ETEC 561 Section 5 Sept. 29th

ETEC 561

Section 5

Sept. 29, 2013

Chapters in Section V identify trends and issues in IDT in various contexts: business & industry;
military; health care education; P-12 education; and post-secondary education. Select at least 3
of these 5 contexts and compare/contrast the IDT trends and issues. Then explain how they are
similar or different from the IDT trends and issues in the context in which you work.

In this week’s section I will be comparing IDT in military training, the healthcare field, and post-secondary education.  My reasons for choosing these areas are personal experiences I have had in the past.  Additionally, these three areas are training capacities where I hope to work in the future.  The training requirements that I directly compared similarities to other training contexts are: working within a budget, understanding your client’s culture, and blending the needs of the individuals with the needs of the institution. 

Post-Secondary Education:  In this arena there is a significant move to a more global interest. Increasing interest in online classes allow for students to stay “home” while expanding their education.   Students unable to afford to come to the U.S. to attend college in the past are now able to enroll in classes while remaining in their home country.  These students attending your class could be German, Chinese, South American and so on.  Instructional design professionals able to take on a more global audience would be beneficial to the curricula development of online courses.

Budget:  I am positive we are all aware of recent budget cuts.  Accrediting agencies have increased the class load requirement for full time staff while cutting hours that adjunct faculty can instruct.   Instructional design did not historically have large amounts of input in secondary education development.  Increased interest in professional development of staff was beginning to open doors in regards to IDT input in post-secondary education.  When budgets are limited expansion of these programs are unlikely. 

 

Individual vs. Institution:  As previously stated, IDT can influence and contribute to more successful development of curriculum directed toward increasing the amount and scope of classes available for online students to enroll.  With more globalization of classrooms the content must be presented in a way foreign students can excel in their desire for education or to earn a degree.  Classes full equal income for the institution.   However, with limited resources IDT input to training and professional development of staff is often on the back burner.  Most individuals desire growth, advancement and personal fulfillment.  Some of this is achieved in the personal side of life; however, these are also necessary achievements in successful professional lives.  Generally, professionals spend almost half their life at work.  When development is not available, growth is not possible.  These important essentials of the professional side of individuals remaining unmet will cause loss of the best employees.

Military:  As Reiser and Dempsey stated, there are several multi-country military exercises every year.  Between NATO and joint country “peace-keeping” missions there is a huge need to employ a more global approach to IDT if your design is to be successful in knowledge gained and retained.  How individuals from different cultures view the value of learning and the way it is presented now makes all the difference as to if it is accepted. 

 

Budget:  IDT has a long respected input into military training.  Mission success is essential and this often requires extensive training.  However, the budget is not unlimited.  Costs of highly technical weapons and training simulators are constantly on the rise.  The ability to cross use some simulators, training equipment or software between military branches may cut down expense.  Another factor driving up the cost of training is an ever increasing sophistication necessary to keep the interest of recruits high during instruction.

    

Institution vs. Individual:  The military enables success of the mission by fostering success of the individual in regards to their contribution to the team effort.   Advancing the idea of the individual as an essential necessary element of the institution without whose expert performance the institution cannot succeed, the military trainers have “buy in” of the individual.  IDT  employing advancement and growth of individuals professionalism lies in the availability of education both formal and informal.  Individuals are able to and expected to progress up the ladder to obtain more interesting and responsible positions. This not only spurs individual growth but also benefits the institution in the creation of an even more valuable ingredient to their success.

Healthcare:  In considering the healthcare field, ponder this.  At Parkland hospital alone, some of the nationalities employed there as physicians, nurses, therapists, technicians and support groups are:  British, Canadian, Latino, Indian, Pakistani, Australian, Thai, Korean, Chinese, Afghani, Scottish, Philipino, Italian, you get the idea.  These are not individuals from the U.S. these are professionals from those nations here for further study, research or work experience.  The IDT individuals in this field must have a global outlook to all training sources produced.  Additionally, training regarding cultural diversity in team members and patients is essential.  Healthcare professionals must be sensitive to cultural and religious wishes and beliefs of their patient population no matter how diverse.

Budget:  A large portion of training in the health care field comes from private companies involving their equipment or software purchased by the hospital.   Each department and state licensing entities decide the amount of training required.  Department training relates largely to process improvement and compliance with governmental regulations.  This training comes from each department’s budget.  Should the department be a smaller one there is very little for professional development.  Transfer to another department may be the only way to advance. Some training is hospital wide and is limited to the budget of the training and development department regardless of the multiple regulations, policies and procedures.  IDT departments are small, maybe three people and still provide enough courses to fulfill governmental requirements.

Individual vs. Institution:  Healthcare training exists for the advancement and support of the institution.  After graduation from a healthcare program or post graduate education and licensure all professional development is essentially up to the individual.  Continuing education is the responsibility of the licensed individual.  A portion of requirements may be provided by the departments if budgets allow.  Otherwise, the expense of licensure requirements falls upon the individual.