entitled “Telling ain’t Training they describe these skills as “the mental methods we use to study and learn” (Stolovitch and Keeps, 2011, p.106). Any workshop or training can be improved by planning these tools in the learning process. Some examples I can see aiding in this setting would be “advance organizers” which are described as “informational packages that set an expectation or build a vision. They help the learner picture what’s to come and how it relates to prior knowledge or to content that has come before” (Stolovitch and Keeps, 2011, p. 107). Another strategy I can see helping the learner in this training is “clustering” which is “different ways to arrange information for easier perception, understanding, retention, and recall” (Stolovitch and Keeps, 2011, p. 107). In working with tools that can help the trainee there is a better chance that the knowledge will be used and remembered.

Who would you recommend be involved in the evaluation?

            Companies all over the United States are working hard at training and evaluating how well it works. In his text, Noe writes about pretest and posttest which I have found effective both in the classroom and when training. It involved trainees and comparison groups. It gives data of their prior knowledge and skills before the training and what has been gained after (Noe, 2013, p. 253). Also working with a cost-benefit analysis of a pilot testing group would be helpful (Noe, 2013, p. 236 and 260). This way Dominoes can see if the program is useful with a small number of trainees before using it in the entire company. Two kinds of evaluations are very useful in working with a big company like Domino’s. One is formative evaluation which is evaluation “that takes place during program design and development” (Noe, 2013, p. 235). This can be used by managers and trainees in seeing that the training is useful and that the program is well run. The next valuable evaluation is summative. This is used to see the amount of growth and change in the trainees (Noe, 2013, p. 236). Often used when the program is over and uses participation and newly gained skills.

What evaluation design would you recommend to determine if CD-ROM training is more effective than on-the-job training?

            In planning and implementing this new program using CD-ROM I would use a pilot testing (Noe, 2013, p. 236). This is done with a small group of potential trainees and managers. Work with them in seeing if both the “cognitive outcomes” and “skill-based outcomes” are both being working on just as well as on-the job training (Noe, 2013, p. 243). Once the pilot testing is done, use the results look at the data for both and the benefits towards the company in the continuation of either. In using pilot testing you can save money and get a quicker vision as to the future outcome and use of a training method.

            I see growth in myself in this class and program. I am working with new terms and ideas that become clearer as I surround myself with them. I plan on helping in decisions and evaluations just like this in my own career.

 

Resources

Noe, R. A. (2013). Employee training and development (6th ed.). New York, NY: McGraw Hill.

Stolovitch, H. D., & Keeps, E. J. (2011). Telling ain’t training (2nd ed.). Alexandria, VA: ASTD Press.

Wk3

21 May

I first started learning about metacognition when I had just come home from my honeymoon, gotten a new job and was sent to Texas to train. Here is where I learned so much from educators from all over the US. Metacognition is defined as “the set of higher-level (meta=above, beyond) control processes that guide our deliberate information-processing activities” (Stolovitch & Keeps, 2011, p.100) It was described to me as thinking about thought. In the text, Telling Ain’t Training the author’s describe cognitive strategies as “form a database of thinking and learning packages that we can apply to specific learning situations. They enable us to organize a piece of learning so we can internalize and recall it more easily” (Stolovitch & Keeps, 2011, p. 106). I am going to pick two and describe each can be used in training.

                In my job and am often giving workshops on new educational products, initiatives, and expectations of NYC Department of Education. I have seen how image-rich comparisons work well in working with adults, “build bridges between what the learner already knows and the new learning” (Stolovitch & Keeps, 2011, p. 107). In adult learning the theory behind it is called “Andragogy” (Noe, R. A., 2013, p.161). The author Noe states that adults need to know why they are learning something and making the connection to prior knowledge can help in them understanding the new information (p.161). There is a new initiative called the Common Core. It is new standards that almost the entire country has to use next year. It has brought confusion and many teachers are scared. By helping them to understand and work with them, they realize that the new standards are much like what was done before and how helpful they can be in the long run. I have used what they already know about teaching to examine the new standards and aide them in the new learning.  

                The next cognitive strategy I am going to explore is “advance organizers”, which are “short introductory information packages that set an expectation or build a vision” (Stolovitch & Keeps, 2011, p. 107). I see this as being ways in which information is dispersed. This takes thought and organization by the presenter or the instructor. This is hard to make happen and can be very helpful if done well. In Noe’s text, Employee Training and Development, he expressed value of “fidelity” in adult learning. This is “the extend to which the training environment is similar to the work environment” (Noe, R. A., 2013, p. 165). In having been in charge of setting up workshops and designing them to teach educators new ideas I see advanced organizers as being so helpful. This can be in videos, conversations, or independent work. This goes with the “stimulus gerneralization approach” which is described as “to understand the transfer of training issue is to construct training so that the most important features or general principles are emphasized” (Noe, R. A., 2013, p. 165). Organize the learning so that they learner does not get overwhelmed and has time to make sense of what they are learning.

                Many strategies when used correctly can aide in the learning process. I chose these two because I think I have experience with both and can use metacognition to see that I myself work better when the information is well organized and purposeful. My company has one meeting a month and we do in house PD in which I see many of these strategies.

Noe, R. A. (2013). Employee training and development (6th ed.). New York, NY: McGraw Hill.

Stolovitch, H. D., & Keeps, E. J. (2011). Telling ain’t training (2nd ed.). Alexandria, VA: ASTD Press.