A Formative Evaluation of a Master's‐Level Career‐Coaching Course for Performance Improvement Students

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The authors conducted a formative evaluation of an iteratively evolving career‐coaching course. All 11 master's students who had enrolled in the course between Winter 2016 and Fall 2017 participated in the evaluation. Our evaluation addressed three research questions: (1) To what extent does participation in the career‐coaching course affect participant confidence? (2) To what extent did participants attain their stated course goals? (3) To what extent did career coaching contribute to participants' current job situation? Analysis of quantitative and qualitative survey responses indicated that participants consistently reported increased levels of confidence after career coaching in terms of their ability to identify appropriate job positions, pursue job opportunities, and reflect on their own development and their overall career readiness. Most participants also reported that they had met their goals and valued their career‐coaching experience. At the time of the survey, five of the participants reported that they had found jobs within the field.

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... Reasons people decide to enroll in graduate studies are i) they allow people to acquire basic management skills, which help them deal with and solve complex problems creatively and systemically (Villachica et al., 2020); ii) they provide additional skills which cannot easily acquire, such as creating networks between students and industry representatives, as well as the skills necessary to manage these kinds of networks, and iii) the fast-paced changes of globalization and industry development create a great demand among organizations to hire, promote and retain employees who can work within diverse business cultures and environments (Santini et al., 2017;Berthelsen et al. 2020;Juusola & Räihä, 2020, Neagu, 2020. ...
... Similar to the belief that employment and educational competitiveness can have an impact on perceived usefulness (Villachica et al., 2020), it is also logical to posit that in order for the usefulness of studying a graduate degree to be recognized by people, they must somehow perceive the graduate degree as academically demanding and as something that can provide them with the competitive tools and skills necessary to work in their occupation and career (Martínez and Toledo, 2013;To, Lai, Lung and Lai, 2014). This leads to the following hypothesis: ...
... Given the respondents' overwhelming reported use of models, frameworks, and approaches, we recommend programs and courses, which incorporate a variety of models and guide practitioners' learning how to select different tools for specific contexts can complement teaching a selection of the most widely used models. Practitioners need to have the capacity to apply the theoretical models, frameworks, and approaches, learned in practice and not simply be guided by them like a kind of a recipe lest they lack the needed confidence upon graduation for a successful job search (Villachica et al., 2020). ...
We undertook a three‐step process to develop, test, and implement a survey research study to identify the models, frameworks, taxonomies, and approaches, most often used by instructional designers to support workplace learning and performance improvement initiatives in a variety of organizational contexts today. A total of 199 professionals working on instructional design, e‐learning, and performance improvement projects responded to the survey. They shared the models they use to inform instructional and non‐instructional learning interventions, and performance improvement interventions, project work. Our results show the most widely used ID and HPI‐related models include: ADDIE, performance gap analysis, Kirkpatrick's evaluation model, Agile development model, rapid ID prototyping model, Merrill's first principles, the behavioral engineering model (BEM), the cognitive load overlay model, ISPI's human performance technology (HPT) process model, and CADDIE. We present implications for program design, course design, and the ensuing choices of study for emerging practitioners working in different contexts.
... If a DOI cannot be found, the URL should be listed. The following two examples show a reference with a DOI (Villachica et al., 2019) and one without a DOI (Snowden & Boone, 2007). ...
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Electronic health records (EHR) are not a new idea in the U.S. medical system, but surprisingly there has been very slow adoption of fully integrated EHR systems in practice in both primary care settings and within hospitals. For those who have invested in EHR, physicians report high levels of satisfaction and confidence in the reliability of their system. There is also consensus that EHR can improve patient care, promote safe practice, and enhance communication between patients and multiple providers, reducing the risk of error. As EHR implementation continues in hospitals, administrative and physician leadership must actively investigate all of the potential risks for medical error, system failure, and legal responsibility before moving forward. Ensuring that physicians are aware of their responsibilities in relation to their charting practices and the depth of information available within an EHR system is crucial for minimizing the risk of malpractice and lawsuit. Hospitals must commit to regular system upgrading and corresponding training for all users to reduce the risk of error and adverse events.
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Graduate recruitment and selection differs from other contexts in that graduate applicants generally lack job-related experience. Recent research has highlighted that employers are placing increasing value on graduates being work ready. Work readiness is believed to be indicative of graduate potential in terms of long term job performance and career advancement. A review of the literature has found that current graduate recruitment and selection practices lack the rigour and construct validity to effectively assess work readiness. In addition, the variety of interchangeable terms and definitions articulated by employers and academics on what constitutes work readiness suggests the need to further refine this construct. This paper argues that work readiness is an important selection criterion, and should be examined systematically in the graduate assessment process, as a construct in itself. The ineffectiveness of current assessment methods in being able to measure work readiness supports the need to develop a specific measure of work readiness that will allow more effective decision practices and potentially predict long term job capacity and performance.
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The higher education sector in Australia is moving rapidly towards greater accountability in regard to graduate employability outcomes. Currently, data on new graduates’ self-reported generic skills and employment status provide the evidence base for universities to make judgements about the effectiveness of curricula in preparing students for employment. This paper discusses alternative sources of evidence, namely the Graduate Employability Indicators (GEI) -a suite of three online surveys designed to supplement current indicators. They are designed to gather and report graduate, employer and course (teaching) team perceptions of the achievement and importance of graduate capabilities within specific degree programs. In 2009 and 2010, the surveys were administered to stakeholder groups associated with Accounting degrees in four Australian universities. In total, 316 graduates, 99 employers and 51 members of the course teaching teams responded to the surveys. This report presents the aggregated results from the trial. These suggest that the fourteen capabilities at the heart of the GEI are considered important, and that both quantitative and qualitative items facilitate the reporting of essential information. Both Accounting employers and teaching staff consider that important capabilities need to be better demonstrated by new graduates. The graduates themselves identified ways in which their courses can be improved to enhance their early professional success. An importance-performance analysis suggests prioritising particular capabilities for immediate attention in particular, work related knowledge and skills, writing clearly and effectively, thinking critically and analytically, solving complex, real-world problems and developing general industry awareness. This paper suggests that an enhanced industry focus might be effected through authentic assessment tasks, and clear identification of the capabilities developed through the curriculum.
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It has been argued that in the knowledge economy, a graduate degree will become the new bachelor's degree, the minimal education credential that high-skills employers require. If that is so, then the United States is in peril of losing its competitive edge, with long-term consequences for the economy, its citizens' quality of life, and its global standing. This report examines the data behind these assertions, and proposes a set of recommendations to strengthen U.S. graduate education in partnership with industry and government. Policymakers, institutions of higher education, and business leaders all have a stake in the process of producing well-prepared graduate degree holders. People with graduate degrees teach in schools and universities, drive innovation, attract intellectual and commercial investment, and strengthen American prestige and economic power. This report provides a clear view of the roadblocks and the pathways to a graduate degree and to an improved system of graduate education in the United States. (Contains 3 tables and 6 figures.)
This chapter will describe the results of a survey that assessed the self-perceived career goals and academic and professional development needs of master's and doctoral-level graduate students at the University of Nebraska-Lincoln. Both graduate students (n = 440) and graduate program coordinators (n = 23) were surveyed to provide an empirical basis for developing a strategic plan for graduate student academic and professional development activities. Results suggested that doctoral and master's students express different developmental needs, and that doctoral students' needs differed at different stages of their academic career. Implications for practice inherent in the survey findings are discussed, and the benefits of broadening the definition of graduate student training and development are examined.
Technical Report
The Council of Graduate Schools (CGS) reported continued growth in total graduate enrollment, first-time enrollments, number of applications, and degrees conferred at U.S. universities in its report, CGS/GRE Graduate Enrollment & Degrees: 2006-2016.
Increasingly, employers state that university graduates are not “work ready” meaning graduates do not possess the combined academic disciplinary knowledge and professional skills needed in the workplace. Such include strong communication, collaboration, conflict resolution, continuous learning and creative problem-solving. Though educators attempt to address these concerns, questions remain. Building on ideas from Griffin and Heskath (Australian Journal of Psychology, 55(2), 65–73, 2003) and Pulakos et al. (Journal of Applied Psychology, 85(4), 612–624, 2000), this paper proposes the construct of adaptive capacity as a key capability that may help to address this perceived knowledge/skills gap. Using one online educator’s example, we explain how adaptive capacity can be developed within the context of an online MBA program directly mirroring skills needed increasingly in workplaces today. The authors begin this chapter with pertinent literature and summarized key findings regarding what employers perceive as skills gaps among graduate students and suggest techniques around building adaptive capacity that might assist higher education institutions in developing future work-ready graduates. The authors then propose key learning processes and outcomes synergistically combined to increase graduate students’ adaptive capacity. Key processes and outcomes to dimensions of adaptive performance, the main dependent variable that can be predicted from adaptive capacity, are noted. This paper advances the concept of “adaptive capacity” as the key and enduring competency construct composed of a set of skills that needs to be developed within the context of online graduate business education programs. As such, the authors suggest that instead of a continued focus on the lack of current work-ready graduates, educators and employers alike need to instead privilege the adaptive capacity building and producing of “future work-ready graduates,” meaning graduates ready for both current and future work. This paper concludes with a discussion of key implications for management educators.
Graduate degree–holders occupy critical positions in the workforce. It is imperative that these individuals possess the skills necessary to succeed in their post-graduate positions. This paper discusses a survey of 1,925 employed individuals who completed a graduate degree. Results indicate that, in addition to imparting field specific knowledge, graduate programs are equipping students to perform a wide range of nonacademic skills (e.g., teamwork) deemed valuable in the workplace. However, there are still some areas in which universities could better tailor their graduate programs to align with the responsibilities of the employment sectors that their students will enter upon graduation.
Having spent more than three years trying to change the engineering curriculum at one university, the Engineering Education Research to Practice (E2R2P) team has realized that wonder workshops for faculty, visible redesigns of courses, and other subsystem solutions don't work. Stated simply, engineering faculty often face significant time barriers to implementing research-based instructional strategies. Changing the curriculum requires re-engineering the larger engineering education system and the ways in which it academic, government, and industry components interact to produce and onboard newly hired and graduated "freshout" engineers. In other words, there is an unmet need to use systems engineering to change the system that produces new engineers and ramps up their performance in the workplace. To this end, the E2R2P team has proposed creating a larger venue for collaboration, where these parties can reach past their traditional silos to address a shared concern: decreasing the time that freshouts need to fit into their new jobs and reach competent levels of workplace.
It is impossible to control another person's motivation. But much of the instructor's job involves stimulating learner motivation, and learning environments should ideally be designed toward this goal. Motivational Design for Learning and Performance introduces readers to the core concepts of motivation and motivational design and applies this knowledge to the design process in a systematic step-by-step format. The ARCS model-theoretically robust, rooted in best practices, and adaptable to a variety of practical uses-forms the basis of this problem-solving approach. Separate chapters cover each component of the model-attention, relevance, confidence, and satisfaction-and offer strategies for promoting each one in learners. From there, the motivational design process is explained in detail, supplemented by real-world examples and ready-to-use worksheets. The methods are applied to traditional and alternative settings, including gifted classes, elementary grades, self-directed learning, and corporate training. nd the book is geared toward the non-specialist reader, making it accessible to those without a psychology or teaching background. With this guide, the reader learns how to: Identify motivation problems and goals Decide whether the environment or the learners need changing Generate attention, relevance, confidence, and satisfaction in learners Integrate motivational design and instructional design Select, develop, and evaluate motivational materials Plus a wealth of tables, worksheets, measures, and other valuable tools aid in the design process Comprehensive and enlightening, Motivational Design for Learning and Performance furnishes an eminently practical body of knowledge to researchers and professionals in performance technology and instructional design as well as educational psychologists, teachers and trainers. © Springer Science-Business Media, LLC 2010. All rights reserved.
To identify the most important competencies for college graduates to succeed in the 21st century workforce, we conducted an analysis of the Occupational Information Network (O*NET) database. O*NET is a large job analysis operated and maintained by the U.S. Department of Labor. We specifically analyzed ratings of the importance of abilities (52 ratings), work styles (16 ratings), skills (35 ratings), and knowledge (33 ratings) to succeed in one's occupation. First, we conducted descriptive analyses. Next, data were split into 2 sets, according to the theoretical structure proposed by the O*NET content model, and principal component analyses (PCAs) were run on each dataset. The PCAs identified 15 components: problem solving, mechanical skills, service orientation, cultural literacy, business literacy, science literacy, civic literacy, information processing, athleticism, visual acuity, fluid intelligence, communication skills, teamwork, achievement/innovation, and attention to detail/near vision. Components were then ranked in importance using the mean component scores over all occupations. A comparison of this ranking with previous 21st century competencies frameworks suggested that 5 competencies stand out as important for most occupations: problem solving (e.g., complex problem solving), fluid intelligence (e.g., category flexibility), teamwork (e.g., cooperation), achievement/innovation (e.g., persistence), and communication skills (e.g., oral expression). Consistent with this conclusion, a correlation of component scores with wages found that 4 of these 5 competencies were strongly related to wages, with the exception being teamwork.
The following values have no corresponding Zotero field: Research Notes: Richard Roberts hat bei seinem Kolloquiumsvortrag am 2010-07-02 aus dem Bericht ein paar Daten gezeigt, um die Bedeutung nicht-kognitiver Fähigkeiten zu belegen (Table 5, S. 21). Für mich ist eher interessant, dass die employers zu 64 Prozent Mathematik als very important für den beruflichen Erfolg von Berufseinsteigern einschätzen (auf einer Skala von not important, über important zu very important; bezogen auf Four-Year College Graduates). Damit wird Mathematik zwar als weniger wichtig als etwa die Muttersprache eingeschätzt, aber bleibt der Befund, dass die Fähigkeiten offenbar beim Einstieg in viele Berufszweige eine wichtige Rolle spielen. Das kann ich als Beleg für die Bedeutsamkeit von Mathematikkompetenz auf im Berufsleben heranziehen. ID - 648
With the significant increase in graduate students characterized as nontraditional, challenges associated with balance have become more prominent. The author explores issues of work-life balance, institutional ownership, and the chilly climate, each of which can contribute to negative academic outcomes.
Hello everyone. This is a text book and so I am unable to share it with you for copyright reasons. Apologies for this. Mark
Traditional formative evaluation methods and tools have a documented history of successful use. Expert, one-to-one, small group, and field-test methods have been used for decades. However, changes in design practice, technology, and lately, in theory, have resulted in alternative evaluation methods that are not as well-known in current design literature. These methods can be used to complement or replace traditional evaluation methods in a formative evaluation project. Some of these alternative methods use different groupings of experts or learners, while others use different evaluation questions or technologies. This article explains each of these formative evaluation alternatives and outlines their advantages, disadvantages, and applicable contexts.
Changing clienteles challenge institutions to respond to their needs. Today's adult graduate student requires expanded attention from student service providers as they move into, through, and out of their graduate experience. Examples of services for the new graduate student are discussed.
Career services tailored to the needs of graduate and professional students constitute an important strategy for fostering student success. Career services can help graduate and professional students explore careers outside academe, prepare for academic and nonacademic job searches, and make the transition from graduate school to professional positions.
Career services tailored to the needs of graduate and professional students constitute an important strategy for fostering student success. Career services can help graduate and professional students explore careers outside academe, prepare for academic and nonacademic job searches, and make the transition from graduate school to professional positions. Peer Reviewed
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