Tag: Training

  • Career coaches fill critical gaps in Ph.D. training

    Career coaches fill critical gaps in Ph.D. training

    To the editor:

    In “The Doctoral Dilemma” (Feb. 3, 2025), Inside Higher Ed reporter Johanna Alonso describes career coaching as a “cottage industry” of “gurus” that emerged to fill critical gaps in graduate training. As a career coach cited in the article, I was disappointed to see such an inaccurate and biased portrayal of my work. 

    Coaching is a professional industry with proven methods, tools, and credentialing provided by the International Coaching Federation (ICF). Coaching is distinct from “consulting,” and it’s an intentional, strategic step for anyone seeking to change careers. This is why Johns Hopkins University employs coaches as part of its Doctoral Life Design Studio. Yet, the article portrays these university-led coaching initiatives as legitimate, structured and holistic, while describing coaching outside of the university as an opportunistic “cottage industry.” Why frame the same service in two very different ways?

    From our wide-ranging, 20-minute interview, Alonso only highlighted my hourly rate—$250/hour for a single one-to-one meeting—without any context. There is no mention of the benefits of career coaching, or whether universities like Johns Hopkins pay their coaches a similar rate. The monetary cost, presented in isolation, suggests exploitation. The reality? As a neurodivergent person, I find one-to-one meetings draining, so I’ve priced them to limit bookings. Instead, I direct Ph.D.s toward my free library of online content, my lower-cost group programs and my discounted coaching packages, all of which have helped Ph.D.s secure industry roles that double or triple their academic salaries. The article doesn’t include these details.

    The most telling sign of the article’s bias is the use of the word “guru.” Why use a loaded term like “guru” instead of “expert” to describe career coaches? As I frequently remind my clients, language shapes perception. Ph.D.s are more likely to be seen as industry-ready professionals if they use terms like “multi-year research project” instead of “dissertation” or “stakeholders” instead of “academic advisers.” The same logic applies here—calling career coaches “gurus” trivializes our work, implying we are self-appointed influencers rather than qualified professionals. I’ll never forget the professor who once tweeted, “If life outside of academia is so great, why do alt-ac gurus spend so much time talking about it? Don’t they have better things to do?”

    My response? “I wouldn’t have to do this if professors provided ANY professional development for non-academic careers.”

    Because contrary to what the article claims, I didn’t start my coaching business because I wished there were more resources available to me. I started it because, after I quit my postdoctoral fellowship for an industry career, I spent untold hours providing uncompensated career support to Ph.D.s. For nearly two years, I responded to thousands of messages, created online resources, reviewed résumés and met one-to-one with hundreds of Ph.D. students, postdocs and even tenured professors—all for free, in my leisure time. Eventually, I burned out from the incessant demand. I realized that, if I was going to continue pouring my time into helping Ph.D.s, I needed to be compensated. That’s when I started my business.

    Academia conditions us to see for-profit businesses as unethical, while “nonprofit” universities push students into a lifetime of high-interest debt. It convinces us that charging for expertise is predatory, while asking Ph.D.s to work for poverty wages is somehow noble. It forces us to internalize the idea that, if you truly care about something, you should sacrifice your well-being and life for it. But our time is valuable. Our skills are valuable. We deserve to be fairly compensated for our labor, inside and outside of academia.

    Career coaching isn’t the problem. The real problem is that academia still refuses to take a critical look in the mirror.

    Ashley Ruba is the founder of After Academia.

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  • Education Department staffers suspended over DEI training

    Education Department staffers suspended over DEI training

    Dozens of Education Department employees were notified Friday that they’d been put on paid administrative leave following President Trump’s executive order to root out diversity, equity and inclusion initiatives in the federal government. At least some of them received the notices because of their participation in a voluntary session on diversity training, NBC News reported, noting they were encouraged to do so by Trump’s first-term education secretary, Betsy DeVos. 

    Department staffers sent the memos they’d gotten to their American Federation of Government Employees local union, Politico reported over the weekend. The union subsequently said that attendees of a two-day 2019 training for the department’s “Diversity Change Agent Program” had received the notices.

    The “change agents” who participated in the program were supposed to lead DEI training and education in the agency while working to attract and retain talent. The union said DeVos’s goal was to have 400 employees participate, though it’s unclear how many did.

    The suspended staffers were told that the “administrative leave is not being done for any disciplinary purpose.” NBC News reported that the affected employees included “a public affairs specialist, civil rights attorneys, program manager analysts, loan regulators and employees working to ensure schools accommodate special needs children with individualized education programs.” 

    The notices arrived one week after the Education Department rolled out a press release touting its “Action to Eliminate DEI.” That action included putting employees in charge of DEI  programs on paid leave and canceling more than $2.6 million in training and service contracts. The department characterized it as “the first step in reorienting the agency toward prioritizing meaningful learning ahead of divisive ideology in our schools.”

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  • Degree Apprenticeships in England: What Can We Learn from the Experiences of Apprentices, Employers, and Education and Training Providers?

    Degree Apprenticeships in England: What Can We Learn from the Experiences of Apprentices, Employers, and Education and Training Providers?

    By Josh Patel, Researcher at the Edge Foundation.

    Degree Apprenticeships (DAs) were launched in 2015, as a novel work-based learning route to obtaining a degree. On their introduction, then Prime Minister David Cameron said they would ‘give people a great head start, combining a full degree with real practical skills gained from work and the financial security of a regular pay packet’. Since then, they have taken the higher education sector by storm. Their growth has been the key factor in the expansion of higher apprenticeships from 43,800 starts in 2015/16 to 273,700 in 2023/24, a rise from 4.8% to 35% of all apprenticeships. They have stimulated innovative models of delivery and new and productive relationships between employers and providers. Former Skills Minister Robert Halfon remarked that ‘Degree Apprenticeships’ were his ‘two favourite words in the English language’.

    DAs have, however, recently come under scrutiny. Concerns persist that the growth of DAs and their high cost – reported in the media as growing from 2% of the apprenticeship budget in 2017/18 to 21% in 2021 – might crowd out opportunities for young entrants to the workforce, as DAs are primarily taken by existing employees. The suitability of DAs as instruments to improve upward social mobility has been contested. Meanwhile, the government is drawing up plans to increase the flexibility of the Apprenticeship Levy through which Degree Apprenticeships can currently be funded, asking employers ‘to rebalance their funding for apprenticeships… to invest in younger workers’.

    Our report, ‘Degree Apprenticeships in England: What Can We Learn from the Experiences of Apprentices, Employers, and Education and Training Providers?’, written in collaboration with colleagues from the Universities of Bath, Huddersfield, and Oxford, was published on Tuesday and is a timely intervention into these discussions. Here, we present the evidence for some our policy recommendations, gathered from nearly 100 interviews with stakeholders including large employers and SMEs, providers, degree apprentices, and policymakers.

    Engaging employers

    The government needs to consider a more systematic approach that serves to rationalise the way that employers are supported to offer a wide range of work-based opportunities. As Edge has identified in other programmes, such as T Levels or plans to provide universal work experience through the government’s Youth Guarantee, DAs are restricted by the number of employers willing to engage. We repeatedly heard evidence of the difficulties ‘resource-poor’ employers had in engaging with the design of apprenticeship standards and participating fully in collaboration with providers. As one SME told us contributing to the design and development of a DA ‘doesn’t give me any benefit now, and I’m impatient’.

    The government needs to develop a coherent strategy for DAs with a particular focus on support for SMEs, including improved awareness of levy transfer schemes. Involvement in DAs is often based on being ‘in the know’ and contacts with providers and local authorities. In our ‘Learning from the past’ stream of work, we reviewed Education Business Partnerships, as an example of intermediary organisations, noting both their strengths and shortcomings, which could inform effective initiatives for supporting employers.

    Reducing complexity

    With the creation of Skills England, the government should take the opportunity to review and simplify the process of design, delivery and quality assurance for DAs, and ensure regulatory elements work together. DAs currently draw in a large number of bodies including the OfS, IfATE, regulatory bodies, professional bodies and Ofsted. Providers told us that this had created a complex landscape of ‘many masters’ where lines of accountability are blurred and innovation is stifled. Providers described ‘overregulation’ as limiting ‘our ability to go off-piste’, and while the process could be constructive, providers were unconvinced of its added value. ‘Does that add to the quality?’ one provider asked. ‘I don’t think it necessarily does’.

    Skills England’s remit includes shaping technical education to respond to skills needs, and its incorporation of IfATE has already begun. As a first exercise, it could review the regulatory requirements to remove any duplication and contradictions and then consult with the sector to devise a simpler, clearer mechanism for providers to report.

    Increasing flexibility

    These difficulties meant that, while we found examples of excellent integration of academic learning and the workplace, concerns persisted as to the vocational relevance and obsolescence of learning, particularly in fast-moving sectors such as IT and mental health provision. One employer involved in delivery said they told their apprentices: ‘we have to teach you this so you get through your apprenticeship, but actually in practice that is not the way it’s done any longer’.

    In other countries, such as the Netherlands, a proportion (up to 20-25%) of an apprenticeship standard is kept flexible to be agreed between the employer and provider so that it can take better account of the current and changing situation in that particular industry, location and employer – such flexibility could be piloted in the UK.

    …without compromise

    The government’s commitment to adapting the levy into a ‘Growth and Skills Levy’, offers opportunities to improve DA delivery. Diversification was not a major consideration for the majority of employers when recruiting, though we certainly did hear evidence from those with a strong sense of their social corporate responsibility. As one SME put it:

    there are too many people in the IT industry that are like me. So we’re talking middle-aged white guys. […] Now, DAs allow people who don’t necessarily, wouldn’t consider getting into this industry from a variety of backgrounds, creeds, colours…

    We recommended in our Flex Without Compromise report that the government should take a measured approach to levy reform to minimise the risk that a broadening of scope diminishes the opportunities available particularly for younger people and newer entrants to the labour market. It should consider modelling the impact of differentiating levy funding available for DAs by either or both age and staff status, and diversification of the workforce. This could be a powerful mechanism to encourage employers to focus DA opportunities on younger people and on new recruits but would need to be considered carefully to allow for continued expansion of DAs.

    These initiatives might help address existing challenges and enhance the efficacy of Degree Apprenticeships in fostering equitable access and meeting the needs of learners and employers.

    To find out more about Edge and to read the report in full, visit www.edge.co.uk

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  • Marian High School Chooses BenQ’s LK936ST Golf Simulator Projector for New Golf Training Lab

    Marian High School Chooses BenQ’s LK936ST Golf Simulator Projector for New Golf Training Lab

    COSTA MESA, Calif. — BenQ, an internationally renowned provider of visual display and collaboration solutions, today announced that Marian High School in Omaha, Nebraska, selected and installed two BenQ LK936ST 4K HDR short-throw golf simulator projectors for its golf sim Golf Training Lab at the Marian Athletic Center. In 2024, the Marian girls’ golf team became the undefeated Nebraska State Champions in Class A golf. Designed to help analyze and improve the golfers’ swings and give them the ability to practice in all weather conditions, the Marian Golf Training Lab provides the girls’ high school and junior teams with an immersive and realistic golf course environment. Based on research and recommendations from golf simulation experts, Marian High School chose the BenQ LK936ST for its exceptional color accuracy, powerful brightness, and maintenance-free operation.

    Head Coach Robert Davis led the effort to build the Golf Training Lab, which includes two golf simulator bays featuring Carl’s Place 16×10 impact screens and ProTee VX launch monitors. Seeking a high-performance projector that could deliver realistic course visuals, bright images in a well-lit environment, and long-term, maintenance-free operation, Davis consulted with golf simulator manufacturers and reviewers. After thorough research, BenQ’s LK936ST emerged as the top choice.

    “Our athletes benefit from an experience that’s as close as you can get to being on an actual course,” said Davis. “When we pull up courses, you can see distinct leaves on the trees. That level of realism not only makes training more effective but also more enjoyable.”

    The BenQ LK936ST’s 4K UHD resolution, combined with BenQ’s exclusive Golf Mode, ensures a highly detailed, true-to-life golfing experience. Its 5,100 lumens of brightness allow it to perform exceptionally well in the Marian Athletic Center’s brightly lit environment, ensuring clear visuals even without dimming the lights. Additionally, its short-throw lens and advanced installation tools — such as digital shrink, lens shift, and keystone correction — allow for a flexible and seamless setup within the limited space of the simulator bays.

    “The golf simulation market has grown rapidly as more schools, athletes, and enthusiasts seek ways to improve their game year-round,” said Bob Wudeck, senior director of business development at BenQ America Corp. “With the LK936ST, we’ve provided everything a golf simulator needs to deliver a truly immersive experience. Its 4K resolution, high brightness, and laser-powered color accuracy ensure that golfers can see every detail with precision, whether it’s the grain of the greens or the clear blue sky. By combining these features, we’ve created a projector that meets the high standards required for today’s golf training environments.”

    The BenQ LK936ST is engineered to provide a truly immersive and precise golf simulation experience, making it an ideal choice for Marian High School’s Golf Training Lab. With a 4K UHD resolution powered by Texas Instruments’ DLP chip technology, it delivers razor-sharp visuals and a stunning 3,000,000:1 contrast ratio, which allows for enhanced graphics and a lifelike recreation of the world’s top golf courses. Its exclusive Golf Mode, designed specifically for golf simulation, reproduces the vivid greens and brilliant blues of fairways and skies, offering 92% of the Rec. 709 color gamut for true-to-life color accuracy. This unprecedented visual fidelity helps golfers maintain their focus and engagement, simulating real-world conditions to perfect their game.

    In addition to its color and image quality, the LK936ST is designed to excel in challenging environments. The projector’s short-throw lens (0.81-0.89) and 1.1x zoom capacity make it easy to install outside of the swing zone, projecting a large image without casting shadows on the screen. Digital shrink, offset, lens shift, keystone correction, and corner fit provide advanced installation flexibility, enabling perfect alignment with the screen, even in tight or unconventional spaces like garages, basements, or smaller training rooms.

    Built for long-lasting, maintenance-free operation, the LK936ST features a sealed IP5X-rated dustproof optical engine, eliminating the need for filter changes and ensuring optimal performance even in dusty environments. Its laser light source guarantees 20,000 hours of use with consistent color and brightness, far outlasting traditional lamp-based projectors. The projector also offers instant power-up without the need for warm-up or cool-down times, allowing golfers to jump straight into their training. With multiple HDMI inputs and networking options, it integrates easily with other entertainment or training components, making it a versatile centerpiece for not only golf simulations but also home theater and gaming setups.

    More information on the BenQ LK936ST 4K HDR short-throw golf simulator projector is available at bit.ly/3na585n.

    About BenQ America — Business & Education Solutions
    The No. 1 selling global projector brand powered by TI DLP technology, according to Futuresource, the BenQ digital lifestyle brand stands for “Bringing Enjoyment and Quality to Life,” fusing ease of use with productivity and aesthetics with purpose-built engineering. BenQ is a world-leading human technology and professional solutions provider serving the enterprise, education, and entertainment markets. To realize this vision, the company focuses on the aspects that matter most to users, redefining traditional technology with innovative capabilities that increase efficiency, enhance learning, and amplify entertainment — all while ensuring a healthy, safe, and intuitive user experience. BenQ’s broad portfolio of professional installation solutions includes digital, laser, and interactive projectors; premium flat panels; and interactive large-format displays that take visual enjoyment to new heights in corporate offices, classrooms and lecture halls, and home theaters. The company’s products are available across North America through leading value-added distributors, resellers, and retailers. Because it matters. More information is available at www.BenQ.com.

    All trademarks and registered trademarks mentioned herein are the property of their respective owners.

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    Image Caption: Marian High School Chooses BenQ’s LK936ST Golf Simulator Projector for New Golf Training Lab

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    eSchool News Staff
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  • The Importance of Teacher Training in Education Technology

    The Importance of Teacher Training in Education Technology

    education-technology-childhood-early-parents

    Technology is an essential aspect of teaching and learning, and the integration of technology into early childhood education classrooms is reshaping childcare. And while many of today’s early childhood teachers are comfortable with technology, many are nervous to learn something new or do things differently.

    That’s where teacher training can help. Let’s take a look at why your childcare center’s teachers must be trained to take advantage of education technology! 

    Enhancing communication with parents

    The average smartphone owner uses 10 apps per day and 30 apps each month, according to the app company Builtfire. That number is even higher for millennials, the largest group of today’s parents. Almost a quarter of this age group open an app more than 50 times a day!

    These parents expect real-time updates about what their child is doing in your daycare. Your teachers must be trained to send photos, videos, and notes throughout the day to keep families happy. Choose an app with family engagement capabilities that is easy to use and part of an all-in-one childcare software solution. Then sharing updates won’t require much training so your teachers can spend their time learning about other ways to use technology.

    Plus, this transparency creates a supportive learning environment!

    Access to a wealth of resources

    If your teachers are not trained to use education technology, they will miss out on access to educational content from around the world and children will not reap the benefits either. 

    A study by the American Academy of Pediatrics found there is “emerging evidence to suggest that interactive apps may be useful and accessible tools for supporting early academic development.” Your teachers must be trained to take advantage of these apps, while understanding that screen time must be limited.

    Online libraries, databases, and educational websites provide information on virtually any topic, allowing teachers to supplement their curriculum with up-to-date materials. This accessibility ensures that both teachers and young learners can expand their knowledge beyond traditional textbooks.

    Education technology saves time

    The 2024 Child Care Management Software Industry Trends Report from Procare Solutions found that about 30% of survey respondents said each teacher spends between three and five hours a week doing lesson planning, and a similar percentage noted their centers create their own curriculum.

    So, beyond direct instruction, technology can significantly reduce the time teachers spend on these types of tasks, and on assessments and other paperwork. Childcare management software can streamline time-intensive processes, giving teachers more time to focus on what truly matters — the children in their care. 

    A strong digital curriculum that’s easy to use supports your teachers by handling lesson planning that takes time away from children. When childcare centers equip teachers with state-of-the-art online curriculum at their fingertips, teachers and young learners reap the benefits of education technology.

    How to encourage your teachers to embrace education technology

    To maximize the benefits of technology, ongoing professional development is essential. Employee retention rates rise by 30-50% when companies prioritize staff learning!

    Workshops, webinars and websites that offer professional development and credentials can help teachers stay abreast of the latest technological advancements. 

    By investing in continuous training, your childcare center can ensure that teachers are confident and competent in integrating technology into their classrooms.


    To learn more, visit www.procaresolutions.com


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  • AI in Practice: Using ChatGPT to Create a Training Program

    AI in Practice: Using ChatGPT to Create a Training Program

    by Julie Burrell | September 24, 2024

    Like many HR professionals, Colorado Community College System’s Jennifer Parker was grappling with an increase in incivility on campus. She set about creating a civility training program that would be convenient and interactive. However, she faced a considerable hurdle: the challenges of creating a virtual training program from scratch, solo. Parker’s creative answer to one of these challenges — writing scripts for her under-10-minute videos — was to put ChatGPT to work for her. 

    How did she do it? This excerpt from her article, A Kinder Campus: Building an AI-Powered, Repeatable and Fun Civility Training Program, offers several tips.

    Using ChatGPT for Training and Professional Development

    I love using ChatGPT. It is such a great tool. Let me say that again: it’s such a great tool. I look at ChatGPT as a brainstorming partner. I don’t use it to write my scripts, but I do use it to get me started or to fix what I’ve written. I ask questions that I already know the answer to. I’m not using it for technical guidance in any way.

    What should you consider when you use ChatGPT for scriptwriting and training sessions?

    1. Make ChatGPT an expert. In my prompts, I often use the phrase, “Act like a subject matter expert on [a topic].” This helps define both the need and the audience for the information. If I’m looking for a list of reasons why people are uncivil on college campuses, I might prompt with, “Act like an HR director of a college campus and give me a list of ways employees are acting uncivil in the workplace.” Using the phrase above gives parameters on the types of answers ChatGPT will offer, as well as shape the perspective of the answers as for and about higher ed HR.
    2. Be specific about what you’re looking for. “I’m creating a training on active listening. This is for employees on a college campus. Create three scenarios in a classroom or office setting of employees acting unkind to each other. Also provide two solutions to those scenarios using active listening. Then, create a list of action steps I can use to teach employees how to actively listen based on these scenarios.” Being as specific as possible can help get you where you want to go. Once I get answers from ChatGPT, I can then decide if I need to change direction, start over or just get more ideas. There is no wrong step. It’s just you and your partner figuring things out.
    3. Sometimes ChatGPT can get stuck in a rut. It will start giving you the same or similar answers no matter how you reword things. My solution is to start a new conversation. I also change the prompt. Don’t be afraid to play around, to ask a million questions, or even tell ChatGPT it’s wrong. I often type something like, “That’s not what I’m looking for. You gave me a list of______, but what I need is ______. Please try again.” This helps the system to reset.
    4. Once I get close to what I want, I paste it all in another document, rewrite, and cite my sources. I use this document as an outline to rewrite it all in my own voice. I make sure it sounds like how I talk and write. This is key. No one wants to listen to ChatGPT’s voice. And I guarantee that people will know if you’re using its voice — it has a very conspicuous style. Once I’ve honed my script, I ensure that I find relevant sources to back the information up and cite the sources at the end of my documents, just in case I need to refer to them.

    What you’ll see here is an example of how I used ChatGPT to help me write the scripts for the micro-session on conflict. It’s an iterative but replicable process. I knew what the session would cover, but I wanted to brainstorm with ChatGPT.

    Once I’ve had multiple conversations with the chatbot, I go back through the entire script and pick out what I want to use. I make sure it’s in my own voice and then I’m ready to record. I also used ChatGPT to help with creating the activities and discussion questions in the rest of the micro-session.

    I know using ChatGPT can feel overwhelming but rest assured that you can’t really make a mistake. (And if you’re worried the machines are going to take over, throw in a “Thank you!” or “You’re awesome!” occasionally for appeasement’s sake.)

    About the author: Jennifer Parker is assistant director of HR operations at the Colorado Community College System.

    More Resources

    • Read Parker’s full article on creating a civility training program with help from AI.
    • Learn more about ChatGPT and other chatbots.
    • Explore CUPA-HR’s Civility in the Workplace Toolkit.



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  • Five Resources to Level Up Supervisor Training and Leadership Development – CUPA-HR

    Five Resources to Level Up Supervisor Training and Leadership Development – CUPA-HR

    by Julie Burrell | July 2, 2024

    Supervisor training and leadership development are top priorities for HR — and it’s no wonder why. Skilled supervisors are critical to increasing employees’ job satisfaction. A solid leadership pipeline ensures that both institutional knowledge and talented employees remain at a college or university. And higher ed employees have a strong desire for professional and leadership development, which affects how they view their jobs.

    How can institutions support supervisors and those who might move into that role? How can HR mitigate supervisor burnout? What about encouraging career development for employees who want a more fulfilling role, but not necessarily as a supervisor? Several higher ed HR practitioners have shared with CUPA-HR how they are tackling these common challenges.

    10 Roadblocks to Supervision (and How to Surpass Them) (Watch Now) and Roadblocks to Supervision: Clearing a Path for Peer-To-Supervisors, New Supervisors and Hybrid Team Supervisors (Read Now)

    While it might be evident that a supervisor is struggling, diagnosing the reason why is more complex. That’s exactly what this pair of valuable resources is designed to help with. Based on supervisor trainings at the University of North Carolina System, this webinar and companion article break down supervisor struggles into an adaptable list of roadblocks that prevent supervisors from flourishing. These range from interpersonal skills (such as misaligned communication styles), to systemic workload issues (supervisors being too busy), to communication across divisions (leaving HR out of the loop when a problem arises).

    Building Leaders From Within: UT Rio Grande Valley Blends Leadership Development With a Master’s in Higher Ed Administration (Read Now)

    The need for an internal talent pipeline at the University of Texas Rio Grande Valley was clear. So was the need to retain valuable employees, who sought career development opportunities. (The desire for promotion or more responsibility is the third most-cited reason for higher ed employees seeking new jobs.) To address both challenges, HR teamed up with administrative and academic leadership to create an innovative — and mostly free — Master of Arts in higher education administration program for current employees. Learn how they built and executed this initiative, which welcomed 100 employees over the past few years.

    BRIGHT Leaders Program at UT Dallas (Watch Now)

    Recipient of the 2023 CUPA-HR Innovation Award, the BRIGHT Leaders program at the University of Texas at Dallas speaks to the needs of today’s employees, who desire flexible professional development programs. This webinar explains how BRIGHT Leaders encourages everyone on campus to lead from where they are. UT Dallas’s “all-access pass” model means any employee can take any leadership training session at any time. No matter their position or leadership level, all staff and faculty (and even students) are welcome to attend, and there’s no selective process that limits participation.

    Investing in People: How to Create a Coaching Culture on Your Campus (Read Now)

    Gone are the days when coaching was either for executives only or a remedy for poor performance. In fact, coaching can increase employee engagement and job satisfaction as well as boost retention and job performance. But coaching looks different from campus to campus. This article delves into how three institutions — Vanderbilt University, the University of Tennessee, Knoxville and the University of California, Berkeley — created cultures of coaching on their campuses. This data-driven resource not only outlines these unique coaching programs, but also offers resources and tips to help you convince leadership that coaching is an essential element of creating future leaders.



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  • UT Dallas’s BRIGHT Leaders Program: An All-Access Approach to Leadership Training and Career Development

    UT Dallas’s BRIGHT Leaders Program: An All-Access Approach to Leadership Training and Career Development

    In 2020, the human resources team at the University of Texas at Dallas was set to launch its leadership and professional development program, the culmination of 18 months of dedicated work. As the pandemic took hold, the question confronting Colleen Dutton, chief human resources officer, and her team was, “Now what do we do?” In their recent webinar for CUPA-HR, Dutton and Jillian McNally, a talent development specialist, explained how their COVID-19 pivot was a blessing in disguise, helping them completely reconstruct leadership training from the ground up.

    The resulting, reimagined program — BRIGHT Leaders — received a 2023 CUPA-HR Innovation Award for groundbreaking thinking in higher ed HR. BRIGHT Leaders speaks to the needs of today’s employees, who desire professional development programs that are flexible and encourages everyone on campus to lead from where they are.

    An All-Access Pass for Career Development

    UTD innovated by first addressing the needs of remote and hybrid employees. Recognizing that “our workforce was never going to be the same after COVID,” Dutton says, they transformed their original plan from an in-person, cohort model into an accessible, inclusive training program they call an “all-access pass.” Any employee can take any leadership training session at any time. No matter their position or leadership level, all staff and faculty (and even students) are welcome to attend, and there’s no selective process that limits participation.

    Their new, all-access approach inspired a mantra within HR: “Organizations that treat every employee as a leader create the best leaders and the best cultures.” This open-access philosophy means that parking attendants and vice presidents might be in the same leadership development session. Employees attend trainings on their own schedules, whether on their smart phones or at their home office. UTD also offers three self-paced pathways — Foundations, Leadership and Supervisor Essentials, and Administrative Support Essentials — that employees can complete to earn a digital badge. They’re also encouraged to leverage this training when applying to open positions on campus.

    Some of the Microsoft Teams-based programs UTD established in their first year include: Lessons from Leaders series, BRIGHT Leaders Book Club and Teaching Leadership Compassion (TLC). They also partner with e-learning companies to supplement their internal training materials.

    Dutton and McNally note that sessions don’t always have to be conducted by HR. Campus partners are encouraged to lead trainings that fall within the BRIGHT framework: Bold, Responsible, Inclusive, Growing, High Performing and Transformative. For example, an upcoming book club will be led by a team consisting of the dean of engineering and the athletic director.

    Making UTD an Employer of Choice

    In line with UTD’s commitment to workplace culture, the BRIGHT Leaders program speaks to the needs of a changing workforce. Early-career professionals don’t want to wait five years to be eligible for leadership training, Dutton stresses. “They want access to these leadership opportunities and trainings now.”

    UTD’s flexible professional development training approach helps confront a concerning trend: almost half of higher ed employees (44%) surveyed in The CUPA-HR 2023 Higher Education Employee Retention Survey disagree that they have opportunities for advancement, and one-third (34%) do not believe that their institution invests in their career development. Offering robust, flexible professional development and leadership opportunities is part of UTD’s commitment to be an employer of choice in North Texas.

    For more specifics on the BRIGHT Leaders program, view the recorded webinar. You’ll learn how HR built cross-campus partnerships, how they’ve measured their return on investment and how they’re building on their successes to train future leaders.

    The post UT Dallas’s BRIGHT Leaders Program: An All-Access Approach to Leadership Training and Career Development appeared first on CUPA-HR.

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