Program Review Committee Report MSTraining and HRD(MSTHRD) MS Training and Development (MSTD)

Transcription

1 UNIVERSITY OF WISCONSIN - STOUT Program Review Committee Report MSTraining and HRD(MSTHRD) MS Training and Development (MSTD) Jeanette Kersten, EdD and Wendy Dittmann, EdD 10/17/

2 1 Program Director Self-Study Report For Program: MS Training and Development (MSTD) (MSTHRD) Submitted by: Jeanette Kersten, EdD and Wendy Dittmann, EdD 1. UW-STOUT S STRATEGIC PLAN Year: Planning and Review Committee 1.1 UW-Stout's Strategic Plan Respond to the following: Describe early and ongoing experiential learning opportunities to students within the program. The MSTD and MSTHRD graduate programs provide experiential learning opportunities at the individual course level and at the Plan B Field Problem Thesis level. Students in the initial seminar course are provided opportunities to identify learning goals and research opportunities. All courses within the program include an applied learning project in an individual or team setting Describe program initiatives employed to support and/or increase student enrollment, retention and graduation rates? 1) There are multiple marketing initiatives for recruitment, enrollment, and retention of graduate students for the MSTD and MSTHRD program. A program revision was completed and implemented in 2012 providing new and updated coursework aligned to industry. Classes are primarily offered in a 3 hour evening block schedule for the on campus program and weekend classes for the Distance Education cohort program. 2) Marketing efforts are combined with recruitment efforts with the Graduate School, Stout Online and professional and industry organizations that are aligned with the MSTHRD degree: American Society of Training and Development (ASTD) national and local chapters, Academy of Human Resource Development (AHRD), Society for Human Resource Development (SHRM) national and local chapters, etc. In addition to professional organizations contacts and conferences, marketing efforts include social media ads, web blasts, traditional print ads and brochures, and trade events. The primary method for students applying to the program is past history with the University, course offerings, and word of mouth referrals. 3) An online program has been proposed for launch for Fall The face to face distance education cohort model will be converted to an online offering.

3 2 5) Students are regularly advised throughout the program with several touch points with the program director. The new program director, August, reached out via to all enrolled and current students. Continuing students not currently enrolled were contacted as well. The program director will travel to the distance cohort fall. Student enrollment and completion of courses is tracked on an Excel spreadsheet at the Program level. Students who are at the 7 year window for coursework receive communication from the Graduate School and also at the program level. Students are advised to identify research ideas prior to enrollment in INGMT 700 Research Methods with the intent to continue leveraging their topic and research process in TRHRD 735 Field Problem. Students are also advised by the program director to work closely with their selected Research Advisor to complete the Plan B Field problem the semester following completion of INGMT 700 Research Methods. In progress standing for Plan B Thesis papers is monitored and tracked. Students receive regular communication and encouragement about In Progress status at the program level for TRHRD 735 Field Problem. Both aspects have increased graduation rates for the MSTD program Describe, provide examples and explain how the program intentionally integrates diversity efforts, functions and contributes to the program in support of Inclusive Excellence: UW-Stout s plan to intentionally integrate diversity efforts into the core aspects of everything we do. Diversity is broadly defined and includes, but is not limited to, race/ethnicity, gender, sexual orientation, age and disability status. 1) The MSTD and MSTHRD programs draw from a wide range of backgrounds and experience levels from new to the field to experienced. Students represent a wide array of ethnic and experiential backgrounds with provide robust learning opportunities. Student range in age from 22 to 54 years old and 8% of the students report themselves as minority. The enrollment of international students increased from 2008 to 2011, but fell off in International student population may increase as the program moves to an online offering in ) Diversity is included within the curriculum incorporated at the individual course level. Students often work on applied learning projects that assist the non-profit organizations and underserved populations in society. INMGT 616, People Process Culture, INMGT 740, Leading the Learning Function, and INMGT 750, Organizational Development, include applied learning projects.

4 Describe environmental sustainability initiatives embedded and supported by the program: UW-Stout s attempt to make students, faculty, and staff more aware of the importance of sustaining our environment through energy conservation, waste reduction, and other measures that will not bring harm to the environment, and to provide students with innovative research opportunities in these areas. 1) Efforts are made by students and instructors to decrease the amount of paper used for courses by using electronic media and processes wherever possible (D2L, attachments, electronic feedback using track changes, etc.) Social Media and related technology such as Skype, Tegrity recordings, teleconferencing, Get to Meeting, etc, are also used to help sustain the environment. 2) Increased use of technology in the classroom is expected to increase when the online MSTHRD program is implemented in Fall DESCRIPTION OF THE PROGRAM 2.1 Curriculum Design Respond to the following: State the approved program objectives 1. IMPROVE HUMAN PERFORMANCE IN AN ORGANIZATION CONTEXT (draw on business acumen, analyze needs, propose solutions, design learning, deliver training, measure/evaluate effectiveness) 2. LEAD THE LEARNING FUNCTION (serve as a strategic partner with senior leadership, develop and manage human capital, manage and implement learning projects, evaluate technology to enhance the learning function) 3. FACILITATE ORGANIZATIONAL CHANGE (facilitate strategic planning for change, build trust, influence stakeholders, leverage diversity, develop strategies and approaches to managing culture change) 4. MANAGE ORGANIZATIONAL KNOWLEDGE (serve as a catalyst for knowledge sharing, understand business technology and how it enables and encourages organizational learning) Describe processes and initiatives employed in determining the need for program revision? The program revision was completed in The name changed from MS in Training and Development to MS in Training and Human Resource Development to reflect industry and curriculum trends. ASTD, SHRM and HCI standards were reviewed. The Advisory Committee reviewed proposal and offered suggestions. Additional Human Resource Development courses were added to the required professional courses.

5 4 TRHRD 730, Training Design and Evaluation, in professional courses was revised into two classes. The first addressing the design and development of training and the second addressing the measurement and evaluation of training. New courses were developed for the professional area: Leading the Learning Function and INMGT 715, Organizational Consulting. Electives were eliminated Check all that apply regarding the program: _X Traditional, on campus program X_Offsite location Online program Briefly describe the components of your program where students participate in scholarly activity such as: research, scholarship, experiential learning and creative endeavor. programs are presented through an approach to learning which involves combining theory, practice and experimentation (UW-Stout s Mission Statement) 1) All courses in the MSTHRD program are focused on scholarly activities, research and experiential learning at the graduate level. These may be explicated in course assignments such as: annotated bibliographies, research papers, Thesis papers, etc. INMGT 700, Organizational Research, provides students with the framework to write the field problem required in the program. 2) Experiential Learning opportunities are embedded at the course level in terms of applied research projects and presentations. INMGT 616, People Process Culture, INMGT 740, Leading the Learning Function, and INMGT 750, Organizational Development, include applied learning projects. Creative endeavors are present within each course as students have the ability to design and develop materials for course and project assignments Does your program currently have an accreditation or certification agency that reviews the program? If so, which agency and to what extent does it influence the structure of the curriculum? 1) There is no standardized or agreed upon certification for Training and HRD at the industry level. The program director is reviewing current certification and accreditation options as listed below. Certified Professional in Learning and Performance (CPLP) Exam- ASTD.

6 5 Human Capital Institute (HCI) certifications in the areas of: o Human Capital Strategist (HCS) certification o Strategic Workforce Planning (SWP) o Strategic HR Business Partner Certification (s-hrbp) o Talent Acquisition Strategist (TAS) ACBSP certification of the MS Training and HRD program. The areas of certification and accreditation will be presented and discussed at the spring Advisory Committee meeting. 2.2 Faculty/Academic Staff Expertise Respond to the following: List key instructors in the program. A key instructor is one who teaches at least one required professional course in your program (this should be the combined faculty of Key A and Key B who were surveyed by the PRC). Dr. David Johnson Dr. Sally Dresdow Dr. Jeanette Kersten Dr. Katherine Navarre Dr. Kevin Tharp What additional faculty/academic staff expertise is needed? Additional faculty is needed with expertise in developing and delivering online courses in: Training, Human Resource Development, and Research Methods. The faculty situation is stable with the addition of one new faculty in fall. The College has partnered with Stout Online to hire an instructional designer to assist current faculty in transitioning to online delivery. Growth is expected in an online cohort over the next three years necessitating additional faculty specifically for research advisement. Research Advisors with expertise in advising Plan B Thesis papers. Planning to meet the needs of cohort learners has created hills and valleys of demand. If the expected growth occurs with online delivery there will be an increased need in the future. 2.3 Facilities Respond to the following: Describe facilities and or capital equipment currently used and how it supports or strengthens the program? What program specific facilities

7 6 (unique classrooms, labs, additional space involving minor construction) have been requested and provided? A partnership has been developed with the Chair for the Business Department in COM to allow use of the Sales Training break out rooms when needed in Jarvis Science Wing. This has allowed students to have focused time with their groups for applied learning projects What added facilities needs (if any) such as unique classrooms, labs, additional space involving minor construction exist in the program? There is no plan to discontinue the on campus offering of the MSTHRD program and no additional space needs exist. 2.4 Resources for the Program Respond to the following: Evaluate the quality, relevance, and quantity of the library resources to support the program. Include a brief statement as to how these needs have been met by the library. Library resources are available on line and on campus. Librarians are available and amazing. The online library databases have become easier for students to access while completing Plan B Thesis research due to a code change between the Graduate School and Registrar s office. Greater assistance could be leveraged in terms of writing resources, APA formatting, research assistance for students, and thesis paper coaching. Additional writing support is not available to graduate students through the Writing Center. The need exists for a Writing Center accessible for graduate students List any special resources used to meet program and/or student needs such as: Graduate School Learning Technology Services Research Services for IRB Disability Services Stout Online Describe other resources (if any) needed to meet the program objectives? Instructional designer(s) to assist in the development of customized instruction program to be delivered online. Additional Faculty to meet the expected growth of the online program. Both for the delivery of the courses and the advisement of field problems Availability of writing center

8 7 Simulation software for problem solving 3. Quality of the graduates of the program Respond to the following: 3.1 Describe program graduate demand and/or anticipated changes or trends impacting the future demand. 1. The Bureau of Labor Statistics reported in 2012 job growth expected to be average in the field, 15%, with better opportunities for those with master s degrees, or other certifications Online education is growing in the United States, and specifically at the graduate level. The Sloan Consortium Report, Changing Course: Ten Years of Tracking Online Education in the United States, estimates the number of students taking at least one online course has now surpassed 6.7 million. "The rate of growth in online enrollments remains extremely robust," said study co-author Jeff Seaman, Co-Director of the Babson Survey Research Group. "This is somewhat surprising given that overall higher education enrollments actually declined during this period." There is a need for the development of a 100% online delivery of the MSTHRD program in addition to the on campus program for continued growth of the program and to maintain competitiveness with current industry trends. Enrollment in single site cohort delivery of the program has declined. 3.2 Interpret the data provided by the Planning, Assessment, Research and Quality (PARQ) office of the alumni follow-up surveys. 1) Results from Alumni 11 Surveys were returned from MSTD Alumni with graduation year No alumni surveys available for the MS in Training and Human Resource Development program as the program revision was implemented in Fall 2012 and there are no graduates of the new program to date. Graduates were surveyed as to the importance of interpersonal, personal, training and hrd, and business and management competencies, and to their perception of the degree to which the program addressed these competencies. In each area, the graduates rated the importance higher than the degree to which the competency was addressed in the program. In each competency the degree addressed by the program was above 3.5 on a 1-5 Likert scale, 5=essential.

9 8 Industry trends identified these areas as important in the field. Program revision in should address the gaps identified in this survey. The program was changed to MS in Training and Human Resource Development with new objectives, courses, formats, and curriculum implemented in Fall Interpret program specific surveys (students, faculty and advisory committee) conducted by the Planning and Review Committee. 1) Student Survey response Surveys were sent exclusively to students who were in their second semester of the MS THRD program, the revised program, and had only taken 1 semester of classes. No surveys were sent and no data was collected from remaining students who are enrolled in completion of the MS Training and Development program. Approximately 30 students were missed that should have been surveyed, but the omission was not recognized in time for data to be collected from the entire population. A request to collect data from the MSTD population was declined. Students surveyed were at the beginning of the MSTHRD program, in their second semester of a two year program. The sample is small and is limited in reliability. In addition, at the time of the survey there were three active Dean of Students cases and a distance education class had been rescheduled by an instructor due to weather. 1. Strengths of the program Diversity of topics Interaction and networking between students Interaction with instructors Hands-on experiences (experiential learning opportunities) Delivery format (distance education and evening programs) 2. Weaknesses of the program Lack of multiple course offerings Limited number of instructors Limited time instructors to teach and advise students Not all instructors leveraging technology (D2L) Not all instructors up to date with industry trends 3. Suggested program improvements by students Add instructors More support for instructors Increase course offerings Classrooms with adequate lap top access

10 9 4. Courses viewed as unnecessary overlap in the program: There is overlap noted between TRHRD 730 Systematic Design and Development of Training and TRHRD 731 Systematic Measurement and Evaluation of Training Duplicate use of a supplemental text for INGMT 616 People Process Culture and INMGT 750 Organization Development PSYCH 765 Psychology of the Adult learner could be revised to be more in-depth with an increase in credit allotment from 2-3 credits. 5. Courses to be added or deleted from the MSTHRD program: More information and content on analytics More information on APA citations and formatting 6. Additional Information Most students responded the program is interesting and challenging. However, comments regarding cancelling classes due to weather were of concern. Earlier notification would be helpful. The last F2F off-site class is being delivered Fall. A comment was made regarding lack of faculty preparation for hybrid course delivery. The development of online delivery will address some of the concerns raised: cancelled classes, increased course offerings (if growth occurs), and increased emphasis on the technology in the classroom. Several areas identified as strengths will need to be monitored in the transition to online delivery. The experiential learning opportunities and interaction with other students and faculty will need to be nurtured in online delivery. 4.1 Describe program strengths distinguishing it from similar programs. Describe and explain program weaknesses? Strengths: 1. Based on research conducted in 2011, the MS Training and Human Resource Development program is unique in its offerings and delivery modes. There are few graduate programs across the United States that offer the same combination of objectives. Some programs address Organizational Change (UW Platteville) while others deliver Adult Education degrees with training as an emphasis (UWM). Being housed in the College of Management is a plus for industry support. 2. Alternative delivery formats: on campus and distance education. Online planned for Fall 2014.The flexibility of an online degree does not tie our students to a geographic region. 3. Strong emphasis is applied learning and research throughout the curriculum for students to apply concepts from the classroom to organizations. This is accomplished through individual and group learning projects by course.

11 10 4. Program objectives and curriculum meet and exceed industry standards as evidenced by input and feedback from the MSTHRD Program Advisory Board. Weaknesses: 1) Number of qualified faculty to teach in the program. Delivering to a small cohort off-campus has doubled the demand on faculty while not doubling the size of the program. An additional faculty in HRD and OD was hired Fall. At this time the faculty supply and demand is stable. If the program grows significantly online additional faculty will be needed to deliver the program. 2) Lack of available faculty to assist with thesis advisement for students. The cohort model of delivery created hills and valleys of thesis advisement demand. The department chair has alleviated the problem temporarily by assigning advisement as part of load for Spring ) Lack of resources to assist faculty in the design, research and execution of courses. Instructional designers were not available on campus. LTS services are not available to support the delivery of customized instruction programs. 4) Some faculty are limited in their use of technology in the classroom and in coursework: D2L 5) Lack of a 100% online program offering, though planned for fall 2014 implementation. 6) Lack of certificate of completion options in the following areas: Training, Organization Development, and Talent Development/Human Resource Development. In summary, the MSTHRD program revision implemented in Fall 2012 has been received in a positive manner by students in terms of coursework and experiential learning. Opportunities exist in regard to sourcing faculty to meet the teaching and advisement needs, currency of faculty in regard to industry trends and use of technology, and reduction overlap within courses. It should be noted again, that the student sample is a very small sample representing students who had completed one semester of the MSTHRD program. Students who had completed and/or are currently completing the MSTD program were not surveyed due to a sampling error which was not identified in time to be corrected. 3) Faculty Survey Response- Key Faculty inside and outside the program Key Faculty Inside the Program: Sample size= 3 Response rate= 3 at 100% Likert scale rating of 0-5. (0= Strongly Disagree to 5= Strongly Agree) Faculty response Strengths of the Program 1) Commitment of the faculty to students-students is well prepared 2) Leadership by the program director 3) Commitment of the Advisory Board to the success of the program.

12 11 Faculty response Weaknesses of the Program 1) Additional faculty are needed for teaching and advisement in the program 2) Lack of a 100% online program offering and delivery model. Some classes but not all are online. Key faculty inside and outside the program indicate that the students are well advised and prepared for coursework as a result of program advisement. Faculty were noted to be committed to student success. The program received positive comments in terms of leadership and direction. Opportunities exist in the areas of faculty resources for teaching and advisement and the development and implementation of a 100% online program offering (planned Fall 2014). 3) Advisory Board PRC Survey Response Sample size = 15 Response rate = 7/15 = 47% Advisory Board service= 2-15 years The MSTHRD Advisory Committee reported positive experience in regard to their involvement with the program. The committee highlighted numerous strengths of the program related to content, format, connection to business and industry, faculty commitment, and program leadership. Redundancy in course work was viewed as retention of material by professionals in the field. Opportunities for improvement were identified primarily in providing an online learning option for students. 4.2 Submit evidence of program response to the concerns and recommendations from previous program review. 1) The PRC review and recommendations in 2007 recommended opportunities for enhancement in the following areas: 1) Addition of new faculty to support MSTHRD program demands and goals Qualified faculty have been added to support, teach, and advise in the MSTHRD program. However, as faculty progress in careers at the University, there continues to be a need for additional qualified faculty. In Fall 2012, the program director for the MSTHRD program, chaired the faculty search for the Leadership/Training and HRD position. The search was successful and the faculty member began in Fall. 2) Additional cohort offerings to expand and increase enrollment Due to changes in the design and delivery of courses and programs in higher education, there has been declining enrollment and interest in face to face distance

13 12 education cohort models. The MSTHRD program is well aware of these industry changes and is scheduled to deliver a 100% online program beginning Fall The on campus face to face MSTHRD program is currently offered in a block schedule format in the evenings during the week to appeal to graduate students employed in the workforce. Department chair has scheduled courses with maximum flexibility for students. 3) Overload policy In July, a new overload policy was implemented across the UW Stout campus. Overloads are limited in their assignment and availability. 4) Thesis Advisement While additional graduate faculty has been increased to assist with Plan B Thesis advisement, the need for additional faculty to assist with Thesis preparation and oversight continues. The Operations and Management Department chair has alleviated the problem for Spring 2014 by assigning faculty load to advisement. 4.3 In the next seven years, what major improvements or changes are planned for implementation to improve program quality? 1) Development and implementation of a 100% online format to augment the face to face on campus evening program. Elimination of the distance education face to face cohort model on weekends. If the program grows course offerings will increase. Additional faculty will be needed to deliver the courses, and available for research advisement. 2) Consideration of alternative hybrid delivery models. Online delivery may include synchronous connections between students and student/faculty to include a level of interaction described as a strength. 3) Addition of quality faculty with strengths in Human Resource Development. While the faculty level is stable presently there are possible retirements and shifts within the department. To deliver an online graduate program interaction between faculty and students need to be nurtured, which is a challenge if not fully staffed. 4) Leverage the use of technology and simulation to enhance the classroom experience. Additional support from Stout Online s instructional designer intends to address this perceived weakness. 5) Development of a certificate programs with possible completion options in the following areas: Training, Organization Development, and Talent Development/Human Resource Development. Offering incremental steps within the program may be a draw for prospective students and may lead to degree-seeking students. Just in time and on-target graduate education is in demand.

14 13 6) More robust quality metrics through the use of Qualtrics. Program director uses Qualtrics for program evaluation. Improvement and application of data could benefit the program. 7) Exploration of accreditation of the program or certification for graduates. 5. Attachments - Include electronic links to the following: 5.1 Links of specific program information to be included: Current assessment in the major (must login to info portal) Program plan sheet Individual program facts Current program advisory committee (2012-)