Personal Development Plan

My Personal Development Plan

It  is important to develop a personal development plan.  Sure, I can go to seminars, workshops, or  take a class or two.  However, only by  reflecting on where I am and where I want to be, can I decide on the most  appropriate and effective course of action.   This means that I must identify my development needs, choose a  development goal, identify the actions that I need to take and the actions my  employer can take to help me meet my goals, determine how I will measure the  attainment of my goal, and develop a time table for the achievement of my goal  (Noe, 2010, p. 377).

My  goal is to assume the position of Technology Integration Specialist.  This is a position that has been open for the  past two years, since the last specialist left.   At the same time, I would also probably retain my current position as  Chairperson of the Business & Technology Department, splitting my  responsibilities between the two positions by teaching half-time.  After much reflection, I have determined that  the following four types of development will help me to attain my development  goals: 

1. Continue my formal  education to obtain my Ph.D. in Educational Technology (Noe, 2010, p. 350).  This would have to be through a  university.  My rationale for this is that  I need more exposure to how to effectively use technology in the  classroom.  I also need more experience  in learning how to research new technologies and their effectiveness in the  classroom.
 
2. I should also  attend management training (Noe, 2010, p. 352).   Although I have been department chair for five years, I have no formal  training in management.  I have one  employee who consistently puts in the least amount of effort needed to get  through the day.  I have requested that  he update the curriculum for two of his classes for two years, but he still has  not does this task.
 
3. In order to help  improve my management skills, I would also like to institute 360-degree  feedback (Noe, 2010, p. 361-362).  The  results of this feedback from administration, faculty, students, and parents  would help me to identify my strengths and weakness, both as an educator and in  my managerial role.
 
4. Finally, as a  result of the previous steps, my ultimate goal is to be transferred to the  position of Technology Integration Specialist (Noe, 2010, p. 368-369).  Although this would not be a promotion, I  would assume many new responsibilities that would allow me to utilize the  knowledge and skills I have gained from my education in Instructional Design  and Technology and from the degree I intend to pursue in Educational  Technology.  I look forward to the new  challenges that I will face in this position.   I also look forward to the satisfaction I will receive by helping other  educators effectively utilize technology in their classroom.

References

Noe, R. A. (2010). Employee training and development (5^th ed.). New York, NY: McGraw Hill.

School-Wide Employee Development Plan

Companies that institute effective employee development plans rooted in their mission, goals, and values, typically have a more flexible and talented work force (Noe, 2010, p. 346).  The following PowerPoint presentation explains why our school should create a school-wide employee development plan.

Technology's Impact on Training & Education

High-Tech Training

       When new technologies are developed, they often get hailed as being the next greatest educational tool.  Technology has made it easier to connect learners at remote locations, allows trainees to access training anytime or anyplace at their convenience, allows trainees to progress at their own pace, and often offers trainees access to just-in-time training.  However, technology is expensive and trainees must be motivated to access the training (Noe, 2010, p. 337).  Often technology is used inappropriately.

        Research has also shown that different types of learning require different learning approaches.  Traditional face-to-face learning is often more effective for teaching skills that call for interaction among trainees or when they need instructional support.  Technology-training is effective to transfer knowledge.  Usually, a blended approach, utilizing both traditional and technology training results in optimized learning and transfer (Noe, 2010, p. 336).

        For these reasons, technology will continue to have an increased impact on training into the future.  Below, I will discuss the impact of five types of technology used for training will have on how people learn and interact.

Five Technologies Used in Training/Teaching

Technology	Impact on How People Learn and Interact	Implications for Training
Simulations http://www.designingdigitally.com/ portfolio/simulations/firefighter-training- simulation-revas-process	Trainees can practice dangerous skills in a risk free environment.  Trainees can take risks and get immediate feedback on the results.  They can see the difference between different approaches.  They can be exposed to more situations than is possible in traditional training.  They can access the simulation anywhere, anytime.  They are meaningful and engaging.  Provide a consistent message.  (Noe 2010, p. 320)	Development costs are higher, although costs are decreasing.  Situations must be realistic or transfer will not occur.  Trainees must be provided with immediate feedback on the results of their decisions.  Best for teaching skills that can be learned through repetition.  (Noe, 2010, p. 319-320).
Electronic performance support systems (EPSS) http://www.google.com/imgres?imgurl= http://www.ifen.unibw-muenchen.de/ research/Simulation_Anflug.jpg& imgrefurl= http://www.ifen.unibw-muenchen.de/research/ gnss_simulator.htm&h=365&w=500 &sz=23&tbnid =3XDD2r0BMZiTMM:&tbnh=97&tbnw =133&prev=/search%3Fq%3Dsimulation %2Bimages %26tbm%3Disch%26tbo%3Du&zoom= 1&q=simulation+images&docid= 0D7HwWAuV6YhdM&sa=X&ei= M1Q0T767Dcj40gHZ3unlAg&ved= 0CDoQ9QEwBw&dur=5430	Allows trainees to reach desired performance levels in the quickest time possible, with the least support from other people. Trainees do not need to acquire the skills/knowledge, but are provided with an assistant, librarian, teacher, and advisor to help automate the task into a step-by-step process.  (Noe, 2010, p. 329) The provided link to the EPSS at the left actually incorporates a simulator into the system.  (Institute of Geodesy and Navigation, n.d.)	During the needs assessment, it must be determined that trainees do not need to learn the skills/knowledge, but only need assistance to perform the task. Training must be provided on how to use the EPSS.  (Noe, 2010, p. 329)
Mobile phones http://www.google.com/imgres?q= using+mobile+phones+to+deliver +training&hl=en&client= firefox-a&hs=wAg&sa= X&rls=org.mozilla:en-US:official &biw=1366&bih=596& tbm=isch&prmd=imvns&tbnid =tfroYs4QaqD4KM:&imgrefurl= http://www.didmo.com/index.php/ news/34/59&docid=ks5oYCIqxlkf 3M&imgurl= http://www.didmo.com/uploads/images /Skillbuilder-phone-SML.jpg&w= 489&h=532&ei=jm80T8P sAbSv0AGs_tWqAg&zoom=1& iact=hc&vpx=809&vpy=4& dur=4106&hovh=234&hovw=215 &tx=119&ty=118&sig= 113946661045861615354&page= 2&tbnh=132&tbnw=121& start=19&ndsp=27&ved=1t:429 ,r:17,s:19	In addition to being used for communication, mobile phones allow trainees to access online courses and virtual learning programs.  This coursework can be accessed anywhere and at anytime.  Trainees have control over the pace of the courses.  (Ahmad & Orton, 2010, p. 48) IBM has found that mobile phones can be successfully used as an EPSS to increase trainee job performance. (Ahmad & Orton, 2010, p. 48-49)	It is important to only provided relevant information to the trainee.  Access to information should be achieved in three screens or less.  Information should be chunked so trainees do not have to scroll; bullets and tables work well with content on mobile phones.  Limit the use of images to improve download time; trainees tend to only wait 30 seconds for information.  Trainees prefer less information and fewer options when working on a mobile phone.  Content should be presented with a familiar user interface.  (Ahmad & Orton, 2010, p. 48-49)
Virtual Worlds http://www.google.com/imgres?q=second +life+education+image&hl=en& client=firefox-a&hs=pVM&sa= X&rls=org.mozilla:en-US:official& biw=1366&bih=596&tbm=isch& prmd=imvns&tbnid=AEtOmmtlFIQwMM: &imgrefurl=http://edutechtalks.wordpress. com/2010/07/29/second-life/&docid=tuH3Ah _jH-FA4M&imgurl=http://edutechtalks.files. wordpress.com/2010/07/second-life-education.jpg &w=520&h=390& ei=nn40T5epH4ro2QX5kYH4AQ&zoom =1&iact=hc&vpx=940&vpy= 143&dur=9126&hovh=194&hovw= 259&tx=143&ty=110&sig= 113946661045861615354&page=1& tbnh=122&tbnw=158&start=0& ndsp=21&ved=1t:429,r:5,s:0	Virtual worlds are 3-D representations of the real world and are being used in training for classes, simulations, and role-playing.  Trainees learn in a risk-free environment alone or with peers.  The strength is the realistic situations that actively involve the trainees in learning. Second Life has developed actual workplaces for companies to conduct their training, such as IBM.  These realistic world workplaces help transfer learning.  Trainers, managers, and other employees can be teachers.  Employees can interact with each other and see the results of different decisions.  Trainees from multiple locations can access the virtual world from anywhere.  (Noe, 2010, p. 321-322).	The more realistic the virtual world, the better the transfer of skills and knowledge.  First-time trainees may have difficulty using the technology, decreasing transfer.  (Noe, 2010, p. 322).  Trainees should have access to the virtual world before training to gain familiarity with the technology so the novelty of the technology does not decrease learning.
Podcasts http://www.google.com/imgres?q=podcast+image &hl=en&client=firefox-a&hs=AG2 &sa=X&rls=org.mozilla:en-US:official &biw=1366&bih=596&tbm=isch &prmd=imvnsfd&tbnid=53sX-a2U6s K21M:&imgrefurl=http://www.amnh.org/news /2012/01/podcast-knocking-on-heavens-door-with-lisa -randall/&docid=aKpiL8YxAAXNsM&imgurl =http://www.amnh.org/news/wp-content/uploads/2009/ 12/podcast_logo.jpg&w=706&h=706&ei =2YQ0T-zQMoaosQKOzpGvAg&zoom=1&iact=hc& amp;vpx=313&vpy=97&dur=548&hovh= 225&hovw=225&tx=116&ty=103&sig =113946661045861615354&page=3&tbnh= 130&tbnw=130&start=56&ndsp=30&ved=1t:429,r:23,s:56	With podcasting, recorded material can be downloaded from the Internet and listened to at the trainees’ convenience.  The power is that the podcasts can be edited, rather than a raw, recorded lecture.  Trainees have access to information they may otherwise not have access to or can use it to review information that they do not completely understand.  Podcasts activate multiple senses for learning.  Podcasts also appeal to different learning strategies. (Scutter et. al., 2010, p. 181)	The material should be edited to include only relevant information.  The information should be useful and effective for learning.  How the trainees will be using the podcasts should be determined.  If using to listen to small segments, the information should be chunked.  If being used in conjunction with a PowerPoint presentation, the entire recording can be recorded.  (Scutter et. al., 2010, p. 187) However, using the podcasts merely to replay the lectures results in passive learning.  Therefore, it may be more appropriate to use the podcasts to explain key points (Scutter et. al., 2010, p. 189)

References

Ahmad, N., & Orton, P. (2010). Smartphones make IBM smarter, but not as expected. Training and Development, 64(1), 46-50.

Designing Digitally. (2012).  Simulations: Firefighter training simulation – REVAS process.  Retrieved from http://www.designingdigitally.com/portfolio/simulations/firefighter-training-simulation-revas-process.

DIDMO. (2011). DIDMO and success associates first to extend distance learning to mobile phones.  Retrieved from http://www.didmo.com/index.php/news/34/59.

Institute of Geodesy and Navigation. (n.d.). Galileo & GNSS-2.  Retrieved from http://www.ifen.unibw-muenchen.de/research/gnss_simulator.htm.

Noe, R. A. (2010). Employee training and development (5th ed.). New York, NY: McGraw Hill.

Scutter, S., Stupans, I., Sawyer, T., & King, S. (2010). How do students use podcasts to support learning? Australasian Journal of Educational Technology, 26(2), 180-191.

Second Life. (n.d.). What is second life? Retrieved from http://secondlife.com/whatis/#Education_&_Enterprise.