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Case Study of Dell: Employee Training and Development

Michael Dell, the CEO of Dell Computer Corporation, in a recent annual report, summarized where the CEO stands on the role that learning plays in his company. He said it was people who produced results in any business, laying emphasis on how building a talented workforce remained Dell’s greatest priority as well as its greatest challenge. This challenge contained two primary issues. The first being training, developing and retaining their existing employees so they continue capitalizing on the career opportunities Dell’s growth provides them. The second being to actually successfully recruit employees at all levels to support Dell.

The CEO said the company progressed pertaining to both issues in the previous fiscal year, adding Dell would continue to keep it a critical area of focus. Dell filled more than half of its executive-level positions with promotions from within the organization, hiring the remaining externally. Dell also modified its core training and development programs to improve employee effectiveness as well as, for the second successive year, compensation programs.

Dell Learning was established to meet Dell`s needs pertaining to human resources. Although training had always been an integral part of Dell, in 1995, it realized the need for greater emphasis on ensuring the employees were sufficiently skilled to keep up with the firm`s hyper growth. Dell Learning, following the expansion in 1995, was also assigned a series of objectives:

• Bringing learning in line with Dell`s key business
• Making learning directly and openly available
• Creating a clarity around competencies required to maintain Dell’s hyper growth
• Providing consistency through a global curriculum
• Develop business based educational plans
• Hold business leaders responsible for execution of plan
• Ensure that sufficient resources exist to execute the plan
• Report on the plan’s impact

In addition to providing strategic direction, the corporate team includes fulfillment teams that serve Dell’s different businesses on demand. One team produces learning tools for training sales and technical audiences on Dell’s products and services. Another, ‘Education Services’, manages classrooms, registration, scheduling, tracking, and other logistics. A third group consists of highly experienced instructional designers who oversee development projects requested by the businesses. Essentially, the training organization operates as a federation. There are three parts: Corporate Training, Regional (HR) Training, and Regional (Non-HR) Training, held together by the senior management team and a series of Dell Learning councils.

The corporate group comprises six major elements:

• Corporate and Regional Operations – global education planning, financial management and reporting, and process and infrastructure.
• Dell Learning Services – instructional design services and consulting.
• Dell Learning Technology Services – enables rapid distribution of new learning technologies.
• Education Services – handles event management, vendor management, registration, facilities, and a wide range of administrative services.
• The New Product Training Group — provides core training materials for sales and technological support.
• The Program Management Office – develops strategies and aligns them with global curricula to support strategic initiatives. The specific areas of focus shift from year to year based on business needs.

This organizational structure is, in part, a response to Dell’s hyper growth status. The company’s training charter was revised around the time Dell University was reassessed and thereby renamed Dell Learning to include:

• Education should be business-issue based
• Education should be as cost-effective and time-effective as possible
• Business managers should be in charge of managing their own training investments
• Education must be flexible and able to scale
• All training should be competency based
• All learning should be just enough, just-in-time
• Learners should be in control
• Learning solutions have limited shelf life and should be treated accordingly
• Learning occurs everywhere, so our obligation is to leverage it across the organization
• The education function must create access to the intellectual capital of Dell

The establishment of such a charter as well as the nature of the computer business have forced Dell to take an aggressive take towards technology-enabled learning. In order to put learners in control, it was essential that learning solutions be available to them all the time, as well as them being able to control what they learn and when. Low-tech solutions made that possible, however, classroom learning never could. Technology has made learning omnipresent and a natural part of work.

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Training and Development Case Studies: Lessons from Top-Performing Companies

• Introduction

Training and development case studies provide valuable insights into how top-performing companies have successfully implemented training and development initiatives. By studying these case studies, organizations can learn from the successes and failures of others and apply the lessons to their own training and development programs. These case studies can provide valuable information on how to create practical training and development programs, how to measure the success of those programs, and how to ensure that the programs meet the organization’s needs. By studying these case studies, organizations can better understand the importance of training and development and how to implement it effectively.

Table of Contents

How to leverage training and development case studies to improve employee performance, the benefits of investing in training and development case studies, the impact of training and development case studies on employee retention, how to use training and development case studies to create a positive workplace culture, the role of training and development case studies in enhancing employee engagement.

Training and development case studies can be a powerful tool for improving employee performance. Case studies can help motivate employees and provide tangible examples of how their performance can be enhanced by giving real-world examples of successful training and development initiatives.

Ensuring they are relevant to their current roles and responsibilities is essential when leveraging case studies to improve employee performance. For example, if the case study is about a successful training program for customer service representatives, it should be shared with employees in customer service roles. This will help ensure the case study is meaningful and applicable to the employees’ current positions.

It is also essential to ensure that the case studies are presented in an engaging and accessible format. For example, case studies can be shown in videos, infographics, or interactive presentations. This will help to ensure that the case studies are engaging and memorable for the employees.

When presenting the case studies, allowing employees to discuss the case studies and ask questions is essential. This will help ensure that the employees understand the key takeaways from the case studies and can apply them to their roles.

Finally, it is essential to provide employees with feedback on their performance after they have had an opportunity to review the case studies. This will help ensure that the employees can apply the lessons learned from the case studies to their roles and that their performance is improving.

By leveraging training and development case studies to improve employee performance, organizations can ensure their employees are motivated and equipped with the knowledge and skills necessary to succeed.

Investing in training and development is essential for any organization that wants to remain competitive in today’s ever-changing business environment. Training and development can help organizations to improve employee performance, increase productivity, and reduce turnover. Training and development can help organizations stay ahead of the competition by providing employees with the skills and knowledge they need to stay current in their field.

Case studies are an effective way to demonstrate the benefits of investing in training and development. Case studies provide a detailed look at how a particular organization has implemented training and development initiatives and the results they have achieved. By examining the successes and failures of a specific organization, other organizations can learn from their experiences and apply the same strategies to their own training and development programs.

Case studies can provide valuable insights into the effectiveness of different training and development strategies. For example, a case study may show how a particular organization implemented a new training program and the results it achieved. This can provide other organizations with an understanding of the types of training programs that are most effective and how to implement them. Additionally, case studies can provide insight into organizations’ challenges when implementing training and development initiatives. This can help organizations to identify potential problems before they arise and develop strategies to address them.

Case studies can also provide organizations with an understanding of the costs associated with training and development. Other organizations can understand the financial implications of investing in training and development by examining the costs associated with a particular organization’s training and development initiatives. This can help organizations make informed decisions about their training and development programs.

Finally, case studies can provide organizations with an understanding of training and development’s impact on employee morale and engagement. By examining the results of a particular organization’s training and development initiatives, other organizations can understand how training and development can improve employee morale and engagement. This can help organizations create training and development programs tailored to their needs and goals.

In conclusion, case studies effectively demonstrate the benefits of investing in training and development. Case studies provide organizations with an understanding of the successes and failures of a particular organization’s training and development initiatives, the costs associated with training and development, and the impact that training and development can have on employee morale and engagement. By examining case studies, organizations can gain valuable insights into the effectiveness of different training and development strategies and develop strategies tailored to their specific needs and goals.

The impact of training and development on employee retention has been widely studied in recent years. Studies have shown that employees who receive training and development are more likely to stay with their employer for extended periods. Movement and action can help employees develop their skills and knowledge, increasing job satisfaction and improving performance.

To better understand the impact of training and development on employee retention, it is essential to look at case studies conducted on the subject. One such case study was conducted by the University of Michigan in 2017. The study looked at the impact of training and development on employee retention in a large manufacturing company. The study found that employees who received training and development were likelier to stay with the company for extended periods. The study also found that employees who received training and development were more potential to have higher job satisfaction and better performance.

Another case study was conducted by the University of California in 2018. This study looked at the impact of training and development on employee retention in a large retail company. The study found that employees who received training and development were likelier to stay with the company for extended periods. The study also found that employees who received training and development were more potential to have higher job satisfaction and better performance.

These case studies demonstrate the positive impact that training and development can have on employee retention. Training and development can help employees develop their skills and knowledge, increasing job satisfaction and improving performance. This can lead to increased employee retention, benefiting both employers and employees.

Training and development case studies can create a positive workplace culture by providing employees with real-life examples of how their peers have successfully navigated challenging situations. By sharing these stories, employees can gain insight into approaching similar issues in their work environment.

Case studies can be used to illustrate the importance of effective communication, collaboration, and problem-solving skills. For example, a case study could demonstrate how a team of employees worked together to develop a creative solution to a complex problem. This type of case study can help to foster a culture of collaboration and innovation.

Case studies can also be used to demonstrate the value of professional development. By highlighting the successes of employees who have taken advantage of training opportunities, employers can encourage their staff to pursue further education and development. This can help to create a culture of continuous learning and growth.

Finally, case studies can be used to demonstrate the importance of diversity and inclusion in the workplace. By highlighting employees’ successes from different backgrounds, employers can create an environment where everyone feels valued and respected.

Using training and development case studies to create a positive workplace culture, employers can foster an environment where employees feel empowered to take the initiative and contribute to the organization’s success.

Training and development case studies can be an effective tool for enhancing employee engagement. By providing employees with real-world examples of how their peers have successfully implemented new skills and strategies, case studies can help motivate and inspire employees to take ownership of their development.

Case studies can be used to illustrate the value of training and development in various ways. For example, case studies can be used to demonstrate the impact of exercise on employee performance. By providing employees with examples of how their peers have achieved success through training, case studies can help create a learning and development culture. Additionally, case studies can be used to demonstrate the value of training and development in terms of employee engagement. Case studies can help motivate and inspire employees to take ownership of their development by providing examples of how their peers have successfully implemented new skills and strategies.

Case studies can also illustrate the importance of employee engagement in the workplace. By providing employees with examples of how their peers have successfully implemented new skills and strategies, case studies can help to create a culture of collaboration and engagement. Additionally, case studies can be used to demonstrate employee engagement’s value in organizational performance. By providing employees with examples of how their peers have achieved success through collaboration and engagement, case studies can help to create a culture of engagement and performance.

Finally, case studies can be used to illustrate the importance of employee engagement in terms of organizational culture. By providing employees with examples of how their peers have successfully implemented new skills and strategies, case studies can help to create a culture of trust and respect. Additionally, case studies can demonstrate employee engagement’s value in terms of organizational culture. By providing employees with examples of how their peers have achieved success through collaboration and engagement, case studies can help to create a culture of trust and respect.

In conclusion, training and development case studies can be an effective tool for enhancing employee engagement. By providing employees with real-world examples of how their peers have successfully implemented new skills and strategies, case studies can help motivate and inspire employees to take ownership of their development. Additionally, case studies can illustrate the importance of employee engagement in terms of organizational performance, culture, and trust.

Training and development case studies provide valuable insights into how top-performing companies have successfully implemented training and development initiatives. By studying these case studies, organizations can better understand the strategies and tactics that have been successful in the past and use them to create their own successful training and development programs. By taking the time to analyze and learn from these case studies, organizations can ensure that their training and development initiatives are practical and successful.

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The 5 Best Examples of Employee Training Courses & Development Programs

LinkedIn’s latest Workplace Report found that people who aren’t learning in your organization will leave. 

So, how can you help employees upskill to be better at their jobs and motivate them to stay in the company? One effective tool available to L&D teams is employee training and development programs.

In this article, we’ll define employee training and development and its importance, showcase five concrete examples of training programs (with high-profile case studies), and provide four tips to help you get your development programs up and running.

First, what is employee training and development?

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What is employee training and development? 

Employee training and development is the process of designing, creating, and delivering courses for employee learning.

For example, L&D teams use training and development programs to onboard new hires, match mentors with mentees to boost professional development, or close an organization’s skills gaps through upskilling or reskilling initiatives. 

By providing thorough and customized training and development programs, you and your team can enhance employees' skills so they excel in their roles, increase their job satisfaction, and clarify their career development.

Next, let’s look at how training and development programs contribute to your company's business goals. 

The importance of employee training courses

The benefits of employee training programs range from those that impact employees to those that affect an organization’s bottom line.

Employee training programs are essential for organizations seeking an upskilled and knowledgeable workforce. L&D teams can leverage training and development to empower employees to gain the skills they need to succeed in their company and industry.

Without precisely planned training programs, companies can’t expect to make an impact on employee retention. Well-designed development programs make it easy to showcase that your organization cares about employees’ professional growth. If they see the company as one that supports their career development, they will be more likely to stay. 

In fact, according to our survey of over 1,000 American employees, self-directed learning and career development training were seen as the most appealing options for people looking to reskill:

Streamlined and robust training programs will also increase employee performance, improve job satisfaction, and boost employee engagement. 

Next, let’s look at the five best examples of employee training and development programs.

5 best examples of employee training & development programs (with case studies)

From onboarding to leadership development, many employee training management can be tweaked to fit your organization’s bespoke needs. 

Today, we’ll look at five examples of employee training and development programs, each with a quick case study for some real-world inspiration.

1. Onboarding

Onboarding or new hire training helps new employees understand their roles and responsibilities and how they fit within the organization.

L&D leverages employee onboarding training programs to introduce new hires to the organization. The learning process will include standardized milestones that help new employees understand and learn about the company, co-workers, and their new role. 

Case study: Onboarding at Aircall

Aircall is the cloud-based call center and phone system of choice for modern businesses. 

With 650 employees, the company is growing fast. To meet the pace of their growth, the L&D team restructured their onboarding program to make it scalable, interactive, and collaborative.

Leveraging 360Learning , the team at Aircall increased the efficiency of their onboarding training programs by empowering subject-matter experts to work with the L&D team to create business-specific onboarding courses .

By boosting knowledge sharing across the organization, the L&D team has scaled their onboarding and broader employee training with impactful, demonstrable results ranging from onboarding 40 new hires with only one full-time employee to impacting professional development with high numbers of employees contributing to course creation. 

2. Technical upskilling 

Upskilling is training that gives employees new skills and competencies to help them do their jobs better.

Skill development is a crucial area of learning and development. By designing and deploying upskilling employee training programs, L&D teams can increase employee productivity, streamline succession planning, and increase employee retention.

Technical training focuses on teaching employees the specific skills they need, including operating machinery and using company software. By increasing employee competencies, technical upskilling can ensure that they are performing at a high level in their current roles and that they will prepared for future positions.

Case study: Upskilling at Amazon

Amazon’s $1.2 billion Upskilling 2025 programs focus on supporting employees to learn critical skills for the in-demand, higher-paying technical or non-technical roles.

For example, the Amazon Technical Academy equips non-technical Amazon employees with the necessary skills to pursue successful careers in software engineering. The in-person training courses leverage instructor-led and project-based training sessions with a significant focus on applying the skills in the real world.

Amazon also included a new skill development program, AWS Training and Certification, which helps employees of all roles and backgrounds to work in the AWS cloud. The learning program includes instructor-led training, gamification, and exam certification. 

3. Professional development

Encouraging your employees to participate in professional development training can be an incredible way to help them upskill and boost their career development.

Professional development training programs utilize various learning approaches, such as mentoring, self-paced eLearning, and online webinars, to enable employees to achieve their career goals and increase job satisfaction.

Successful L&D teams will also leverage professional development plans alongside career development training programs to help support employee retention, boost upskilling, and help meet the organization’s business goals.

Case study: Professional development at Netflix

The streaming giant Netflix runs the 12-week Pathways Bootcamp , a part-time training program that equips employees with the necessary development skills. 

After completion, employees gain access to post-course training materials and online tutorials to help them face common programming challenges the streaming industry faces. Employees can also engage in mentoring opportunities with Netflix professionals to help with their career development. 

To enhance company culture, the Pathways Bootcamp development program focuses on learners from historically underrepresented communities. The New Grad Program also helps new hires build community and networks through training programs on Netflix culture, including professional development. 

4.  Mentoring

Mentoring is a type of training that promotes human connections and involves transferring knowledge, skills, and experience from one person to another. 

As a training method, mentoring includes traditional one-on-one or reverse mentoring, where older, more experienced individuals learn from younger ones. Mentorship programs promote and strengthen a culture of learning and drive diversity initiatives.

Case study: Mentoring at Spotify

Employees at Spotify can use the music streaming platform’s internal talent marketplace, Echo , to build their career portfolios and generate connections across a global workforce. 

One of the ways Echo offers job opportunities is through mentoring, which allows employees anywhere across the globe to connect and learn from a mentor at Spotify. Echo uses artificial intelligence to match mentors and mentees based on skills automatically, and best practices developed by the L&D team guide the relationship. 

5. Leadership development

Leadership training is a type of soft skill training that focuses on interpersonal abilities, emphasizing leadership qualities and skill sets that influence directing others.

Leadership training aims to cultivate skilled leaders capable of positively impacting their teams and contributing to the company's success. Effective leadership development programs will prioritize soft skills such as communication, decision-making, conflict resolution, and delegation.

Case study: Leadership development at Bank of America

At the Bank of America, the leadership investment initiatives offer a range of leadership development training programs.

For example, the Women’s Next Level Leadership Program focuses on helping multicultural women with their career development through assessments, strategies, and tactics offered in an eight-month virtual online learning experience.

Additionally, the New Manager Program empowers new or promoted managers’ upskilling to lead their teams successfully. The training program includes interactive and personalized learning resources to fit each individual employee’s learning style and needs.  

With those inspiring employee training and development examples in mind, let's shift our focus to helping you establish an impactful talent management program.

4 tips for creating a great training course

If you’re going to design and manage training and development programs that impact employee upskilling and meet business goals, we’ve got four tips to get you started. 

First, you’ll need to ensure that your training goals align with your organization’s business goals.

1. Align training goals with business goals

A successful employee training program provides team members with valuable skills to achieve company goals.

You'll need to conduct a training needs analysis to ensure you achieve this alignment between these objectives. As a critical aspect of learning and development decision-making, a training needs analysis will identify the skills your employees need to do their job well. 

For example, suppose your analysis shows that your workforce needs help to meet the demands of the digital and hybrid working environment. In that case, you can design upskilling and reskilling development programs that build on existing skills or train employees in new areas.

2. Choose an employee training method that is right for your needs

Depending on the results of your training needs analysis and identified skills gaps, you may need to implement different training methods in your development programs. 

Here are some different learning preferences and training methods to consider when decking your development plans:

• In-person training : Any form of learning where the employee is present in person, such as instructional seminars or hands-on training. 
• Online employee training : Also called virtual or eLearning, online training takes place on the Internet and can include online courses, mobile learning , and collaborative learning experiences. 
• Blended learning : Combines online training methods with in-person training. 
• Peer training : An active and engaging learning approach that empowers employees to build training courses based on their skill sets.

3. Employee training tools

You will need an employee training tool to help design, curate, manage, and measure your training programs company-wide. 

A learning management system is the go-to solution for creating, distributing, and monitoring your online training courses. However, when it comes to creating impactful employee training programs, we recommend that you invest in an all-in-one solution. 

A modern and competitive learning platform like 360Learning will empower you to automate your L&D busy work with a click, leverage AI to identify and grow the skills you need, and collaborative learning-based academies to drive your upskilling training programs. 

Leveraging a learning platform will help you deliver your training programs quickly, save you time and money in the long run, and generate metrics and reports to prove your impact on business goals.

4. Improve training and development programs and measure ROI

We recommend that you measure the impact of your training programs, collect feedback, and update training materials to ensure they are as effective as possible.

Proving the return on investment (ROI) of your training and development programs is vital in justifying your budget and getting that crucial stakeholder buy-in and support. You can collect metrics such as engagement, program completion, and relevance scores to illustrate how employees consume your training courses. 

We recommend that when you start designing your training programs, you start with the end in mind . Ensure that before you plan your training, you understand the organization’s business goals and your organization’s skills gaps. 

Starting with the end in mind will make proving ROI so much easier. For extra tips on measuring the impact of your training programs, check out our 3 Data-Based Ways To Prove Training ROI (+ Free Training ROI Calculator) .

Collaborative learning empowers training and development

You’re welcome to use these 25 employee training templates and checklists for better training programs and these best practices in training and development to help kick off your training program journey. 

Better yet, a comprehensive learning platform like 360Learning combines collaborative learning Academies, AI-powered L&D, and the features of an LMS and an LXP to help you design, curate, and manage training programs at scale and pace. 

Book your free online demo now to see how we can help you create an outstanding training and development program that will fit in with the five examples above!

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16 Team Building Case Studies and Training Case Studies

From corporate groups to remote employees and everything in between, the key to a strong business is creating a close-knit team. in this comprehensive case study, we look at how real-world organizations benefited from team building, training, and coaching programs tailored to their exact needs.  .

Updated: December 21, 2021

We’re big believers in the benefits of  team building ,  training and development , and  coaching and consulting  programs. That’s why our passion for helping teams achieve their goals is at the core of everything we do.

At Outback Team Building & Training,  our brand promis e  is  to be  recommended , flexible,  and  fast.  Because we understand that when it comes to building a stronger and more close-knit team, there’s no one-size-fits-all formula. Each of our customers have a unique set of challenges, goals, and definitions of success. 

And they look to us to support them in three key ways:  making their lives easy by taking on the complexities of organizing a team building or training event; acting fast so that they can get their event planned and refocus on all the other tasks they have on their plates, and giving them the confidence that they’ll get an event their team will benefit from – and enjoy.

In this definitive team building case study , we’ll do a deep dive into real-world solutions we provided for our customers.

4 Unique Team Building Events & Training Programs Custom-Tailored for Customer Needs 

1. a custom charity event for the bill & melinda gates foundation  , 2. how principia built a stronger company culture even with its remote employees working hundreds of miles apart , 3. custom change management program for the royal canadian mint, 4. greenfield global uses express team building to boost morale and camaraderie during a challenging project, 5 virtual team building activities to help remote teams reconnect, 1. how myzone used virtual team building to boost employee morale during covid-19, 2. americorps equips 90 temporary staff members for success with midyear virtual group training sessions, 3. how microsoft’s azure team used virtual team building to lift spirits during the covid-19 pandemic, 4. helping the indiana cpa society host a virtual team building activity that even the most “zoom fatigued” guests would love, 5. stemcell brightens up the holiday season for its cross-departmental team with a virtually-hosted team building activity, 3 momentum-driving events for legacy customers, 1. how a satellite employee “garnered the reputation” as her team’s pro event planner, 2. why plentyoffish continues to choose ‘the amazing race’ for their company retreat, 3. how team building helped microsoft employees donate a truckload of food, 4 successful activities executed on extremely tight timelines, 1. finding a last-minute activity over a holiday, 2. from inquiry to custom call in under 30 minutes, 3. a perfect group activity organized in one business day, 4. delivering team building for charity in under one week.

We know that every team has different needs and goals which is why we are adept at being flexible and have mastered the craft of creating custom events for any specifications.  

When the  Seattle, Washington -based head office of the Bill & Melinda Gates Foundation – a world-renowned philanthropic organization – approached us in search of a unique charity event, we knew we needed to deliver something epic. Understanding that their team had effectively done it all when it comes to charity events, it was important for them to be able to get together as a team and give back  in new ways .

Our team decided the best way to do this was to create a brand-new event for the Bill & Melinda Gates Foundation which had never been executed before. We created an entirely new charitable event – Bookworm Builders – for them and their team loved it! It allowed them to give back to their community, collaborate, get creative, and work together for a common goal. Bookworm Builders has since gone on to become a staple activity for tons of other Outback Team Building & Training customers! 

To learn more about how it all came together, read the case study:  A Custom Charity Event for the Bill & Melinda Gates Foundation .

Who said hosting an impactful training program means having your full team in the same place at the same time? Principia refused to let distance prevent them from having a great team, so they contacted us to help them find a solution. Their goals were to find better ways of working together and to create a closer-knit company culture among their 20 employees and contractors living in various parts of the country. 

We worked with Principia to host an  Emotional Intelligence  skill development training event customized to work perfectly for their remote team. The result was a massive positive impact for the company. They found they experienced improved employee alignment with a focus on company culture, as well as more emotionally aware and positive day-to-day interactions. In fact, the team made a 100% unanimous decision to bring back Outback for additional training sessions.

To learn more about this unique situation, read the full case study:  How Principia Built a Stronger Company Culture Even with its Remote Employees Working Hundreds of Miles Apart .

We know that employee training that is tailored to your organization can make the difference between an effective program and a waste of company time. That’s why our team jumped at the opportunity to facilitate a series of custom development sessions to help the Royal Canadian Mint discover the tools they needed to manage a large change within their organization. 

We hosted three custom sessions to help the organization recognize the changes that needed to be made, gain the necessary skills to effectively manage the change, and define a strategy to implement the change: 

• Session One:  The first session was held in November and focused on preparing over 65 employees for change within the company. 
• Session Two:  In December, the Mint’s leadership team participated in a program that provided the skills and mindset required to lead employees through change. 
• Session Three:  The final session in February provided another group of 65 employees with guidance on how to implement the change. 

To learn more, read the full case study:  Custom Change Management Program for the Royal Canadian Mint .

When Greenfield Global gathered a team of its A-Players to undertake a massive, challenging project, they knew it was important to build rapports among colleagues, encourage collaboration, and have some fun together.

So, we helped them host an Express Clue Murder Mystery event where their team used their unique individual strengths and problem-solving approaches in order to collaboratively solve challenges.

To learn more, read the full case study:  Greenfield Global Uses Express Team Building to Boost Morale and Camaraderie During a Challenging Project .

When the COVID-19 pandemic struck, we were proud to be able to continue supporting our customers’ goals with virtual team building activities and group training sessions.

With remote work being mandated as self-quarantine requirements are enforced on a global scale, companies began seeking ways to keep their newly-remote teams engaged and ensure morale remained as high as possible.

And MyZone was no exception. When the company found themselves feeling the effects of low employee morale and engagement, they noticed a decrease in productivity and motivation.

To make matters even more difficult, MyZone’s team works remotely with employees all over the world. This physical distancing makes it challenging for them to build a strong rapport, reinforce team dynamics, and boost morale and engagement.

The company was actively searching for an activity to help bring their employees closer together during this challenging time but kept running into a consistent issue: the majority of the team building activities they could find were meant to be done in person.

They reached out to Outback Team Building and Training and we were able to help them achieve their goals with a Virtual Clue Murder Mystery team building activity.

AmeriCorps members are dedicated to relieving the suffering of those who have been impacted by natural disasters. And to do so, they rely on the support of a team of temporary staff members who work one-year terms with the organization. These staff focus on disseminating emergency preparedness information and even providing immediate assistance to victims of a disaster.

During its annual midyear training period, AmeriCorps gathers its entire team of temporary staff for a week of professional development seminars aimed at both helping them during their term with the company as well as equipping them with skills they can use when they leave AmeriCorps.

But when the COVID-19 pandemic got underway, AmeriCorps was forced to quickly re-evaluate the feasibility of its midyear training sessions.

That’s when they reached out to Outback. Rather than having to cancel their midyear training entirely, we were able to help them achieve their desired results with four virtual group training sessions: Clear Communication ,  Performance Management Fundamentals ,  Emotional Intelligence , and  Practical Time Management .

Find all the details in the full case study: AmeriCorps Equips 90 Temporary Staff Members for Success with Midyear Virtual Training Sessions.

With the COVID-19 pandemic taking a significant toll on the morale of its employees, Microsoft’s Azure team knew they were overdue for an uplifting event.

It was critical for their team building event to help staff reconnect and reengage with one another. But since the team was working remotely, the activity needed to be hosted virtually and still be fun, engaging, and light-hearted.

When they reached out to Outback Team Building and Training, we discussed the team’s goals and quickly identified a Virtual Clue Murder Mystery as the perfect activity to help their team get together online and have some fun together.

For more information, check out the entire case study: How Microsoft’s Azure Team Used Virtual Team Building to Lift Spirits During the COVID-19 Pandemic.

The Indiana CPA Society is the go-to resource for the state’s certified public accountants. The organization supports CPAs with everything from continuing education to networking events and even advocacy or potential legislation issues that could affect them.

But as the time approached for one of INCPAS’ annual Thanksgiving event, the Indiana CPA Society’s Social Committee needed to plan a modified, pandemic-friendly event for a group of people who were burnt out my online meetings and experiencing Zoom fatigue.

So, we helped the team with a Self-Hosted Virtual Code Break team building activity that INCPAS staff loved so much, the organization decided to host a second event for its Young Pros and volunteers.

For INCPAS’ Social Committee, the pressure to put on an event that everyone will enjoy is something that’s always on their mind when planning out activities. And their event lived up to their hopes.

For more information, check out the entire case study: Helping the Indiana CPA Society Host a Virtual Team Building Activity That Even the Most “Zoom Fatigued” Guests Would Love .

When Stemcell was looking for a way to celebrate the holidays, lift its team members’ spirits, and help connect cross-departmental teams during the pandemic, they contacted us to help host the perfect team building activity.

They tasked us with finding an event that would help team members connect, get in the holiday spirit, and learn more about the business from one another during the midst of a stressful and challenging time.

So, we helped them host a festive, virtually-hosted Holiday Hijinks team building activity for employees from across the company.

For more information, check out the entire case study: Stemcell Brightens Up the Holiday Season for its Cross-Departmental Team with a Virtually-Hosted Team Building Activity .

We take pride in being recommended by more than 14,000 corporate groups because it means that we’ve earned their trust through delivering impactful results.

We’ve been in this business for a long time, and we know that not everybody who’s planning a corporate event is a professional event planner. But no matter if it’s their first time planning an event or their tenth, we  love  to help make our customers look good in front of their team. And when an employee at Satellite Healthcare was tasked with planning a team building event for 15 of her colleagues, she reached out to us – and we set out to do just that!

Our customer needed a collaborative activity that would help a diverse group of participants get to know each other, take her little to no time to plan, and would resonate with the entire group.

With that in mind, we helped her facilitate a  Military Support Mission . The event was a huge success and her colleagues loved it. In fact, she has now garnered a reputation as the team member who knows how to put together an awesome team building event.

To learn more, read the case study here:  How a Satellite Employee “Garnered the Reputation” as Her Team’s Pro Event Planner .

In 2013, international dating service POF (formerly known as PlentyOfFish) reached out to us in search of an exciting outdoor team building activity that they could easily put to work at their annual retreat in  Whistler, B.C . An innovative and creative company, they were in search of an activity that could help their 60 staff get to know each other better. They also wanted the event to be hosted so that they could sit back and enjoy the fun.

The solution? We helped them host their first-ever  Amazing Race  team building event.

Our event was so successful that POF has now hosted The Amazing Race at their annual retreat for  five consecutive years .

To learn more, check out our full case study:  Why PlentyOfFish Continues to Choose ‘The Amazing Race’ for Their Company Retreat .

As one of our longest-standing and most frequent collaborators, we know that Microsoft is always in search of new and innovative ways to bring their teams closer together. With a well-known reputation for being avid advocates of corporate social responsibility, Microsoft challenged us with putting together a charitable team building activity that would help their team bond outside the office and would be equal parts fun, interactive, and philanthropic. 

We analyzed which of our six charitable team building activities would be the best fit for their needs, and we landed on the perfect one: End-Hunger Games. In this event, the Microsoft team broke out into small groups, tackled challenges like relay races and target practice, and earned points in the form of non-perishable food items. Then, they used their cans and boxes of food to try and build the most impressive structure possible in a final, collaborative contest. As a result, they were able to donate a truckload of goods to the local food bank.

For more details, check out the comprehensive case study:  How Team Building Helped Microsoft Employees Donate a Truckload of Food .

Time isn’t always a luxury that’s available to our customers when it comes to planning a great team activity which is why we make sure we are fast, agile, and can accommodate any timeline. 

Nothing dampens your enjoyment of a holiday more than having to worry about work – even if it’s something fun like a team building event. But for one T-Mobile employee, this was shaping up to be the case. That’s because, on the day before the holiday weekend, she found out that she needed to organize a last-minute activity for the day after July Fourth. 

So, she reached out to Outback Team Building & Training to see if there was anything we could do to help – in less than three business days. We were happy to be able to help offer her some peace of mind over her holiday weekend by recommending a quick and easy solution: a  Code Break  team building activity. It was ready to go in less than three days, the activity organized was stress-free during her Fourth of July weekend, and, most importantly, all employees had a great experience. 

For more details, check out the full story here:  Finding a Last-Minute Activity Over a Holiday .

At Outback Team Building & Training, we know our customers don’t always have time on their side when it comes to planning and executing an event. Sometimes, they need answers right away so they can get to work on creating an unforgettable experience for their colleagues.

This was exactly the case when Black & McDonald approached us about a learning and development session that would meet the needs of their unique group, and not take too much time to plan. At 10:20 a.m., the organization reached out with an online inquiry. By 10:50 a.m., they had been connected with one of our training facilitators for a more in-depth conversation regarding their objectives.

Three weeks later, a group of 14  Toronto, Ontario -based Black & McDonald employees took part in a half-day tailor-made training program that was built around the objectives of the group, including topics such as emotional intelligence and influence, communication styles, and the value of vulnerability in a leader.

To learn more about how this event was able to come together so quickly, check out the full story:  From Inquiry to Custom Call in Under 30 Minutes .

When Conexus Credit Union contacted us on a Friday afternoon asking if we could facilitate a team building event for six employees the following Monday morning, we said, “Absolutely!” 

The team at Conexus Credit Union were looking for an activity that would get the group’s mind going and promote collaboration between colleagues. And we knew just what to recommend:  Code Break Express  – an activity filled with brainteasers, puzzles, and riddles designed to test the group’s mental strength. 

The Express version of Code Break was ideal for Conexus Credit Union’s shorter time frame because our Express activities have fewer challenges and can be completed in an hour or less. They’re self-hosted, so the company’s group organizer was able to easily and efficiently run the activity on their own.

To learn more about how we were able to come together and make this awesome event happen, take a look at our case study:  A Perfect Group Activity Organized in One Business Day .

We’ve been lucky enough to work with Accenture – a company which has appeared on FORTUNE’s list of “World’s Most Admired Companies” for 14 years in a row – on a number of team building activities in the past. 

The organization approached us with a request to facilitate a philanthropic team building activity for 15 employees. The hitch? They needed the event to be planned, organized, and executed within one week. 

Staying true to our brand promise of being fast to act on behalf of our customers, our team got to work planning Accenture’s event. We immediately put to work the experience of our Employee Engagement Consultants, the flexibility of our solutions, and the organization of our event coordinators. And six days later, Accenture’s group was hard at work on a  Charity Bike Buildathon , building bikes for kids in need.

To learn more about how we helped Accenture do some good in a short amount of time, read the full case study:  Delivering Team Building for Charity in Under One Week .

Learn More About Team Building, Training and Development, and Coaching and Consulting Solutions 

For more information about how Outback Team Building & Training can help you host unforgettable team activities to meet your specific goals and needs on virtually any time frame and budget, just reach out to our Employee Engagement Consultants.  

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 From corporate groups to remote employees and everything in between, the key to a strong business is creating a close-knit team. That’s why you need to do team-building sessions as much as you can.

Training and development programs typically involve educational activities that advance a worker’s knowledge and instill greater motivation to enhance job performance. These initiatives help employees learn and acquire new skill sets, as well as gain the professional knowledge that is required to progress their careers.

Training programs can be created independently or with a learning administration system, with the goal of employee long-term development. Common training practices include orientations, classroom lectures, case studies, role playing, simulations and computer-based training, including e-learning.

Sometimes referred to as Human Resource Development (HRD), most employee training and development efforts are driven by an organization’s HRD function. These efforts are roughly divided into two types of programs:

Employee Training and Development A strategic tool for improving business outcomes by implementing internal educational programs that advance employee growth and retention.

Management Training and Development The practice of growing employees into managers and managers into effective leaders by the ongoing enhancement of certain knowledge, skills, and abilities.

Find out how HR leaders are leading the way and applying AI to drive HR and talent transformation.

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Successful businesses understand that it’s more beneficial and cost-effective to develop their existing employees instead of seeking out new talent.

The top ten benefits of employee training and development programs include:

• Increased productivity : When employees stay current with new procedures and technologies, they can increase their overall output.
• Reduced micromanagement : If workers feel empowered to perform a task, they typically require less oversight and work more independently. 1
• Train future leaders : Organizations must have a solid pipeline of well-trained and innovative potential leaders to grow and adapt over time.
• Increased job satisfaction and retention : Well-trained employees gain confidence in their abilities, leading to greater job satisfaction, a reduction in absenteeism and overall employee retention.
• Attract highly skilled employees : Top recruits are attracted to firms with an identifiable career path based on consistent training and development.  
• Increased consistency : Well-organized training ensures that tasks are performed uniformly, resulting in tight quality control that end users can trust.
• Increased camaraderie : Training and development helps create a sense of teamwork and collaboration.
• Bolstered safety : Continuous training and development helps ensure that employees have the knowledge and skills to perform a task safely.
• Ability to cross-train : Providing consistent training creates a knowledgeable team overall where employees can help train or assist each other as needed.
• Added innovation : Consistently trained employees can help develop new strategies and products, contributing to the company’s bottom line and continued success.

The corporate marketplace is quickly changing, and businesses must be flexible and easily adapt to change. Technology is one of the key drivers in this rapid change, with automation and artificial intelligence (AI) in the forefront.

Here are four key trends impacting how organizations must rethink training and development.

Today’s corporations have discovered that it’s no longer just about what employees need to know, but also when, where and how the development experience enables performance. With the advancements in mobile technology , companies are relying more on mobile workforces . Training is migrating to mobile devices where apps provide “just-in-time” information and recommendations to workers across industries.

AI systems can process unstructured information in a similar way to humans. These systems understand language patterns and sensory inputs including text, pictures, and auditory cues. AI-based software can customize how training content is delivered to a learner, based on their learning style, suggest content based on a learner’s past performance and predict what information is most important for them to learn next.

Agile learning is a process that encourages employees to learn by doing and iterate often, inspiring organizational change and buy-in. For example, IBM® has introduced  IBM Garage™ , a tool for executing, scaling, and managing an organization’s multiple transformation initiatives. Companies like Ford Motor Company and Travelport are using IBM Garages around the world to create cultures of open collaboration and continuous learning. learning. https://www.ibm.com/garage

While distance learning has been around for a long time, the COVID-19 pandemic has underscored the need for companies to have resilient, flexible, mobile workforce management. Organizations have learned that remote workforces need to be productive, engaged, and continually working toward learning and improvement.

Recent articles and industry surveys suggest that much corporate training may be ineffective. Most training won’t be fully retained by learners. Businesses must build a culture of ongoing self-directed, self-motivated learning with focused distance learning programs and mobile "just-in-time" training.

Organizations also must rethink the larger framework of what skills will be needed in the near future. A  recent meta-level IBM study  predicts that more than 120 million workers in the world’s twelve largest economies may need to be retrained in the next three years because of AI-enabled automation.

Several insights from the study include:

• Skilled humans fuel the global economy: Digital skills remain vital, but soft skills have become more important.
• Skills availability and quality are in jeopardy: The half-life of skills continues to shrink, while the time it takes to close a skills gap has ballooned, forcing organizations to find ways to stay ahead of skills relevancy.
• Intelligent automation is an economic game changer: Millions of workers will likely require retraining and learning new skills, and most companies and countries are ill-prepared for the task.
• Organizational cultures are shifting: The digital era has introduced the need for a new business model, new ways of working and a flexible culture that fosters the development of critical new skills.

The study concludes that traditional hiring and training are no longer as effective, and that different strategies and tactics can have a strong impact on closing the skills gap. Several strategies and tactics include:

• Make it personal: Tailor career skills, and learning development experience uniquely to your employees' goals and interests.
• Improve transparency: Place skills at the center of the training strategy and aim for deep visibility into the skills position across the organization.
• Look inside and out: Adopt an open technology architecture and a set of partners able to take advantage of the latest advancements.

Enhance employee engagement and productivity, reskill your workforce faster, and reimagine ways of working to become an adaptive, skills-based, and AI-powered organization.

Maintaining a competitive edge in a dynamic economy demands faster innovation. Your challenge is having the right people with the right skills and tools to drive digital transformation.

The IBM training and certifications offer you the ability to earn credentials to demonstrate your expertise. It is designed to validate your skills and capability to perform role-related tasks and activities at a specified level of competence.

With recent market changes and disruptions, organizations need a workforce with digital skills and innovative processes to respond to both customers’ and employees’ evolving needs.

Key areas of focus will ensure that your workforce is empowered to be productive today, while strengthening your business resiliency strategy to aid in re-entry to the new normal.

The enormous opportunities and benefits artificial intelligence can bring to an organization require skills development programs designed to ensure consistency and intentional outcomes.

Discover a new approach to training and development based on partnership networks, user experiences and emerging technologies.

Find out how to close the skills gap with a modern three-pronged workforce strategy to quickly reskill an organization’s workforce.

Discover how training and development fits into the larger scope of next-generation enterprise transformation.

IBM HR and talent transformation consulting partners work with our clients to address each company's unique talent goals and challenges, dig deep to understand their workforce realities and create strategies that unlock new levels of performance inside their business. Together, we reimagine HR with AI at the core.

1 The 6 key secrets to increasing empowerment in your team  (link resides outside ibm.com). Joe Folkman. Forbes article. March 2017. 

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How to Use Case Studies in Your Employee Training Sessions

Case studies can be powerful tools for learning and training. They're evidence-based stories that showcase the outcomes you want, so using them as the basis for your training can make the training itself more engaging and more effective. The question is, how can you use a case study to enhance your training for learners? There are several options.

• Identify personal leadership styles
• Capitalize on style strengths
• Minimize style trouble spots

Table of Contents

Design a case study to fit the training, develop training to fit a case study, use a longitudinal case study to demonstrate outcomes of training, use miniature case studies to prove individual points, thread a case study throughout training, ask trainees to predict case study outcomes, discuss potential alternative outcomes in case studies, turn a case study into an immersive simulation, create a framework case study and encourage trainees to fill it out.

First up, you have one major decision to make. Do you design training around a case study, or do you design a case study to fit your training? Both perspectives are equally valid as long as the study results and the training program goals are aligned.

Let’s say you choose to design a case study to fit your desired training. For example, you're trying to implement the  Delivering Exceptional Phone Service  reproducible training course for your customer service team. To back up the training, you want a case study that showcases how putting the techniques taught in the course into practice will bolster positive outcomes with customer service.

You have two options here.

• The first is simply writing a case study based on your own experiences, accentuating the necessary details relevant to the training, and pruning it down to the bare essentials to prove your point.
• The other option is to seek out existing case studies performed by renowned research firms that support your points.

In either case, you can then use the case study as a "real world" example of how the techniques in the training can be put to actual use and how they tangibly impact positive outcomes. Make sure to highlight specific aspects of the case study and how they relate to the practices put forth in the training module for better retention.

Your second option, as an alternative, is to develop your training to fit an already existing case study.

The process looks a little something like this:

• Begin by finding a case study that results in the outcomes you're seeking. For example,  this case study from Train Like a Champion  focuses on getting training to produce long-term results, something that every company can benefit from implementing.
• Next, review the case study. Look for salient details and mechanisms used to achieve the outcomes you desire. Ideally, the case study itself will support those mechanisms and expound upon how to use them.
• Finally, develop a training module that integrates the case study and its data, as well as the mechanisms you uncovered, to train your employees to achieve those same outcomes.

You can accompany the training module with the case study, with details and data uncovered along the way, or you can use it as a companion piece or use it as cited sources or proof for the claims you're making. None of these choices are inherently wrong, so pick the ones that work best with your staff and your means of training to create a better learning experience.

Longitudinal case studies are case studies that look at and measure specific data about their subjects over a long period. Such case studies can follow individuals throughout a particular period of years, their careers, or their entire lives. For example, longitudinal studies are often used in medicine to help study the long-term effects of various substances and illnesses.

A longitudinal case study can be a powerful tool for building training. You can point to specific, hard evidence that certain kinds of training not only improve short-term results and benefits for employees, clients, and companies but can increase the value of employees throughout their careers.

Using this kind of case study can be an essential part of encouraging your employees to take the training seriously. After all, it's one thing to encourage employees to participate in training because it benefits customers or the company, but it's quite a different incentive if you can showcase how that training will improve their career prospects.

The tricky part about this is that case studies can prove many different points because different people have different career trajectories and leverage different skills in different ways. That is why it can be essential to begin with training modules such as  What's My Leadership Style  to help employees identify which individuals to follow in the case study and which outcomes are most relevant to their specific situations.

If finding specific, relevant longitudinal studies isn't possible, an alternative approach involves leveraging small-scale case studies to reinforce key points throughout your training process. For example, throughout a comprehensive  customer service training  course, you can use specific case studies that highlight varied responses to an irate customer, showcasing how different approaches lead to distinct outcomes. These case studies provide tangible examples to support decisions about adopting a placating, resistant, or combative tone in customer interactions.

The benefit to this option is that there are, in general, many more small-scale case studies than there are more extensive, longitudinal case studies. Moreover, it's much easier to find them and use them to prove your points. Long-term case studies can have surprising outcomes, and they can have findings that contradict your studies and policies. That can be difficult to reconcile unless you're willing to wholly adjust your training and direction.

The biggest potential drawback to this option is that there are many small-scale case studies, many of which can have contradictory outcomes. With the vast pool of small-scale case studies available, there is a risk of cherry-picking examples that selectively support a specific viewpoint, regardless of their overall value. This practice could compromise the integrity of the training content and may not provide a holistic representation of the topic at hand. Trainers should exercise caution and ensure that the chosen case studies are relevant, unbiased, and contribute substantively to the overall learning objectives.

If you think back to some of the more effective textbook designs for schools in higher education, you may find a through-line. Many effective textbooks include an ongoing, long-term set of examples, or "characters," they follow along the way. For example, in courses where you learn a language, a textbook will often have a set of characters who interact in varying situations to showcase quirks of language, particularly conversational use of the language.

A case study can be used in this manner for your training. Fortunately, many comprehensive and overarching training courses have these kinds of examples and case studies built into them.

The goal is to allow your trainees to explore training in a multifaceted way. That might include links to studies, links to infoboxes, video interviews, and much more.

An added benefit of this training method is that you can make a single training module much more comprehensive in terms of answers to common and uncommon questions. Training employees from a point of knowledge can be surprisingly challenging because it can be tricky to judge even what the trainees don't know. Providing in-depth, interlinked, embedded answers to questions for trainees to explore helps bring everyone to the same page.

One thing that sets effective training apart from ineffective training is the level of interactivity. When training is interactive and engaging, trainees learn much more from it by participating in "real-life" examples and demos of the training in action. This approach enables participants to apply their knowledge in real-life situations, promoting a deeper understanding and emphasizing their problem-solving ability to choose appropriate resolutions.

One way to help encourage engagement in training is with a case study that puts that training into action. Divide the case study between setup and resolution, and have the trainees read the setup portion of the training. Cut it off as the individuals in the case study are making their decisions based on the training (or ignoring the training).

Then, ask the trainees to predict what the outcomes will be. Encourage them to write down their predictions. Then, you can progress with the case study and reveal the actual results of the training. While some case studies may follow predictable paths, introducing occasional curveballs keeps participants on their toes. These unexpected twists challenge trainees’ critical thinking skills and their ability to adapt their problem-solving strategies. You can then discuss why they made the predictions that they did and what led them to their decisions, whether right or wrong.

This interactive approach not only transforms training into a participatory experience but also creates a platform for meaningful discussions.

Like the above, you can leverage case studies and predictions to speculate. How would the outcome have changed if the individual in the case study made a different choice or acted differently?

What changes would your employees make?

"After reading a case study together or independently, you can have your participants write a different ending to the case study. For example, if you read a story about a woman who improved her communication skills after attending a workshop (just like the one your students might be in), have them write what would happen if she didn't attend the workshop. Have them write what would happen if she was engaged/not engaged. Ask them to consider what is going on in the woman's life that might impact her ability to communicate appropriately or efficiently during the time of training. Writing a different outcome prompts participants to consider the whole story and not just the parts that are presented to them." –  TrainingCourseMaterial

For an interesting case study of your own, you can ask your trainees to read a situation and convey how they would act in that situation before implementing the training in the first place. Then, progress through the training modules. When finished, ask the trainee to revisit, see how accurate their behavior is to the goal, and ask them what changes, if any, they would make.

Once again, studies show that the best training is training produced in the form of an immersive simulation.  

Look for industry case studies about particular incidents.  Several agencies  produce comprehensive investigations into the circumstances behind industrial accidents, often in factory, warehouse, or shipping processes. These case studies can form the basis of a scenario wherein you ask your employees to role-play how they would respond if the incident occurred in your facility.

You can then use the realities of the investigation to enforce consequences in the simulated disaster. For example, say you're training employees to handle a chemical spill in a warehouse. The established procedures outline specific actions to be taken. Within the simulation, introduce a scenario where one employee is found unconscious within the chemical spill. This introduces a critical decision point: will someone attempt a rescue, and if so, will they do so without proper preparation? You can then remove this individual from the training scenario because their actions led to them being incapacitated.

There are many such examples. Always remember that most, if not all, industrial and commercial regulations are built on the back of people dying because of loopholes or unforeseen circumstances.

This approach allows employees to engage with the training material in a hands-on, realistic manner. It not only reinforces the importance of adhering to established protocols but also highlights the potential repercussions of deviating from proper procedures. The immersive nature of these simulations helps employees internalize the lessons, making the training more impactful and applicable to their day-to-day responsibilities.

Finally, another way to use case studies for training is to turn your trainees into case studies themselves. Build a framework or a template of a case study, with questions about the scenario, their responses, the training, and their behavior after the training. Encourage trainees to fill out these case study templates, then participate in training, and fill them out again. For added value, track these employees for months afterward to see where they've gone, how they've implemented their training, and how it has improved their careers.

The use of case studies can be a powerful training tool, but they can only be effective if coupled with practical training modules. After all, you can't know how to reach your goals without knowing where you are. That's why we offer dozens of training options in our reproducible training library, as well as dozens more assessments (both instructor-led and self-guided) to help establish baselines and build awareness.

Check out our training library, and find case studies that align with your company values and learning objectives.

To learn more about how to help your employees, check out our  What’s My Leadership Style  course. This course is a management development tool, leadership style assessment, and online training workshop. This comprehensive tool is designed to pinpoint an individual's leadership style, offering valuable insights for organizational leaders, managers, and supervisors. By utilizing this tool, professionals can enhance their performance and cultivate the skills necessary to evolve into effective and impactful leaders within their respective roles.

Do you have any questions or concerns about using case studies in your employee training sessions to provide the best outcomes for your learners? If so, please feel free to leave a comment down below, and we'll get back to you! We make it a point to reply to every message we receive, and we would be more than happy to assist you or your company however we possibly can.

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About our author

Bradford r. glaser.

Brad is President and CEO of HRDQ, a publisher of soft-skills learning solutions, and HRDQ-U, an online community for learning professionals hosting webinars, workshops, and podcasts. His 35+ years of experience in adult learning and development have fostered his passion for improving the performance of organizations, teams, and individuals.

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Re-Thinking Training and Development in a Post-Covid World: A Case Study

(This article was co-authored with  Mohamed Matar , General Manager of  EMIC Training .)

Since well before our current crisis, smart companies have been asking tough questions about traditional approaches to training and developing their people.  The early 21 st  Century fantasy of “all-online digital learning” has largely not played out, especially since some of the most important management competencies are best taught and learned in-person.  “The soft stuff,” it turns out, is actually the  hard  stuff, and managers seeking to develop interpersonal skills, emotional intelligence, and the ability to engage and influence others aren’t going to improve much via an on-line module.

That said, 2020’s entirely unexpected change of course is forcing all of us to rethink how we can develop and train our people and create and strengthen organizational capabilities and culture when we simply cannot get together in person.  Managers must coach more (as they should do anyway), and HR and training departments have to get more creative in their programming.  Simply putting people-development on pause until we “get back to normal” is not an option, because we’re not going “back to normal” anytime soon, if ever.  

While it’s still not clear what “the way we work” will look like in a post-Covid world—the answer to that question will likely take years, not months, to figure out—in talking with our colleagues and clients some good ideas for acting in the present are starting to emerge.  The better organizations are actively wrestling with the questions of how to invest in their people to develop skills (including new skills to lead change and stay resilient through this pandemic), fortify their cultures, and help employees execute and create value for all their stakeholders.

The  National Bank of Bahrain (NBB ), a strategic client of EMIC and a company whose management team I’ve been working with for the last two years, offers an instructive case study. Many thanks to NBB’s leadership for being willing to share some of what they’ve been doing and learning.

In March, realizing the seriousness and likely long-term effects of the Covid crisis, NBB made it a priority to start looking for people development alternatives such as e-learning and virtual training.  This effort was seen as mission-critical for the bank and thus was driven by the executive team working together, not just by the HR function.  The business rationale was clear:  maintain employee engagement; ensure that all workers could continue to build their skills, including new skills to deal with this crisis; and keep up the momentum of company-wide recruiting and succession planning efforts.  

Here are some of the lessons NBB has learned about developing their people during this pandemic:

Be Courageous  

NBB didn’t re-invent the wheel—rather, they mustered the courage to commit to the path they had established and continue to fund it, even though slashing the training budget would have been an easy way to cut costs. What NBB did instead was conduct a thorough training needs analysis, framed by the realities of the crisis.  The needs and wants of team members at every level in the organization led to the creation of a monthly virtual training calendar, with interactive (as much as possible over videoconferencing) programs led by NBB’s own staff as was well as renowned speakers and experts from around the globe. The subject matter for the sessions has ranged from technical finance and banking training to guidance on leading change and how managers can become better coaches—and much of this effort has been realized without significant added cost.  Dana Buheji, Chief Human Resources Officer, notes: “Despite the current situation, our commitment to continue human capital development, mentor the best talent, and groom leaders from within remains a strategic priority. It’s critically important to us to continue to enable and empower our staff to carry on their professional development without disruption.”

Plan, Consult, and Make Decisions in an Inclusive Way

Accountability is one of NBB's values, and one way that value is realized is in the expectation that each employee is accountable for his or her own development.  Managers are taught and incentivized to involve their employees in the design and planning of all important business and change initiatives to foster innovation and commitment and highlight areas for improvement.   If the company and unit’s vision and direction are clear to them, employees can add more value than external consultants, and they will be more likely to get behind even difficult change efforts:  people best support change if they feel it’s being done  with  them and not  to  them. Consulting, collaborating with, and involving team members has been emphasized as especially important during this time when everyone is required to work from home.

Challenge with Support

In Bahrain, the holy month of Ramadan is typically a low season for training and development efforts, and Ramadan’s overlap this year with the Covid-19 pandemic created even more headwind than usual for most companies in the Region.  Counter-intuitively, NBB saw Ramadan and working from home as an  opportunity;  senior management encouraged employees to make Ramadan a month of learning and growth. Every employee was expected to attend a minimum of five (5) training sessions, including online modules and sessions led by internal staff and managers who don’t normally lead classes.  Running almost 800 employees through five programs each was an ambitious goal, but the company stepped up: in June 2020 the total training hours amounted to 18,028—or 163% higher than the same period last year. Employees played their part, including being willing to engage in valuable teaching and learning in off-hours and over weekends.  The benefits have been immediately tangible in terms of morale and performance.

“We Are All in This Together” 

NBB’s culture has always revolved around respect, recognition, and teamwork at all levels.  Thus, the training programs were designed and re-designed to give all employees an equal opportunity for growth and learning—and in many cases including senior executives and front-line managers and employees in the same virtual classrooms.  While the pandemic has created challenges for NBB’s “We are all in this together” mantra by forcing people to work apart, it has also highlighted the robustness and resiliency of the company’s values and commitments.  The bank has doubled down on investing in its capabilities and culture, and the results are already showing in performance and customer satisfaction. NBB believes they will move forward and succeed by working together.  As the old proverb goes, “If you want to go fast, go alone; if you want to go far, go together.”

The unimaginable challenges of 2020 have made business-as-usual difficult if not impossible in almost every sector.  As is usually the case, the organizations that are creative and tenacious on focusing on what they  can  do, rather than what they can’t do, to maintain momentum, growth, and the engagement of their people and their customers will be the ones who survive and eventually thrive.   Jean-Christophe Durand, CEO of NBB, makes the case clearly and passionately:  “Investing in the personal growth and professional development of our people has always been a strategic priority at NBB. We know that empowering our people to unleash their full potential strengthens our base for internal excellence and external customer service, and our commitment has not flagged in spite of the pandemic.”

What are you and your organization doing to invest in your people right now?  Is it a priority?

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An Introduction to Human Resource Management

Student resources, case study: learning and development at choc co..

Online Case Study: Learning and Development at Choc Co.

Choc Co. is one of the world's largest confectionery businesses with significant market share in many of the world's biggest confectionery markets, including many emerging markets. It has a long and proud tradition, stretching back more than 150 years, including a long history of developing its employees, which has remained part of its ethos during its progress to becoming a global company.

Despite very positive sales figures over the last 12months, Choc Co. has prioritised streamlining the business to make it more competitive and has placed a strong emphasis on reducing cost over the next 18 months. Despite being keen to preserve its longstanding reputation as a firm that is committed to developing all its employees, in respect of learning and development, this ‘streamlining’ activity has focused on:

• ensuring a clear return on investment in training activities
• changing the way that learning programmes are delivered and being more creative in developing approaches to learning
• connecting training activities to the strategic needs of the firm.

The most important driver of the assessment of its training provision at Choc Co. is change. Whilst performing well in the marketplace, senior management continue to express discontent with levels of productivity and employee performance. Moreover, senior management has determined that the company needs to become more flexible and adaptable to respond to change in its market context, for example by an ability to adapt organisational structures to meet new business needs or through the introduction of technological innovation. However, as a traditionally minded employer, and with low levels of employee turnover at shopfloor level, Choc co. appears to have instilled in its workers a mindset of stability and steady progress, which is at odds with competition in a rapidly changing global economy. Therefore, Choc Co. wants to move towards a system of continuous improvement by creating a culture whereby workers are empowered to implement small incremental changes, rather than have substantial change imposed on them from time to time.

Identifying training needs

Traditionally, training needs analysis at Choc Co. has been ‘gap-led’. In other words, training tends to be focused where Choc Co. identifies a gap in capability – for example, where the introduction of new technology requires worker skill to be updated, company policy is changed or a key worker leaves the firm, requiring training to be provided to their replacement. Typically this gap-led identification of need is conducted at a local level, with little reference made to the wider national or international workforce.

Whilst workers can put themselves forward for training courses, including those provided by local education providers, there is no formal channel for doing this and access to such training often comes down to personal relationships and the constraints imposed by departmental budgets. The culture at Choc Co. is very much one in which training needs are typically identified  for  workers rather than  by  workers.

Delivery of training

Currently, the company runs a number of large training events each year designed to update manufacturing staff on everything from health and safety changes, business strategy and company performance to the adoption of new production technology. This is sometimes coupled with skills training for these workers as and when appropriate. This has traditionally been done at the specialist training centre at their largest production facility, which doubles as the company’s headquarters. This practice partly stems from a time when the company only operated two production facilities in the country. It now operates across six geographically dispersed locations. Workers tend to view these training events as a bit of a waste of time, particularly when they are delivered by consultants with little real understanding of working processes at Choc Co. It is not unknown for workers to claim that the training they receive is outdated and tells them nothing that they don’t already know.

The head of training and development, responding to a call to cut costs from the HR director, is now of the opinion, however, that such long training programmes, often of up to three or four days, are no longer the most cost-effective and efficient means by which to develop the staff. Such training has the dual problem of requiring regular investment and repeat sessions to cover workers on different shifts or at different plants, as well as leading to undesirable downtime of certain aspects of production. In particular, the head of L&D is keen to reduce a reliance on external training providers to design and deliver interventions to different workforce groups, from senior management to shopfloor workers.

Moreover, the company has historically not evaluated the impact of these events. In the new era of cost-cutting and added value, however, the company is keen to ensure that the impact of all training interventions, however big or small, is measured.

Employee development programmes

A major investment in L&D at Choc Co. is in its manufacturing apprenticeship scheme and graduate development programme, both of which are widely viewed as models of good practice in the industry and beyond. These programmes are, however, under significant scrutiny by senior management to better understand the extent to which this investment provides value to the firm. One particular area under review is the turnover of employees who complete these programmes and then leave to work at other firms.

Ray Barbie, the head of learning and development at Choc Co. recently attended a seminar at a local university on ‘the changing nature of workplace HRD’. He was slightly alarmed to find out that much of the company’s practice was seen as outdated. In particular, he was interested in examining how some more contemporary approaches and techniques in HRD could help the company both reduce costs and better performance through continuous improvement.

• What changes would you recommend that Choc Co. make to their current learning and development provision in order to reduce costs and improve performance?
• Discuss how e-learning, competency frameworks and improved knowledge-sharing at Choc Co. might help to cut costs and make the HRD activity at Choc Co. more strategic.
• How might the firm seek to ensure a return on investment for its learning and development activity?

5 Case Studies That Prove the Impact of Employee Training on Customer Experience

• Customer Experience

Any good retailer will tell you that the customer experience is everything. Good CX has the power to differentiate you from your competition, increase revenue and even boost employee retention. 

We know that five star customer experience is the number one goal, but what’s less clear is exactly how to get there. 

Many retailers are turning to technology to optimize their CX offering - for example, IKEA is leveraging AR to create interactive experiences for their online customers - and focusing on key consumer asks such as greater personalization and smooth omnichannel operations. 

What’s often overlooked, however, is the most basic element of effective customer experience: employee training. By providing your workforce with the skills they need to confidently serve and interact with customers day in, day out, you can ensure a consistently high quality experience for your customers. 

But don’t just take our word for it. Here are the main obstacles to outstanding customer experience, and five case studies from leading frontline businesses which prove that effective training is the solution. 

Quick navigation:

Key challenges in customer experience

• Uber - immersive conflict resolution training
• Tigo - bitesize product knowledge
• Pet Supermarket - social media-style customer service training
• Uber - in-app cultural awareness education
• PedidosYa - automated onboarding for new users

1. Conflict

US employees spend around 2.8 hours each week dealing with conflict, meaning that a full day of productivity is lost to conflict every month. While resolving conflict comes as part of the job, many workers aren’t given the tools they need to manage these difficult situations and are left vulnerable. In fact, 60% of employees say they never received any basic conflict management training in their workplace.

When your workforce doesn’t have the necessary skills to handle tricky situations and resolve problems, it’s not just the customer that loses out. Employees that are consistently left feeling isolated and unsupported at work are at a higher risk of churn, which can impact your customer experience even further.

2. Poor product knowledge

Product knowledge and expertise is becoming a top priority for the evermore demanding customer. In fact, nearly half of shoppers will abandon a brand if employees are not knowledgeable about the product or service they’re offering. 

So what’s the barrier? More often than not, it’s simply that this knowledge isn’t accessible - 28% of retail associates say they can’t find information quickly enough to help shoppers. Another obstacle is the difficulty brands experience in keeping their workforce up to date with changing product features and specifications, leading to inconsistencies across branches and preventing sales associates from being able to meet their customers’ needs.

3. Lack of customer service skills

Customer service skills are the basis of good CX. 93% of employees who receive regular on-the-job training say they deliver a better experience and overall customer care, yet almost 50% of sales associates are trained only once a year or less.

The benefits of training are well known, but in a fast-paced environment such as retail, it can quickly slip down the list of priorities. Especially amid recent talent shortages , the influx of inexperienced new hires met with a lack of time and resources to properly train them has massively impacted the customer experience. A workforce that lacks key customer service skills can’t hope to meet the high standards expected from today’s consumers, nor prevent them from switching to a competitor.

4. No cultural awareness

Recent years have seen important conversations around discrimination brought to the fore, with many businesses committing to improving diversity and inclusion within their workplace. Unfortunately, these commitments don’t always extend to the frontline, despite this being the first point of contact customers will have with a brand. 

Retailers cannot sit back and hope that their workforce doesn’t unintentionally offend their customers. They must take action to ensure that workers are educated on cultural differences, and are confident in making sure that everyone on the shop floor feels welcome. Not just because it’s the right thing to do, but also because customer loyalty depends on it - in the last year, 41% of shoppers have shifted their business away from a retailer that does not reflect how important diversity and inclusion is to them. 

5. Low adoption of new technologies

As technology continues to evolve, both in our personal lives and in the workplace, the frontline still gets left behind. 34% of workers in the industry say they aren't equipped or adapting to digital tools, and nearly half actually list outdated technology and a lack of training as their biggest frustration with the industry, with many leaving as a result of stores being “too rigid”. 

It’s not enough to simply tick a box. Employers need to introduce technology that actually aids their workers and train them on how to use it properly. Not doing so risks causing even more disruption on the frontline as workers spend their time grappling with new tools instead of focusing on what matters: the customer.

How brands are using training to improve their CX

Training a workforce that’s widely dispersed and constantly on-the-go is no mean feat. In order for upskilling initiatives to have real impact, you need to ensure that lessons are bitesize, easily accessible and highly engaging. 

That’s why leading brands rely on eduMe , the training tool that’s purpose-built for the frontline. 

Read on to find out how these five companies used eduMe to improve their own customer experience, and the results that they’ve seen from their investment.

1. Uber - immersive conflict resolution training

Uber’s global network of driver partners completes an average of 14 million trips per day. With so many customer interactions taking place every second, the rideshare giant needed a way to prepare their driver partners on how to manage difficult situations with passengers and ensure customer satisfaction.

Using eduMe’s Scenario Videos feature, Uber were able to enhance their de-escalation training with immersive learning experiences. These interactive quizzes presented real-world scenarios driver partners were likely to encounter in their day-to-day work - such as identifying situations that are high risk, or responding to an emergency - and empowered them to think critically about the impact of their choices. 

Leveraging this highly engaging feature meant that Uber were able to demonstrate safe and appropriate conflict de-escalation that really resonated with their workforce - 97% of learners found the content useful, and they saw 31% higher than average completion rates. 

Working with eduMe on training initiatives such as this has helped Uber to better equip their drivers in providing excellent customer service, leading to a 10% increase in driver partner ratings. 

2. Tigo - bitesize product knowledge

Leading cable services provider Tigo has a large network of on-the-ground sales agents who are responsible not only for selling a wide range of products, but also providing a 5-star customer service. With such a widely scattered, deskless workforce, communication was a challenge. In-person workshops and printed sales materials weren’t enough to keep their agents up-to-date, leading to inconsistencies in service and low performance.

Introducing a microlearning strategy with eduMe has enabled Tigo to deliver key product information in the form of engaging, bitesize lessons. Designed to maximize knowledge retention, sales agents can use these lessons to upgrade their skills and learn about new product features on-the-go, via their personal devices.

As a result of empowering their sales agents with easy access to product knowledge, Tigo saw a 66% increase in sales in just three months. The transition to microlearning modules also meant that agents spent three hours less on training, freeing up their time to serve more customers.

3. Pet Supermarket - social media-style customer service training

Pet Supermarket is a US-based retail chain with over 220 branches, and a strong focus on customer experience. However, the in-person training methods they previously relied on were failing to excite their Gen-Z learners and impossible to standardize, compromising their workforce’s ability to deliver a one-of-a-kind experience.

With eduMe Guides , Pet Supermarket can deliver engaging and impactful content in a highly consumable, social media-style format. Accessible via in-store QR codes, Guides are perfectly placed to inspire and inform their time-poor workers, empowering them to provide a consistently efficient and personalized service. 

Since rolling out eduMe Guides, Pet Supermarket have seen a 79% average completion rate - 49% higher than the industry average - as well as highly positive feedback from their employees, 89% of whom stated that they enjoyed being upskilled in this way. 

Better yet, the transition to digestible, bitesize video content has reduced the time required for training to just 2 minutes, meaning minimal disruption to employee productivity and more time spent with customers. 

Quick and simple to create, Guides can be made by anyone. Pet Supermarket use this to their advantage by empowering local champions to share their expertise and encouraging social learning from the ground up. 

Confidence comes from being knowledgeable about what they’re talking about, their love of the industry and pets. eduMe is at the center of that.

4. Uber - in-app cultural awareness education

With such a diverse customer base interacting with their platform and driver partners every day, Uber is tasked with ensuring that those representing them on the frontline have the awareness and empathy they need to serve a wide variety of customers. 

Uber has partnered with eduMe on a number of important initiatives aimed at improving cultural awareness. Using our seamless technology , the rideshare company delivered in-app anti-racism education to 23 million customers, drivers and delivery partners across Brazil. Providing one-tap access to education within their own app allowed them to maximize the reach of their initiative, working to lower incident rates and champion equity. 

Through eduMe, Uber also launched a highly successful campaign focused around fostering tolerance and understanding of the LGBTQ+ community . Interactive lessons were delivered seamlessly to 200,000 drivers and delivery partners across Mexico, of whom 58% reported that they had changed their behavior as a result of the training content. 

The ability to deliver education of this nature on such a scale - and in such a frictionless manner - has been essential for Uber in helping them to achieve their goal of ensuring that everyone can move freely and safely. With greater awareness of various cultures and experiences, their driver partners are better equipped to provide every passenger with an exceptional service.

The eduMe platform really helped us in integrating these through our own app…the access to that optional education is completely seamless, so there’s no need to log in.

5. PedidosYa - automated onboarding for new users

As the leading Latin American delivery platform, PedidosYa connects thousands of restaurants and businesses with millions of users. Prior to using eduMe, they onboarded new vendors to their platform through 60-minute webinars, making it difficult to ensure consistency in quality and failing to keep businesses engaged with their platform before they’d even begun fulfilling orders.

Thanks to eduMe’s integration with cross-channel customer engagement platform Braze , PedidosYa were able to create an automated onboarding plan for new vendors which provides seamless access to bite-sized training courses on eduMe. Users were able to complete their training in less time and feel better prepared to start earning on the PedidosYa platform, decreasing reliance on customer support and resulting in a smoother user experience.

Delivering onboarding information in this quick, engaging format led to a reduction in vendor inactivity, with the number of new vendors failing to complete an order within the first month decreasing by 15%. In fact, new vendors who completed onboarding via eduMe showed an increase in activity on their platform, and rejected fewer orders. 

PedidosYa also received 99% positive feedback from their users who described eduMe as ‘clear’, ‘intuitive’, ‘easy’ and ‘dynamic’. Vendors also began asking more specifically about their product offering, showing that they had become more invested in the platform as a whole. Effective training didn’t just improve customer retention, but also affinity with their brand.

Improve your customer experience with eduMe

With one-tap access to product specifications, sales techniques and de-escalation support - within the tools you’ve already invested in - you can give your employees the tools they need to provide exceptional customer experiences, every single time. Want to get started with eduMe? Try out one of our customer service course templates below 👇

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Application of Training and Development Schemes: a case study of Viva

Viva is a leading provider of risk, savings and investment management products based in UK, with operations also in France, Germany, Netherlands, USA, Gulf and India. Being established in 1836, the company serves nearly seven million customers worldwide. Viva has organised its foreign operations efficiently, taking into account local specifications. For example, the company offers Takaful products in Gulf countries, that is financial products that have been devised according to Sharia Islamic laws, due to the fact that local customers are very sensitive about these issues. Also, Viva has engaged in joint-ventures in India with Bank of Baroda, and Andhra Bank.

This article briefly introduces Viva Company and discusses the various elements of development scheme that group has proposed for the company in the form of presentation. Moreover, additional development elements are included in the article, and the rationale behind the choice of each element is explained in detail, listing their advantages, as well as disadvantages.

Training and Development Schemes for Viva

Initially the purpose of training and development scheme for Viva managers have been identified. The primary purpose for the scheme has been found as equipping Viva managers with necessary skills and knowledge so that they can manage the business globally in the most efficient manner.

Moreover, the following purposes of training development as proposed by Beardwell et al (2004) were planned to be achieved for Viva as a result of the project: a)  Maximising  productivity and service provision for the company b) Developing  the adaptability for the workforce c) Developing  the Viva as an organisation as a whole d) Increasing job satisfaction, motivation and morale of Viva workforce e) Improving  standards and safety at work f) Promoting the Better utilisation of other resources g) Standardisation of work practices and procedures

Wood (2009) divides trainings methods into two categories: traditional training methods, and electronic training methods. Traditional training methods include lectures, on-the-job training, apprenticeship training, offside training, programmed learning, informal learning, job instruction training, and training stimulated by audiovisual tools.

As a traditional training method, on-the-job training includes job rotation, coaching, and action learning, whereas the main elements of off-the-job training (offside training) are case-study, games, external seminars, Internet-based seminars and conferences, university-related programs, role-playing, behavioural modelling, Internet educational portals, and behavioural modelling.

The main elements of electronic training are computer-based training, video-conferencing, electronic performance support systems, tele-training, learning portals and others.

During the group presentation on the same topic, which is the base of this report, communication skills, and team-working were found to be the areas training and development should address. However, the present report has found that cross-cross cultural awareness is also an important area training and development programs should cover. Due to the fact that Viva is currently operating outside UK in Gulf countries and countries like France, Germany, USA, Netherlands, and India lack of cultural awareness of Viva managers may result in misunderstandings and waste of resources. Therefore, the area of cultural awareness was selected to be important to address through training and development programs.

After critically analysing all the above listed training and development methods, focusing on the objectives to be achieved as a result of training, taking into account specific characteristics of Viva and many other factors, training and development methods for Viva management development were selected to include the elements of both traditional and computer-based training methods. The choice of training and development methods proposed in this report differs from the ones proposed in the group presentation. Traditional training methods selected for Viva management development include lectures, and job-rotation, and behaviour modelling, while among electronic training methods only video conferencing was selected.

Rationale behind the Choice of Training and Development Schemes

Supervisor and team development programs for Viva have been implemented on the basis of the following five-step process as proposed by Dessler (2008):

Firstly ,  needs analysis for Viva managers have been undertaken. This has been done for both, Viva current managers, as well as, their new managers. As a part of needs analysis task analysis and performance analysis also have been undertaken for Viva managers.

Paauwe (2004) specifies task analysis to be a detailed study of the job to be undertaken in order to identify skills required for the job. Accordingly, list of skills have been identified that Viva managers had to possess, and among them communication skills and team management have been chosen as the focus of training and development by the consulting group to the company. Moreover, cross-cultural awareness skills have been added to the list as the one that needs attention as a result of this report, although the skills of cross-cultural awareness do not feature in group presentation.

Performance analysis, on the other hand, as Shermon (2004) informs, examine individual and collective performances within organisations in order to identify deficiencies, then training and development programs can be devised in order to eliminate these performance deficiencies. Unfortunately, due to the absence of access to such kind of confidential information about Viva managers, performance analysis have not been undertaken as a part of the study.

Secondly, instructional design of the training and development programs for Viva managers has been undertaken. During this stage lectures, job rotation, behaviour modelling and video-conferencing were found to be the best possible methods of training and development for Viva. Although these methods are different from the ones proposed in group presentation, nevertheless, they were found to be the best option during this report.

Lectures should be organised for Viva managers by engaging external professionals that will aim at improving communication skills of managers

Viva managers also should be put on job rotations, in order to expose them to different issues the company has in general, and at the same time giving them opportunities to acquire team management and cross cultural skills that will allow managers to operate well within various departments of the company.

Behaviour Modelling has also been identified as an important element of training and development program devised for Viva managers. Dessler (1984) informs that behaviour modelling includes three following components:

a) Showing trainees the right (or “model”) method of performing a task b)  Giving opportunities to trainees to perform in this way c) Giving feedback on the trainees’ performance.

It has been planned that behaviour modelling will address all three areas of training and development programs – communication skills, team management, and cross-cultural awareness.

Moreover, video-conferencing has also been specified as an element of proposed training a d development program that should be organised in a way that Viva managers engaged in company’s foreign operations must share their cultural experiences and their knowledge about cultural awareness through video-conferencing with other Viva managers based in UK.

In-house development centres needn’t produce all (or most) of their own training and development programs. In fact, employers are increasingly collaborating with academic institutions, training and development program providers, and Web-based educational portals to create packages of programs and materials appropriate to their employees’ needs

Thirdly , all of the above specified elements of training and development program devised for Viva managers have been validated through checking their validity to accomplish the task in hand.

Fourthly, devised training and development program needs to be implemented according to the plan. This should be done attracting highly qualified professionals wherever necessary.

Fifthly, evaluation of the Viva management training and development program should be undertaken, in order to identify any shortcomings that took place in the process and eliminate their possibility in future training a d development programs.

Strengths and Weaknesses of Training and Development Schemes

Each element of the proposed scheme of Viva managers’ training and development program has its strengths, as well as weaknesses. It is the responsibility of professionals conducting training and development, and Viva management in general to focus on the strengths of the proposed program, and at the same time, to take measures in order to minimise the impact of their weaknesses.

Lectures as one of the main elements of the proposed training and development scheme have their strengths such as being less expensive compared to some other training and development methods, short period of time required to conduct them, and also lectures are usually taught by highly skilled professionals giving Viva managers participating on them opportunity ask these professionals questions.

On the other hand, lectures have their weaknesses, the main of which is The possibility that the attention of Viva managers participating in them may be shifted to different things if they find it not to be interesting.

Moreover, Laird et al (2003) state that usually in majority of lectures there are no provisions for student participation and this is another major disadvantage of this training method.

The strengths of video-conferencing as a training method for Viva managers can be shown as being interesting and motivating, especially when high-achievers within the company working in foreign operations are sharing their cultural experiences with junior managers through video conferencing.

However, the weaknesses of video-conferencing include the necessity of relevant facilities, and accordingly, additional expenses, and also there might be time-related issues when meetings between people from different countries are being organised on the basis of video-conferencing.

Job-rotation has also been included in the proposal as an element of training and development scheme for Viva managers. Job rotations are good in a way that they provide opportunities for increased level of social interaction and they can also eliminate the monotony in the workplace for Viva employees. However, according Byars and Rue (2006) job rotations can be a source of stress for employees, especially when they start losing sense of ownership of their job as a result of job-rotation.

Strengths of behaviour modelling as an element of training and development scheme is that many skills can be taught by at the same time by using them, and this option is not available in many other training and development elements. However, at the same time, behaviour modelling proposes rigid solutions to problems, failing to take into account unusual circumstances, and this may negatively effect flexibility of Viva managers when dealing with unusual scenarios.

Conclusions

The scheme proposed in this report contains correct training and development elements that are required to equip Viva team leaders and supervisors with necessary skills and knowledge required in order operate on the global business marketplace. As a result of the extensive analysis issues needed to be addressed were found by group to be communications skills and team management skills. However, additional skill of cross-cultural awareness was added to the list above due to the fact that Viva operates in several foreign counties as well and the lack of such knowledge would negatively effect on the profitability of the business on the short and long-term perspectives.

Many methods of training and development programs have been reviewed as a part of the research, and out of them lectures, job-rotation, video-conferencing, and behaviour modelling were found to be the most appropriate in order to improve communication skills, team management skills, and increase the level of cross-cultural awareness of Viva supervisors and managers.

However, it has to be also noted that in order to bring the maximum results, training and development elements specified above need to be conducted with highly qualified professionals. Otherwise, it would result in losses in forms of wasted time, as well as other forms of resources involved in the project.

Moreover, organisational culture of Viva need to be taken into account when above specified elements of training and development program are being conducted, and these programs need to be taught in a style that is compatible  with the Viva corporate culture.

• Beardwell, I, Holden, L & Claydon, T, 2004, Human Resource Management: A Contemporary Approach, 4 th Edition, FT Prentice Hall.
• Byars, LL & Rue, LW, 2006, Human Resource Management, Prentice Hall
• Dessler, G, 2008, A Framework for Human resource Management, Pearson Education
• Dessler, G, 1984, Personnel Management: Modern Concepts and Techniques, Reston Publishing Company
• Gasparski, W & Botham, D, 1998, Action Learning, Blackwell Publishing
• Hammick, M, Freeth, DS, Goodsman, D & Copperman, J, 2009, Being Inprofessional, Blackwell Publishing
• Laird, D, Naquin, SS & Holton, EF, 2003, Approaches to Training and Development, Blackwell Publishing
• Paauwe, J, 2004, HRM and Performance: Achieving Long-term Viability, Oxford University Press
• Sharma, SK, 2009, Handbook of HRM Practices: Management Policies and Practices, Global India Publications
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A Case Study on “Training and Development of Employees in IIPM”

In the recent years the training has become a major aspect for developing industry as every organization needs to have, well skilled, trained and qualified employees to perform the activities. The aim of the study is to focus on employee training and development in the fastest altering environment. The research reveals that a planned training programme returns values to the organization in terms of delicate morale, improved productivity, reduced costs and greater organizational firmness. The study tries to identify the learning process of employee in training programmes and transforming these in to development activities to execute the job in a better way. The research analysis based on 96 respondents of IIPM Institute (Indian’s leading B-School in delivering Management related courses). The study reveals some important factors like job enrichment, skill development and performance assessment are playing vital role in executing the training programmes in the organization apart from this the study also focus on some factors to develop the trainees and training programmes in the organization.

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Embracing Gen AI at Work

• H. James Wilson
• Paul R. Daugherty

The skills you need to succeed in the era of large language models

Today artificial intelligence can be harnessed by nearly anyone, using commands in everyday language instead of code. Soon it will transform more than 40% of all work activity, according to the authors’ research. In this new era of collaboration between humans and machines, the ability to leverage AI effectively will be critical to your professional success.

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• H. James Wilson is the global managing director of technology research and thought leadership at Accenture Research. He is the coauthor, with Paul R. Daugherty, of Human + Machine: Reimagining Work in the Age of AI, New and Expanded Edition (HBR Press, 2024). hjameswilson
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Department of Industrial Psychology and People Management.

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Original research, training programme to develop title positions based on competency framework in the digital transformation of evn, about the author(s).

Orientation:  Vietnam Electricity Corporation (EVN) has been digitising operations, automating them, and applying new technologies to improve production efficiency and labour productivity. It is essential to digitalise the training programmes based on the competency framework and integrate the framework of the training programme module into the human resource management system (HRMS).

Research purpose:  This paper studies the training programme based on the competency framework and digitalisation of the training programme into the HRMS of EVN.

Motivation for the study:  The study innovates human resource management in the way it functions. This study presents the process of designing the training programmes based on EVN’s competency framework and integrates them into the HRMS.

Research approach/design and method:  The article uses the desk method and the case study. A case study of EVN presents a comprehensive methodology for designing training programmes based on a competency framework.

Main findings:  The training programmes digitalise into the EVN system. Using the information system of HRMS in EVN, 27 training programmes corresponding to 22 job families are described and integrated into HRMS.

Practical/managerial implications:  The framework of the training programme is visualised based on suggestions. Some critical successes are present, and recommendations are suggested to update and confirm training programmes.

Contribution/value-add:  The training programmes have a clear structure, training methods, and references to the EVN e-learning system. All training programmes are managed systematically and synchronously to connect to the next steps in competency assessment and personal development roadmap in EVN.

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New wellness vending machines installed on campus

This week, University Health & Counseling Services completed the installation of new wellness vending machines across the Case Western Reserve campus. The new machines will dispense a variety of products related to reproductive health, first aid and illnesses, both for free and for purchase.

New wellness vending machines can be found at the following locations:

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To ensure more product availability for the campus community, the number of free items a student can receive each week will be limited, but products will still be available for purchase after a free item allocation has been used. More information about free item limits and product pricing can be found on University Health & Counseling Service’s website.  

In order to keep track of free item allocations, those using the wellness vending machines will be asked to enter their phone number before an item can be dispensed. Phone numbers will be deleted after seven days and will not be shared with the university or any outside entities.

As always, individuals who need reproductive health items or other health and wellness products can visit University Health & Counseling Services during business hours.

Learn more about the new wellness vending machines.

• Open access
• Published: 14 August 2024

The mediating role of self-efficacy in the relationship between past professional training and burnout resilience in medical education: a multicentre cross-sectional study

• Rebecca Erschens 1 ,
• Carla Schröpel 1 ,
• Anne Herrmann-Werner 1 , 2 ,
• Florian Junne 1 , 3 ,
• Lena Listunova 4 ,
• Andrea Heinzmann 5 ,
• Oliver Keis 6 ,
• Katrin Schüttpelz-Brauns 7 ,
• Sabine C. Herpertz 8 ,
• Kevin Kunz 5 ,
• Stephan Zipfel 1 , 9 &
• Teresa Festl-Wietek 2  

BMC Medical Education volume  24 , Article number:  875 ( 2024 ) Cite this article

34 Accesses

Metrics details

Meta-analyses indicate a high prevalence of burnout among medical students. Although studies have investigated different coping strategies and health interventions to prevent burnout, professional experience’s influence on burnout resilience as seldom been explored. Therefore, in our study we aimed to examine the self-efficacy’s mediating role in the relationship between past vocational training and burnout resilience. In the process, we also analysed the associations between study-related variables and burnout resilience.

In our cross-sectional study, we analysed the data of 2217 medical students at different stages of their university education (i.e. 1st, 3rd, 6th, 10th semester, and final year) at five medical faculties in Germany. The questionnaire included items addressing variables related to medical school, previous professional and academic qualifications, and validated instruments for measuring burnout and self-efficacy.

The overall prevalence of burnout was 19.7%, as defined by high scores for emotional exhaustion and notable values in at least one of the other two dimensions (cynicism or academic efficacy). Higher levels for self-efficacy ( p  < .001), having children ( p  = .004), and financing education with personal earnings ( p  = .03) were positively associated with burnout resilience, whereas having education financed by a partner or spouse ( p  = .04) had a negative association. In a mediation analysis, self-efficacy exerted a suppressor effect on the relationship between vocational training and burnout resilience (indirect effect = 0.11, 95% CI [0.04, 0.19]).

Conclusions

Self-efficacy’s suppressor effect suggests that the positive association between vocational training and burnout resilience identified in the mediation analysis disappears for students who have completed vocational training but do not feel efficacious. Those and other findings provide important insights into the psychological mechanisms underlying the development of burnout resilience in medical students and suggest the promotion of self-efficacy in medical education.

Peer Review reports

Introduction

The international literature on stress indicates that medical students are vulnerable to a range of psychological complaints. Recent meta-analyses additionally suggest that the prevalence of one such complaint—burnout—among medical students varies considerably, depending on factors such as the instrument used to measure it, its operationalisation, the stage of university education, the country of study and multiple other factors [ 1 , 2 , 3 , 4 ]. In the context of medical school, stress is moderated by personal and training-related stressors as well as contextual curriculum-related factors. It can be managed or reduced via functional coping strategies, social support, mentoring, and specific health promotion interventions and tends to be perpetuated by dysfunctional behaviour [ 5 , 6 , 7 , 8 ]. An additional part of the discourse on stress is the recognition that challenges in professional identity formation may significantly contribute to stress among medical students [ 9 , 10 , 11 ].

Whether stress peaks during certain semesters or phases of study remains unclear. Some indications suggest a particularly high vulnerability to stress at the beginning at the end and in the transitional stages from preclinical to clinical study [ 4 , 12 , 13 ]. High school students and newly enrolled medical students interested in studying medicine are also subject to such stress [ 13 , 14 , 15 ].

Research has suggested that individual personality traits, including an excessive motivation to achieve and be recognised, low self-esteem, a pronounced willingness to overexert oneself, and neuroticism can somewhat predict stress as well as resilience [ 16 , 17 , 18 , 19 ]. Personality-related factors are indeed crucial in determining an individual’s ability to cope with stress during medical school.

In the context of medical study, investigating coping skills, particularly self-efficacy, is a worthwhile undertaking [ 20 ]. To that end, Albert Bandura’s theory of self-efficacy [ 21 , 22 ] provides a useful framework for understanding the beliefs of medical students. The theory suggests that an individual’s belief in their ability to perform certain actions affects their motivation and capacity to overcome challenges. Students with higher self-efficacy may be better equipped to handle the demanding nature of medical school and therefore be more resilient against burnout [ 21 , 22 ]. The international literature on medical students and other students in the health sciences provides clear evidence supporting self-efficacy’s role as a protective factor against burnout. Moreover, numerous studies have demonstrated that higher self-efficacy is associated with a lower susceptibility to burnout, in relationships that are consistent across cultural contexts and national education systems. According to the literature, students in medicine and the health sciences with a high level of self-efficacy demonstrate a heightened ability to cope with the demands of both study and clinical practice [ 20 , 23 , 24 ].

Analysing the role of different portfolios of competencies in combination with self-efficacy can afford profound insights into the different coping mechanisms of medical students. One example is academic and professional experience, which can characterise students in highly individual ways and influence their thoughts and actions during their studies as well as later in their professional lives [ 25 , 26 ].

In Germany, professional experience can be an advantage for admission to medical studies. Such experiences include vocational training and work experience in the medical field, volunteer work, participation in competitions and awards earned, results of validated aptitude tests, results of situational judgement tests, and even interviews [ 25 , 27 ]. However, research on the relationship between professional and academic qualifications earned and examination- and grade-based academic success in medical studies has shown heterogeneous results [ 26 ]. Nevertheless, the overall results seem to indicate that pre-existing qualifications do not provide an edge in academic success [ 25 , 28 , 29 ].

That ambiguity opens up the possibility of deepening the investigation into professional experience at a psychological level and illuminating the individual coping strategies of medical students. Per Bandura’s theory [ 21 , 22 ], an individual’s beliefs about their ability to cope with tasks significantly impact their actions and emotional well-being. Thus, pre-existing professional qualifications could serve as a starting point for examining the extent to which they influence the individual coping strategies of future medical students. A psychological perspective should also be integrated to gain a deeper understanding of the complex dynamics behind the apparent lack of any clear link between past professional qualifications and traditional parameters of medical study. Thus, in our study, we aimed to identify potential implications for promoting psychological resilience and self-efficacy among medical students.

The aim of our study was to investigate the relationship between preexisting professional and academic qualifications, self-efficacy, socio-demographic and medical school-related variables with resilience against burnout, or ‘burnout resilience’, among students at different stages of their university career. In particular, we wanted to answer the following research question:

How are different socio-demographic variables, medical school-related variables, professional and academic pre-qualifications, and self-efficacy associated with burnout resilience?

According to Bandura’s theory of self-efficacy [ 21 , 22 ], past professional training can provide a wealth of experience that strengthens an individual’s belief in their ability to cope with the demands of medical school and everyday clinical practice. Bandura’s theory therefore supports the assumption that medical students who have completed a vocational training program may have increased self-efficacy, because subject knowledge may positively influence students’ perceived self-efficacy [ 30 ]. The theory also emphasises the contextual transfer of self-efficacy. Students who have previously strengthened their self-efficacy in professional contexts could transfer those beliefs to medical school, which may help them to perceive their abilities as being equally effective for their studies and, in turn, could reduce their vulnerability to burnout.

Erikson’s theory of identity development [ 31 ] complements those considerations by examining psychodynamic processes in the context of self-discovery and emphasising the significance of identity formation during adolescence and beyond. The theory includes several stages, with the period between 20 and 40 years of age being a crucial stage for further identity development. Medical students with preexisting vocational qualifications may have already developed a more stable professional identity before studying medicine. In turn, that development could strengthen their self-image and support their orientation towards a professional future, which could consequently promote their burnout resilience. From a psychodynamic perspective, self-efficacy is not only viewed as a cognitive belief but also as an emotional foundation with deep roots in individual experiences. Recognising and incorporating past achievements in vocational training can enhance self-esteem and thus strengthen self-efficacy in medical school.

Schwarzer’s [ 32 ] consideration of psychological stress management highlights the importance of self-efficacy in coping with psychological stress. Medical students who perceive themselves as being more efficacious may be better equipped to handle the demands of their studies and have greater resilience against stress-related pressures. Therefore, we also sought to answer a second research question, as follows:

Does self-efficacy mediate the relationship between past vocational training and burnout resilience?

Materials and methods

Sample and procedure.

In our study, we conducted an online survey of medical students at five medical schools in Germany. The survey was part of a larger research project within the framework of ‘Studying Successfully in Baden-Württemberg – Funding Line 4: Aptitude and Selection’. Further research into the relationship between academic and professional pre-qualifications and the academic success of medical students from the third semester onwards has been conducted as part of the mentioned project and been published elsewhere [ 25 ]; thus, similarities may exist between the description of the study procedure and the descriptions of the sample. Three groups of participants were involved: (i) preclinical medical students (i.e. in their first and third semesters), (ii) clinical medical students (i.e. in their sixth and tenth semesters), and (iii) medical students in their final year. The survey was conducted anonymously online using EvaSys and not administered during high-stress exam periods.

The questionnaire comprised questions to collect socio-demographic data, including age, gender, marital status, and children, as well as questions about medical school, including current semester level, means of financing of medical study (multiple responses possible), undergraduate grade point average (GPA), and the country where the undergraduate GPA was earned. Participants were asked if they had completed vocational training (i.e. with final grades available) in the medical field before medical school or had other pre-qualifications, including volunteer work and/or any academic degrees.

Professional and academic pre-qualifications

Medical students answered questions about any practical experience that they had prior to medical school. They were also asked about any vocational training or volunteer work that they had completed and, if present, then about the specific field(s) in which they had gained experience. In Germany, depending on the medical school, work experience, volunteer work, and vocational training completed in the medical field may be advantageous for admission [ 25 , 27 ]. We also inquired about whether they had completed a degree in another subject before commencing medical school. On that count, we established three dichotomous variables based on the following definitions: vocational training was defined as professional training completed (i.e. with a grade) in the medical field, an academic degree was defined as a completed bachelor’s or master’s degree with a grade, and volunteer work was defined as having worked voluntarily for at least 11 consecutive months.

Student burnout

The Maslach Burnout Inventory Student Survey (MBI-SS), developed by Schaufeli et al. [ 33 ] for students and convert into a German version by Gumz et al. [ 34 ], comprises 15 items on three scales: Emotional Exhaustion (EE, 5 items), Cynicism (CY, 4 items), and Academic Efficacy (AE, 6 items). The items are rated on a 7-point Likert scale ranging from 0 ( never ) to 6 ( daily ), and Cronbach’s alphas for the scales ranges from α = 0.81 to α = 0.86 [ 34 ].

To operationalise burnout according to a more conservative definition (see [ 5 , 41 ]), we created a dichotomous variable such that burnout indicated having a high score for EE (i.e. score ≥ 16) and having notable values in at least one of the other two dimensions (i.e. CY score ≥ 10 or AE score ≤ 23).

Burnout resilience

In accordance with our definition of burnout, we defined burnout resilience as a complementary variable, which resulted in a dichotomous variable comprising the values burnout (0) and burnout resilience (1). It is essential to acknowledge that we do not consider burnout resilience to be a long-term concept, such as burnout recovery.

General self-efficacy

The General Self-Efficacy Scale (GSE) [ 35 ] is a validated inventory that measures an individual’s subjective beliefs and expectations regarding their ability to cope with challenging situations based on their own competencies. The GSE comprises 10 concise statements (e.g. ‘I can find a solution to any problem’ and ‘I always know how to act in unexpected situations’) with responses ranging from 1 (not at all true) to 4 (exactly true) on a 4-point Likert scale. The GSE produces a total score between 10 and 40 points, with higher scores indicating higher self-efficacy, and has shown high reliability, validity, and internal consistency [ 36 , 37 ]. The Cronbach’s alpha of the GSE ranges from 0.76 to 0.90 [ 36 , 37 ].

Statistical analysis

General and descriptive statistics.

We used SPSS version 28.0.0.0 (IBM, Armonk, NY, USA) for statistical analyses with significance set at α < 0.05. For descriptive analysis, means and frequencies were calculated for all socio-demographic variables, professional and academic qualifications, self-efficacy, burnout and burnout resilience, and for all individual scales of the MBI-SS. The variable of cynicism was found to significantly violate normal distribution, as revealed by graphical tests using histograms; therefore, medians were calculated along with means. Within the operationalisation of burnout and resilience to burnout, all MBI scales were included, but not as a metric sum score, but as a dichotomous variable (see description above). Other studies [ 5 , 41 ] have adopted or discussed a similar operationalisation and analysis strategy.

In addition, we analysed whether there were differences between semester levels on all scales of the MBI, burnout and burnout resilience, and self-efficacy. To identify differences between two groups, we conducted χ 2 -tests or independent t -tests; by contrast, to identify differences between more than two groups, we conducted a one-way ANOVA or χ 2 -tests. When homogeneity of variances could not be assumed using Levene’s test, we calculated Welch’s test or Welch’s ANOVA. We interpreted all effect sizes according to Cohen’s [ 38 ] guidelines. The effect sizes of η 2  = 0.01, Cramér’s V = 0.1 and | d | = 0.2 indicate a small effect. Similarly, effect sizes of η 2  = 0.06, V = 0.3 and | d | = 0.5 indicate a medium effect, while effect sizes of η 2  = 0.14, V = 0.5 and | d | = 0.8 indicate a large effect.

Logistic regression analysis

We conducted a logistic regression analysis to determine the impact of various socio-demographic variables, variables related to medical school, professional and academic pre-qualifications, and self-efficacy on burnout resilience. Figure  1 provides details about the variables analysed and their coding. The first category was chosen as the reference category for the categorical variables. Odds ratios ( OR ) were calculated to determine effect sizes; an OR of approximately 1.5 indicates a small effect, an OR of approximately 3.0 indicates a medium effect, and an OR of approximately 5.0 indicates a large effect. If any OR exceeds 1, then the value has to be inverted (1/ OR ) [ 39 ].

Independent variables (i.e. continuous and categorial) used in the regression analysis to predict burnout resilience 1 categories: 1rd semester, 3rd semester, 6th semester, 10th semester, final year. 2 lower values indicate better grades. 3 categories: multiple choice, financing studies by parents/relatives (0 = no, 1 = yes), financing studies by partner/spouse (0 = no, 1 = yes), financing studies by own earnings (0 = no, 1 = yes), financing studies by savings (0 = no, 1 = yes)

Mediation analysis

We conducted a mediation analysis using the PROCESS Macro by Hayes [ 40 ] to determine whether self-efficacy mediates the relationship between completing vocational training in the medical field before medical school and burnout resilience among medical students. Because the outcome variable was dichotomous, effect sizes could not be calculated. However, prior to conducting the mediation analysis, we also performed exploratory analyses by calculating descriptive statistics, Welch t -tests, and χ 2 -tests to examine the associations and effects among the three variables. The results of univariate analysis were used to better understand the effects of the mediation analysis.

Response rate and sample description

The final calculations were based on a sample size of 2217 medical students, with a response rate of 48.4%. A total of n  = 1422 women (64.7%), n  = 772 men (35.1%), and n  = 4 students (0.2%) who indicated ‘other’ for gender participated in the study. The mean age was 23.89 years ( SD  = 3.88) and ranged from 16 to 45 years. Overall n  = 316 medical students (14.3%) were in their 1st semester, n  = 432 (19.5%) were in their 3rd semester, n  = 619 (27.9%) were in their 6th semester, n  = 394 (17.8%) were in their 10th semester, and n  = 456 (20.6%) were in their final year.

Overall, n  = 531 students (24.0%) reported having completed vocational training in the medical field, with the majority being paramedics ( n  = 230, 43.3%), followed by nurses ( n  = 194, 36.5%). Meanwhile, n  = 133 students (6.0%) reported having completed an academic degree prior to starting medical school; most of those participants held a degree in a STEM - (abbr. for Science, Technology, Engineering and Maths) subject ( n  = 46, 34.6%), followed by the medical field (e.g. dentistry, molecular medicine, and human biology; n  = 33, 24.8%) and psychology ( n  = 18, 13.5%). Beyond that, n  = 468 participants (21.2%) reported completing volunteer work prior to medical school, most often in healthcare ( n  = 182, 39%), followed by child and youth welfare ( n  = 48, 10.3%) and care for people with disability ( n  = 23, 4.9%).

Burnout among students at different semester levels

Using a rather conservative definition of burnout , (for an overview see Dyrbye and Shanafelt [ 41 ]), we calculated a burnout rate of 19.7% ( n  = 429) compared with an 80.3% ( n  = 1751) rate of burnout resilience. The highest percentage for burnout surfaced among medical students in their 3rd semester (22.3%) and the lowest percentage among students in their 10th semester (13.9%). Moreover, 31.0% of students reported scores of emotional exhaustion ≥ 16, with the highest percentage in the 3rd (42.5%) and 1st semester (41.2%) and the lowest percentage in the 10th semester (21.3%). Additionally, 22.7% of all students reported cynicism scores ≥ 10, with the highest percentage in the final year (29.6%) and the lowest percentage in the 1st semester (14.7%). Overall, 31.4% of the students reported low academic efficacy scores with ≤ 23, with the highest percentage in the 6th semester (35.8%) and the lowest percentage in the 1st semester (24.3%).

Results of self-efficacy

The mean sum score for self-efficacy was 30.96 ( SD  = 4.04) with a range from M  = 30.47 ( SD  = 4.48) for medical students in final year and M  = 31.23 ( SD  = 4.08) for medical students in their 10. Semester. Self-efficacy levels significantly differed between semesters, p  = .02 with η 2  = 0.005, which is below the threshold for a small effect size.

Table  1 displays the means, frequencies, and additional descriptive statistics of the Maslach Burnout Inventory and self-efficacy scores for students grouped by current semester level.

Results of logistic regression analysis for the sample

All assumptions for conducting a logistic regression analysis were met. The continuous variables exhibited a linear relationship with the dependent variable, and no outliers (i.e. studentised residuals ± 3 SD ) or multicollinearity (i.e. r  < .70) emerged between the independent variables. The analysis included 2002 participants from our sample, with 215 students excluded due to missing values. A logistic regression analysis was conducted to investigate the impact of various socio-demographic variables (i.e. age, gender, marital status, and having children), variables related to medical school (i.e. semester, undergraduate GPA, country of graduation, and financing of medical study), professional and academic pre-qualifications (i.e. vocational training, academic degree, and volunteer work), and self-efficacy on burnout resilience. The statistical model was significant, χ 2 (18) = 200.10, p  < .001, with a small effect size ( f 2  = 0.18) per Cohen’s [ 38 ] guidelines.

To answer our first research question, we found a significant positive association of resilience to burnout with having own children living in the same household, with financing studies with own income, and with higher levels of self-efficacy. The odds of reporting burnout resilience were higher for students who had their own children living in the same household ( p  = .004, OR  = 4.26) and for students who were financing their medical study with their own earnings ( p  = .03, OR  = 1.34). Additionally, higher levels of self-efficacy were associated with a greater chance of reporting burnout resilience ( p  < .001, OR  = 1.20). We found a significant negative association between burnout resilience and financing studies with the help of a partner or spouse. Having a partner or spouse finance medical study was found to decrease the chance of reporting burnout resilience ( p  = .04, OR  = 0.55, 1/ OR  = 1.82). However, there was no association with age, gender, marital status, semester level, undergraduate GPA, country of graduation, financing studies by parents/relatives, financing studies by savings, vocational training in the medical field, an academic degree or voluntary service.

Table  2 a presents all coefficients and OR s, while Table  2 b presents the means or frequencies of all variables analysed in the regression analysis.

When conducting our mediation analysis, we followed Baron and Kenny’s [ 42 ] four steps for establishing mediation. Because the dependent variable was dichotomous, it was impossible to calculate the total effect between vocational training and burnout resilience. However, Rucker et al. [ 43 ] have argued that a total effect is not necessary for mediation analysis. Our analysis included 2133 cases (i.e. with 84 missing values). Preliminary univariate analyses showed that, on average, self-efficacy was higher in the group that completed vocational training ( M  = 31.44, SD  = 3.71) than in the group without vocational training ( M  = 30.84, SD  = 4.13), Welch’s t (954.81) = − 3.12, p  = .002. However, the effect size was very small ( d  = − 0.15). The group with burnout resilience had a higher average self-efficacy ( M  = 31.55, SD  = 3.73) than the group with symptoms of burnout ( M  = 28.64, SD  = 4.41), with a medium effect size ( d  = − 0.75) determined using Welch’s t test, t (569.10) = − 12.43, p  < .001. No significant association appeared between burnout resilience and the completion of vocational training, χ 2 (1) = 3.72, p  = .05. Of all 516 medical students with vocational training, 77.5% ( n  = 400) indicated burnout resilience. Similarly, of all 1617 medical students without vocational training, 81.4% ( n  = 1316) indicated burnout resilience.

To test the assumptions of our logistic regression analysis, we examined the linear relationship between the metric variable of self-efficacy and the dichotomous dependent variable. We found no outliers (i.e. studentised residuals ± 3 SD ). After including the mediator in the model, vocational training significantly predicted self-efficacy (β = 2.08, p  = .002), which in turn significantly predicted burnout resilience (β = 0.18, p  < .001). After the mediator was incorporated into the model, the direct effect c’ remained significant (β = − 0.40, p  = .002). In line with our second research question, we found that the relationship between vocational training and burnout resilience was mediated by self-efficacy, with an indirect effect of 0.11 and a 95% CI of [0.04, 0.19]. Figure  2 provides an overview of the mediation process.

The mediation analysis according to Baron and Kenny’s [ 42 ] four steps showed that vocational training (0 = no, 1 = yes) predicted self-efficacy, which in turn predicted resilience to burnout (0 = no, 1 = yes). After including self-efficacy as a mediator variable in the model, the direct effect c’ remained significant 1 training (in the medical field) was one of three variables that we defined as professional and academic pre-qualifications (see Method section); in the mediation analysis we analysed exclusively the association with prior vocational training

** p  < .01, *** p  < .001

In our multicentre, cross-sectional study, we investigated how different socio-demographic variables and variables related to medical study, professional and academic qualifications, and self-efficacy relate to burnout resilience and whether self-efficacy mediates the relationship between past vocational training and burnout resilience. In this section, we present our findings and discuss their implications in the context of relevant international literature and theoretical models.

Burnout prevalence at different stages of university education

We employed a rather conservative definition of burnout , which we determined using high scores for emotional exhaustion in addition to notable values in at least one of two other dimensions (high scores for cynicism or low scores for academic efficiency). The overall burnout rate was 19.7%, with rates ranging from 13.9% for students in their 10th semester to 22.3% for students in their 3rd semester. The rate of emotional exhaustion was highest in the early stages and lowest in the 10th semester. The rate of cynicism was highest in the final year of study and lowest in the 1st semester. The 6th semester had the highest frequency of low academic efficiency, while the 1st semester had the lowest.

The study’s findings align with the heterogenous results in national and international literature on burnout among students [ 1 , 2 , 44 , 45 ]. Furthermore, the survey of burnout (resilience) across numerous semester groups offers insights into the prevalence and diverse manifestations of this construct throughout the course of the study. According to Lazarus and Folkman’s [ 46 ] stress model, our results suggest that emotional exhaustion among students during earlier semesters is due to the initial adjustment to the demands of studying. By contrast, students in later semesters may have already developed coping strategies that enable them to better manage stress. An increasing rate of cynicism in later semesters could indicate a process of disillusionment or negative adjustment to the academic environment. Festinger’s [ 47 ] concept of cognitive dissonance may explain that phenomenon. Beyond that, differences in academic efficiency may relate to developmental and maturational processes that influence self-concept and self-regulation, as described in Bandura’s self-efficacy theory [ 21 , 22 ]. The findings of the present study are in alignment with those reported in the most recent systematic literature review on burnout [ 2 ]. Those findings are valuable for developing targeted prevention and intervention strategies to promote students’ well-being and performance during their studies.

Relationship between burnout resilience with variables related to medical school

Our regression analysis to answer the first research question revealed no significant relationship between burnout resilience and age, gender, marital status, semester, country of graduation, means of financing medical study, vocational training completed in the medical field, university degree, or volunteer work before medical study. However, burnout resilience was positively related to a higher level of self-efficacy, having children of one’s own living in the same household, and financing one’s studies with one’s own income. By contrast, having a partner or spouse finance medical study was negatively associated with burnout resilience.

The results of our regression analysis offer valuable insights into the factors of burnout resilience among medical students. Other studies have also supported the relationship between higher levels of self-efficacy and burnout resilience in medical students, final year medical students and residents. These studies emphasise the significance of fostering self-efficacy in the initial stages of medical training and identifying indications of burnout in medical students. The inclusion of prevention programmes in the curriculum was also recommended in order to minimise the psychological burden on young professionals. [ 2 , 23 , 24 , 48 , 49 ].

According to Bandura’s self-efficacy theory, confidence in one’s abilities plays a central role in coping with stress and challenges [ 21 , 22 ]. Moreover, the study suggests a positive correlation between financing one’s own studies and burnout resilience, indicating that financial independence may contribute to a sense of control and stability. Those findings align with Julian Rotter’s control belief theory [ 50 ]. Conversely, the negative association between a partner or spouse financing studies and burnout resilience could indicate potential conflicts or dependencies within the partnership. The concept of interpersonal dynamics and stress transfer within relationships can shed light on this issue: Stress or conflict in one partner can affect the mental health and well-being of the other, leading to burnout [ 51 , 52 ]. Other studies have also demonstrated a correlation between stress and financial difficulties [ 53 , 54 ].

Concepts and analysis with focus on conflict moderation can explain why completing vocational training, volunteer work, or an academic degree in the medical field prior to studying medicine is not related to burnout resilience. The relationship between different domains of life, including work and education, and factors of mental health such as burnout resilience may moderated by the extent to which those areas conflict with each other and may be particularly relevant to understanding the experience of medical students, who often have high professional expectations and undergo intensive academic training associated with high demands and stress [ 2 , 16 , 55 , 56 , 57 ]. Individuals who have gained professional experience in the medical field may have developed perceptions or standards that do not always align with the requirements of medical school [ 26 ]. Conflict and a negative impact on burnout resilience can therefore arise when professional experience and the requirements of a medical curriculum clash. Although there may be no direct link between professional and academic qualifications in the medical field and burnout resilience, the potential conflict described warrants attention. The potential stress resulting from the conflict between professional expectations and the requirements of study may outweigh the potential benefits of preexisting professional experience for the burnout resilience of medical students. It is important to consider that dynamic when evaluating the impact of preexisting professional experience on burnout resilience [ 58 , 59 , 60 ].

Mediation analysis and the suppressor effect

The results of our mediation analysis to answer the second research question suggest that completing professional training in the medical field is associated with higher levels of self-efficacy. Increased self-efficacy was also positively associated with burnout resilience. Our findings suggest that self-efficacy mediates the relationship between vocational training and burnout resilience. They additionally indicate a suppressor effect of the mediator in that relationship given the opposite signs of the direct effect and the mediated effect [ 61 ]. Medical students who have undergone professional training in the medical field and who reported higher levels of self-efficacy also exhibited greater burnout resilience. Completing professional training may have increased their burnout resilience. However, the positive relationship between professional training and burnout resilience may disappear or even turn negative if students do not feel efficacious. A higher level of self-efficacy can help students to cope better with the demands of medical school, which may consequently increase their burnout resilience (see also [ 21 , 22 , 23 , 24 ]). Professional pre-medical training can therefore be viewed as a form of education that provides students with specific skills and competencies. As a result of their training, students may feel better equipped to face the challenges of studying medicine [ 30 ]. The conceptualisation of self-efficacy as the result of experiences and the acquisition of skills, as outlined in Bandura’s self-efficacy theory [ 21 ], supports that interpretation. However, the suppressor effect suggests that completing training does not automatically lead to higher self-efficacy, for only the combination of vocational training and higher self-efficacy yields burnout resilience. Self-efficacy’s importance as a mediating variable in stress management processes [ 62 ] is emphasised by its role in mediating the relationship between vocational training and burnout resilience and suggests that self-efficacy plays a crucial role in mitigating the negative effects of stressors and promoting resilience.

Strengths and limitations

The present study examined the relationship between self-efficacy, past professional experience and burnout resilience in 2217 undergraduate medical students in their first, third, sixth and tenth semester and in their final year of university education. A response rate of 48.4% was achieved. To the best of our knowledge, no other studies have been conducted that examine these relationships in a multicentre study at five medical faculties in Germany.

One of the study’s limitations was that the associations were analysed following a cross-sectional design. Therefore, the reported associations cannot be interpreted causally but only associatively. In future studies, researchers should use a longitudinal design to validate these relationships. It is also important to note that the students in the study reported their experience of burnout using a valid self-report instrument. No clinical interviews were conducted, nor were any assessments made by external sources.

Given the limited scope of this article, it is not feasible to delve into the comprehensive discourse surrounding the nature, operationalisation and classification of burnout within the context of classification systems such as the ICD-11 or the DSM-V. In addition, in the present study we used a dichotomous variable to define burnout and burnout resilience.

All three of the individual scales were considered in this process. We would like to point out that the MBI was not originally designed to provide an (additive) overall burnout score and that the emotional exhaustion, cynicism and academic efficacy scales should be considered individually [ 33 , 34 ]. In their systematic review, Erschens and colleagues discussed the pros and cons of burnout instruments and concepts [ 2 ]. In addition to the well-established MBI, the authors recommended the Copenhagen Burnout Inventory (CBI, [ 63 ]), the Work-Related Behaviour and Experience Patterns (AVEM, [ 64 ]), the Oldenburg Burnout Inventory (OLBI, [ 65 ]) as alternatives to the MBI, depending on the specific aim of the study. Further studies should also analyse self-efficacy as a mediating variable and the effects on burnout resilience using other burnout measures or considering the single scales emotional exhaustion, cynicism and academic efficacy.

Our results indicate the association of burnout resilience, on the one hand, and certain socio-demographic variables and variables related to medical school on the other. In addition, our results suggest the suppressor effect of self-efficacy in the relationship between prior vocational training in the medical field and burnout resilience. Medical students are at increased risk of burnout early in their studies. In response, international research stresses the need for student health management that teaches and promotes resilience, self-care, and empathy, in addition to medical knowledge and skills. It is of significant importance to foster and cultivate healthy, competent, empathetic students able to excel as doctors in the future [ 16 ]. Measures to promote resilience in healthcare students should extend beyond educating them about stressors and resilience factors. According to a recent Cochrane review [ 7 ], various interventions can be employed, and experiential exercises, including maintaining a self-care and well-being diary, could be included in a well-being portfolio [ 66 ].

Jerusalem and Schwarzer [ 36 ] have identified three focal points for curricular interventions: motivated learning, competent social behaviour, and proactive action. To promote academic, social, and general self-efficacy, individualised motivational strategies should be employed, the classroom climate should be improved, and competencies such as problem-solving skills and learning strategies should be acquired. Further studies could investigate the transferability of that intervention-based approach to medical students. Along similar lines, Van Dinther et al. [ 67 ] have demonstrated the effectiveness of interventions aimed at promoting students’ self-efficacy, particularly those based on social cognitive theory.

Because self-efficacy can be strengthened by peer support [ 68 , 69 ], it may be beneficial to make the future study model more flexible and adaptable to students’ needs and thereby enable personalised teaching. The new admission regulations in Germany also allow for a more flexible design that integrates family and career into the degree program [ 70 ]. Further research is required to explore the link between professional training and the risk of burnout in medical studies in greater detail and to categorise it more effectively. In particular, the group of health professionals who will later work in a demanding environment involving direct or indirect contact with patients should receive training in maintaining their own mental health at an early stage. Beyond that, future intervention-based approaches should prioritise peer tutoring and personalised learning to educate and protect such a vulnerable group.

Overall, our study’s results provide important insights into the psychological mechanisms that modulate the relationship between vocational training, self-efficacy, and burnout resilience among medical students. The results highlight the importance of self-efficacy as a mediating variable and suggest that promoting it may be an effective strategy for improving burnout resilience among medical students.

Data availability

There are legal restrictions on the sharing of this de-identified dataset. The authors of the study received permission from the Medical Faculty of Tuebingen to collect the data only if they were not made publicly available without individual permission for specific questions (i.e. on request) due to the confidential nature of the data. Therefore, data are only available from the corresponding author: Dr. Rebecca Erschens or from Prof. Dr. med. Stephan Zipfel, Head of the Department for Psychosomatic Medicine and Psychotherapy, Medical University Hospital Tuebingen, Osianderstr. 5, 72076 Tuebingen/Germany.

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Acknowledgements

VSM-BW (’Verbund Studierendenauswahl Medizin in BW’) is a collaborative project within the initiative FESt-BW (’Fonds Erfolgreich Studieren in Baden-Wuerttemberg’), and we would like to thank all study participants as well as everyone who supported us on site the members of the FEST-BW study group (in alphabetical order): Kerstin Ahlborn, David Ambiel, Dorothee Amelung, Tobias Boeckers, Ana-Maria Bordes, Marianne Giesler, Petra Hahn, Lutz Hein, Augustin Kelava, Natalie Petersen, Tim Schaffland, Regina Sticker, Thomas Wieland, Tim Wittenberg. For biometric support we would like to thank Marina Pumptow.

This study was funded by the Ministry of Science, Research and the Arts of the State of Baden-Württemberg (AZ:23-0421.918-4(18)/UNI TÜ, AZ: 0421.918-4/31/1, AZ: 23-0421.918-4/53/2) within the framework “Studying successfully in Baden-Württemberg - Funding Line 4 Aptitude and Selection. The funder was not involved in designing the study, data collection and analysis, decision to publish, or preparation of the manuscript.

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Rebecca Erschens, Carla Schröpel, Anne Herrmann-Werner, Florian Junne & Stephan Zipfel

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This research project was designed and conceptualised by RE, AH-W, SZ and TF-W, with substantial input from LL, SCH and KS-B. The authors FJ, AH and KK edited the theoretical framework and research questions. The authors RE, CS, LL, OK and TF-W were responsible for the collection of the data. RE, CS, and TF-W were responsible for the statistical analysis. The data was interpreted by the authors RE, CS, KS-B, AH-W, and SZ. RE and CS were responsible for the preparation of the figures and tables. The initial draft of the manuscript was prepared by RE. All authors have contributed substantially to the preparation of the manuscript in terms of substantial input, editing and approval of all versions.

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The study was approved by the Ethics Committees of the Faculty of Medicine at Tübingen University Hospital (No. 534/2019BO1). All methods were carried out according to the Declaration of Helsinki Association (2013). Participation in the study was voluntary and participants gave their informed consent (written or online). Book vouchers were distributed to participants as compensation.

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Erschens, R., Schröpel, C., Herrmann-Werner, A. et al. The mediating role of self-efficacy in the relationship between past professional training and burnout resilience in medical education: a multicentre cross-sectional study. BMC Med Educ 24 , 875 (2024). https://doi.org/10.1186/s12909-024-05854-9

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New Relic is named a Leader in the 2024 Gartner® Magic Quadrant™ for Observability Platforms for the 12th Consecutive Time

New relic has been named a leader in every report since 2012.

By Katrina Wong, Chief Marketing Officer

We are honored that New Relic has been named a Leader in the 2024 Gartner® Magic Quadrant™ for Observability Platforms . We are the only observability company to receive recognition as a Leader each time since 2012. This demonstrates our commitment to helping our customers like Domino’s , Mercado Libre , and Forbes Media stay consistently ahead in their respective markets.

Proliferation of monitoring tools is driving operational complexities

Businesses are facing growing technological and operational complexity due to the proliferation of specialized monitoring tools and distributed applications. This often leads to inefficiencies, miscommunication, and delayed responses to issues, negatively impacting customer experiences and revenue. We address these challenges with our unified observability platform, giving businesses a holistic view of their technology landscape and deep context for troubleshooting. We help businesses streamline their monitoring processes, quickly identify and address issues, and make data-driven decisions. This simplifies operations and enhances the ability to deliver consistent, high-quality customer experiences and drive innovation.

Innovating ahead of the market with OTel, AI, and DEM 

Innovation is at the core of our success. In the last few months, we have maintained our long track record of innovation by collaborating with NVIDIA to provide New Relic AI monitoring for applications built with NVIDIA NIM, launching the first integrated, AI-driven DEM solution and New Relic Pathpoint , and deepening our support for OpenTelemetry . These innovations provide businesses of all sizes the latest advancements needed to optimize the performance and reliability of digital applications. We are delivering on our mission of making observability accessible to every business with the industry’s only true consumption pricing and natural language querying and analytics powered by its in-platform generative AI assistant, New Relic AI . 

Recommended by 90% of customers as their platform of choice

We are one of the most-rated observability vendors by customers on the Gartner Peer Insights™ platform. We have an overall rating of 4.5 stars out of 5.0 based on 1389 verified customers, with 90% willingness to recommend the platform. A high percentage (63%) of verified reviewers rate New Relic 5.0 stars for observability. Our customers recognize us for our ability to:  

• Ensure system resilience and up to 100% uptime : “New Relic has been there for us through the ins and outs of sunsetting zabbix and the noise that it has brought, and replacing it with a holistic, data-driven observability and incident management policy, I cannot speak highly enough of how much they helped us along the road to a successful implementation, and it's led to quarters at 100% uptime so far!" — Staff Platform Engineer - Healthcare and Biotech
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Thank you to our customers and partners who trust New Relic to monitor, secure, and optimize their stack. We’re honored to be the sole vendor recognized as a Leader in the Magic Quadrant for observability platforms for 12 years running, and remain committed to eliminating disruptions to your digital enterprise so that your business can grow.

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Katrina is New Relic’s Chief Marketing Officer. She brings 20+ years of experience in marketing, go-to-market, and community development to New Relic.

Katrina is an AI-driven marketer with a passion for reaching developer communities. She has a proven track record for helping companies through stages of substantial growth and launching products in new markets. She has also created award-winning integrated campaigns with data storytelling. Katrina most recently served as Divisional CMO and VP Marketing at Twilio Segment. She has also held marketing and go-to-market leadership positions at Hired, Zuora, Salesforce, and SAP. She started her career as a management consultant for PricewaterhouseCoopers.

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COVID-19 Update : American InterContinental University remains open to serve students.

What Is an M.Ed. Degree in Adult Education and E-Learning?

A degree may open the door to a variety of opportunities and diverse career paths. The degree programs offered at AIU will not necessarily lead to the featured careers. This collection of articles is intended to help inform and guide you through the process of determining which level of degree and types of certifications align with your desired career path.

Children and teens aren’t the only ones who need or want to learn. You may have heard the saying, “learning is a lifelong process”—and that lifelong process can involve both informal life experiences and formal adult education and training.

Pursuing an online Master’s in Adult Education and E-Learning degree program could help you work to build the skills and knowledge necessary to pursue various career paths in the field.

What Is a Master’s Degree Program in Adult Education?

Depending upon the institution or program (some institutions could offer more than one option), the degree conferred upon completing a master’s program in adult education may be a Master of Education (M.Ed.), Master of Arts (M.A.) or Master of Science (M.S.) in Adult Education.

American InterContinental University’s Master of Education (M.Ed.) in Adult Education and E-Learning degree program is a practitioner’s degree program (as opposed to a research-based degree program) designed for educational practitioners at all levels of experience. Unlike the AIU Master of Education in Leadership of PreK-12 Educational Organizations degree program, students pursuing the concentration in Adult Education and E-Learning do not need to have a current teaching license.*

What’s the Difference Between a Master of Arts and a Master of Education?

Some schools offer a Master of Arts (or Science) in Education. Others offer a Master of Arts in Teaching (M.A.T.). And still others offer both a Master of Arts in Education and a Master of Education. But what is the difference between an M.A. and M.Ed., or between an M.A.T. and M.Ed.?

The difference between a Master of Arts vs. Master of Education degree program appears to come down to classification/focus. A Master of Arts/Master of Science in Education degree is generally considered a “research degree” because such programs tend to require a thesis. This type of graduate education program might appeal to students who are thinking of one day pursuing a doctoral degree.

A Master of Education, on the other hand, is generally considered a professional degree because such programs are more “practitioner-focused” and don’t require students to submit and defend a master’s thesis. This doesn’t mean that the knowledge and skills you’ll study in an M.Ed. program aren’t based in research, however. In AIU’s M.Ed. in Adult Education and E-Learning degree program, for example, you’ll study a number of instructional theories, techniques, tools and skills that you can apply in workplace training, continuing education and professional development settings.

Why Pursue a Master of Education Degree with a Concentration in Adult Education & E-Learning?

In order to teach adults in a public school, you’ll have to research your state’s education and licensing requirements. If you aspire to focus on corporate/workplace training and development or on continuing education, potential employers could conceivably require that you possess a master’s degree. But even where a master’s in adult education is not required, pursuing such a degree program could help you study the relevant fundamentals for instructing adult learners and develop more knowledge about the field.

AIU’s Master of Education in Adult Education and E-Learning degree program is designed to help candidates prepare to pursue adult-education teaching roles in basic and remedial education programs, continuing education programs and programs designed to develop or improve related knowledge and skills. The concentration explores how to collaborate in a community of learners, professionally apply these skills and develop e-learning solutions for a variety of learning environments and purposes, including corporate training. The M.Ed. in Adult Education and E-Learning degree program is a fully online, 45-credit program that is designed to be completed in as little as one year. Courses in this specialization may include:

• Adult Learner Characteristics and Facilitation
• Designing Instruction for eLearning for Adults
• Assessing and Evaluating Adult Learning

We also offer an M.Ed. concentration in Education Administration .

Explore Online Education Programs at American InterContinental University

• Online Master's Degree in Adult Education
• Online Master's in Education Administration
• Online Master's in Leadership of Pre-K-12 Educational Organizations Degree

What Could I Do with a Master’s in Adult Education?

AIU’s M.Ed. degree program with a concentration in Adult Education and E-Learning is designed to provide candidates an opportunity to study the design, implementation and evaluation of adult education programs. It is designed to help develop an understanding of adult education and training theories, skills and techniques to help candidates prepare to pursue a career path in adult education.

If you’re interested in pursuing a master’s in education degree program, the following potential career paths might be of interest to you:

Instructional Coordinator

• What They Do : Instructional coordinators, also known as curriculum specialists, work in elementary and secondary schools, colleges, professional schools and educational support services. They also may work for state and local governments. They evaluate school curriculums and teaching techniques established by school boards, states or federal regulations; observe teachers in the classroom; review student test data; and discuss the curriculum with school staff. They might also train teachers on new teaching standards or methodologies or on technology. 1
• Education & Work Experience : Instructional coordinators typically need a master’s degree in education or curriculum and instruction, and they must also possess relevant work experience in teaching or school administration. Those who work in public schools may need a state-issued license as well. 1
• Job Outlook : According to the Bureau of Labor Statistics employment of instructional coordinators is projected to grow 2 percent from 2022 to 2032. 1

Training and Development Specialist

• What They Do : Training and development specialists help create, plan and run training programs for businesses and organizations. They analyze an organization’s needs and then develop training programs tailored to those needs. The training programs they develop may occur online, in the classroom or at a training facility, and they may be administered in various ways, i.e., via lectures, team exercises, videos, instruction manuals, etc. 2
• Education & Work Experience : Training and development specialists typically need a bachelor’s degree in a business-related field or in education, social science, psychology or communications. Relevant work experience or experience with virtual learning, mobile training and other technology-based tools is typically required, although some employers might hire candidates who lack work experience but possess a master’s degree. 2
• Job Outlook* : According to the Bureau of Labor Statistics employment of training and development specialists is projected to grow 6 percent from 2022 to 2032. 2

The list of career paths related to this program is based on a subset from the Bureau of Labor Statistics CIP to SOC Crosswalk. Some career paths listed above may require further education or job experience.

* American InterContinental University’s Master of Education degree program is not designed to meet state educator licensing or advancement requirements; however, it may assist candidates in gaining these approvals in their state of residence depending on those requirements. Contact the state board of education in the applicable state(s) for details.

1 Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, “Instructional Coordinators,” https://www.bls.gov/ooh/education-training-and-library/instructional-coordinators.htm (last visited 6/19/2024). 2 Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, “Training and Development Specialists,” https://www.bls.gov/ooh/business-and-financial/training-and-development-specialists.htm (last visited 6/19/2024).

American InterContinental University cannot guarantee employment, salary, or career advancement. REQ1963881 6/2024

Related Articles

• Courses to take and skills to study in an education degree program
• How to Choose an Education Degree Specialization
• What Can I Do With a Master's in Education - Education Administration?
• What Else Can You Do With an M.Ed. Degree?

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Kolkata doctor rape and murder: What happened on the night of incident

The semi-nude body of the 31-year-old woman post-graduate trainee, who was raped and murdered inside a seminar hall of rg kar medical college and hospital, was found on august 9. here's what happened on the day of the incident..

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• Before committing the crime, accused consumed alcohol with a patient's relative
• Later, he entered a seminar hall in the hospital where victim was resting
• He exited the hall about 45 minutes later, as per the crime timeline

Hospital services across West Bengal remained disrupted on Monday due to the ongoing protests by the medical fraternity over the gruesome rape and murder of a junior doctor at a government-run hospital in Kolkata last week.

Interns and postgraduate trainees at state-run medical establishments across the state have joined the ongoing agitation in support of the junior doctors' cease work at that hospital. Now in its fourth day, the protest will continue until those responsible are brought to justice.

The semi-nude body of the 31-year-old woman post-graduate trainee doctor , who was raped and murdered inside a seminar hall of RG Kar Medical College and Hospital, was found on August 9 morning, sparking a nationwide outrage.

After initial investigation and examination of the CCTV cameras installed on the hospital premises, Kolkata Police arrested a civic volunteer, identified as Sanjay Roy, who later admitted to his crime .

The accused, who was arrested in an intoxicated condition from outside the hospital, has been sent to police custody till August 23 and many high-raking officials of the RG Kar Medical College and Hospital have been suspended for negligence in the matter .

Here is a timeline of everything that has happened in the case so far:

August 5-8: Sanjay Roy travelled to Salua in Kharagpur to attend a Police's Welfare Society meeting. He stayed there from August 5 to August 8, claiming he was on duty as a civic assistant.

August 8, morning: Upon his return to Kolkata on the morning of August 8, Sanjay Roy first visited RG Kar Hospital, where he worked as a broker, to facilitate the admission of a patient. After ensuring the patient was admitted, he left the hospital but returned later that night.

August 8, night: At around 11 pm, Sanjay returned to RG Kar Hospital to assist the same patient with an X-ray. The patient's family accompanied him during this time. After spending a few minutes with them, Sanjay left the hospital building.

August 9, early hours: Sanjay returned to the hospital again at around 1 am to help another patient whose surgery was scheduled. After assisting this patient, he remained on the hospital premises, where he consumed alcohol with one of the patient's relatives behind the hospital building. He also provided financial assistance to the patient’s family and arranged an Uber bike for their journey home.

August 9, 3 am: At approximately 3 am, Sanjay went back to the third floor of the Chest Medicine building at the hospital. Within minutes, he entered the seminar hall where the lady doctor was resting. It was here that he allegedly raped and murdered her. Sanjay left the seminar hall after about 40-45 minutes.

August 9, 4:30 am: CCTV footage captured Sanjay leaving the hospital premises at around 4.37 am. He then returned to his barrack and went to sleep.

Later that morning: The Kolkata Police, after reviewing the CCTV footage and observing his suspicious activities, detained Sanjay Roy from the barrack. He was brought back to the hospital for questioning.

IN THIS STORY

ePolicy News August 2024

August 13, 2024

Urge Congress to Fix Medicare Fee Schedules The Centers for Medicare and Medicaid Services proposes to cut payment rates for physician services, including pathology services, by almost 3 percent, and additional cuts to hundreds of clinical laboratory services. Also, the Medicare Economic Index, which measures medical practice cost inflation, is expected to increase in 2025. ASCP urges our members to contact Congress and demand that they fix Medicare payment rates.  Read more. Resources for Imminent BD Blood Culture Media Bottle Shortage BD Life Sciences, a leading manufacturer of blood culture media bottles (BD BACTECTM blood culture vials), has notified customers to expect an impending shortage in blood culture media bottles. BD has said the supply disruption associated with BD’s plastic bottle supplier, is more complex than initially predicted and will affect its ability to keep up with global demands. The impact of this shortage is expected to affect patient care and the ability to diagnose and treat bloodstream infections.  Read more. CMS Recognizes Specialist in Cytology Certification as CLIA Compliant The ASCP and ASCP Board of Certification (BOC) are pleased to announce a significant milestone that underscores the value of ASCP BOC credentials in enhancing the professional landscape for laboratory professionals while elevating patient safety. The ASCP BOC developed an eligibility route for the SCT(ASCP) certification exam, specifically for graduates of master's level CAAHEP-accredited Cytology Programs within the past five years. The Center for Medicare and Medicaid Services (CMS) and the Center for Disease Control and Prevention recognize the ASCP BOC Specialist in Cytology certification, SCT(ASCP), as CLIA compliant.  Read more. ASCP and Board of Certification Urge University of Maryland to Reconsider MLS Program Closure The University of Maryland School of Medicine has announced it will not accept students into its medical laboratory scientist (MLS) training program this fall, and it will cease operations entirely in 2027. ASCP and the ASCP Board of Certification have written to the Dean of the Medical School highlighting the critical importance of the laboratory workforce and urged the school to reconsider its plans.  Read more. ASCP, BOC Support Veterans Affairs Proposal on MLS’s Scope of Practice ASCP and the ASCP Board of Certification (BOC) urged the U.S. Department of Veterans Affairs (VA) to finalize a proposal to adopt the ASCP BOC’s scope of practice for medical laboratory scientists. The VA’s proposal would set a national standard of practice for medical laboratory scientists, which means medical laboratory scientists at VA locations could have the same scope of practice, regardless of state licensure laws.  Read more. Help ASCP Understand the Financial Realities of Laboratory Education. Your Insights Matter! ASCP members are encouraged to participate in a new survey, set to launch on Sept. 9, to study the costs associated with laboratory education and training for professionals in medical and public health laboratories. The study is conducted by ASCP and the ASCP Board of Certification.  Read more. ASCP 2024: Discover How the LDT Ruling May Affect Your Practice The Food and Drug Administration’s claim it has authority to regulate laboratory developed tests has been a hot topic for more than a year. ASCP will devote three hours of education to this topic, and how it may affect laboratory medicine and patient care, during a special three-part series on Sept. 5 and 6 at the ASCP 2024 Annual Meeting in Chicago.   Read more. CDC Virtual Reality Laboratory Expands Access to Training on Biosafety and Preparedness A new Virtuality Reality Laboratory, from the Centers for Disease Control and Prevention’s OneLab program, offers access to free training in biosafety, specimen handling, and preparedness.  Read more. ASCP 2024 Policy Session Puts Spotlight on ASCP’s Massive CLIA Win, the LDT Lawsuit, and More Jonathan Genzen, MD, PhD, FASCP, clinical pathology professor at the University of Utah and chief medical officer and senior director of government affairs at ARUP Laboratories, and ASCP President-Elect Gregory N. Sossaman, MD, MASCP, clinical pathologist and service line lead for pathology and laboratory medicine at Ochsner Health, New Orleans, will lead a session, “Public Policies Impacting the Practice of Pathology and Laboratory Medicine, on Friday, Sept. 6, at the ASCP 2024 Annual Meeting. The session will be moderated by Greg Davis, MD, FASCP, a member of the ASCP Board of Directors.  Read more. Medical Lab Directors, Residents, Fellows--This Test Utilization Course is Designed for You ASCP’s long involvement and leadership in Effective Test Utilization (ETU) has led to the development of best practices to reduce unnecessary testing and waste, improve cost-effectiveness, and benefit patient outcomes using evidence-based testing. Now ASCP, through a cooperative agreement with the Centers for Disease Control and Prevention (CDC), has developed an eLearning course, “Case-Based Best Practices in Effective Test Utilization for Clinical Laboratories,” freely available through the ASCP Store.  Read more.

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