Cyndi H Gaudet - Academia.edu (original) (raw)
Papers by Cyndi H Gaudet
Routledge eBooks, Jun 21, 2023
International journal of instructional media, Mar 22, 1998
The University of Southern Mississippi created the Workforce Training and Development Program wit... more The University of Southern Mississippi created the Workforce Training and Development Program within the School of Engineering Technology at the request of the State Workforce Development Council. In parallel, the School of Engineering Technology also expanded its Masters Degree program to include emphasis areas in Workforce Training and Development and in Environmental Safety. From inception, faculty members working to develop these programs recognized that building close ties with business and industry was important to the long-term success of these new programs. The authors adopted a four step approach designed to involve business and industry in the process of program development. The first step was to define the role that industry should play in the development and growth of the programs. The second step was to identify and contact companies which would be interested in committing their time and talent to program development. The third step was to actively involve business and industry personnel while developing opportunities within industry to augment student education. The final step was to cement the relationship with the industrial partner and to develop long-term commitments to program development. Within the first year, this approach has succeeded in developing solid relationships with business and industry. Members of business and industry have offered support by participating on the Industrial Advisory Committee, establishing paid internship positions, hosting field trips, hosting large group projects, assisting with networking with other businesses, and advising on technical course content. These efforts have combined to create a stronger undergraduate and graduate curriculum while being more responsive to the hiring needs of regional business and industry.
Cases and Exercises in Organization Development & Change, 2018
During the Spring Semester of 1998, undergraduate and graduate students enrolled in Environmental... more During the Spring Semester of 1998, undergraduate and graduate students enrolled in Environmental Management Systems-ISO 14000 for the Pulp Industry worked closely with Georgia-Pacific’s Leaf River Pulp Operations to prepare the documentation for a draft ISO 14001Environmental Management System (EMS) for the mill. The mill already has an extensive, detailed EMS due to the numerous regulations associated with their operation and has not yet decided to pursue registration to ISO 14001. The primary goal of this project was for students enrolled in the course to prepare a draft ISO 14001 EMS document for the mill, and by doing so gain practical experience related to ISO 14000, environmental management systems, mill environmental affairs and project management. Working with the students, mill management and environmental engineers learned about ISO 14000 and now have a framework for development of an ISO 14001 EMS for the mill should they elect to pursue registration. In developing the I...
Abstract: In response to an increase in the number of skilled workers needed to sustain the geosp... more Abstract: In response to an increase in the number of skilled workers needed to sustain the geospatial workplace, the Geospatial Workforce
Performance Improvement, 2010
ABSTRACT
In response to an increase in the number of skilled workers needed to sustain the geospatial work... more In response to an increase in the number of skilled workers needed to sustain the geospatial workplace, the Geospatial Workforce Development Center developed the Geospatial Technology Competency Model that identifies the roles, competencies, and outputs for the geospatial technology industry. A rigorous research methodology was utilized to develop a competency model that integrates the technical, business, analytical, and interpersonal skills required for the geospatial marketplace. Organizations can use the Geospatial Technology Competency Model to describe the kinds of workers needed in the geospatial information technology industry, improve employee recruitment and selection, manage the performance of existing employees, and design geospatial information technology training and education programs.
This paper discusses leveraging organizational competencies in hospitality management education t... more This paper discusses leveraging organizational competencies in hospitality management education through employee volunteerism in business-education partnerships, and the needs for partnership accountability and performance measures for continued investment from business partners. Study results of employee-volunteerism in a casino management business-education partnership suggest untapped corporate social responsibility benefits for employers.
The Institute of Medicine (2011b) stated that health information technology will change the funda... more The Institute of Medicine (2011b) stated that health information technology will change the fundamental way that nurses document patient care. Nurses should become less task orientated and have more opportunities to communicate with and support their patients and their patients' families (Institute of Medicine, 2011b). However, as indicated by the investigators in the study (2011b) and Spencer and Lunsford (2010), little is known about nurse-patient communication that takes place during electronic documentation at the bedside. Findings from the studies by Timmons (2003), Kossman and Scheidenhelm (2008), and Duffy, Kharasch, and Du (2010) suggested that when nurses use electronic documentation, the communication between the nurses and the patients is not dynamic. There is no give and take between the nurse and the patient. The nurse carries out an action automatically, without any discussion or input from the patient. Patients' acknowledgment that their needs are either still present, not improved, or resolution is limited. Moreover, Kossman and Scheidenhelm (2008) suggested that electronic documentation creates task driven give and take communication between the nurse and the patient, and that communication is based on marking off an electronic checkbox. The participants (N = 46) reported that their attention was diverted away from the patient and toward the computer (Kossman & Scheidenhelm, 2008). ELECTRONIC DOCUMENTATION 9 The purpose of this study was to explore the culture of nurse-patient interaction associated with electronic documentation at the bedside. The specific aims of this study were: 1) to describe nurse-patient interaction as demonstrated in verbal and non-verbal reciprocal communication; 2) to identify the emerging overt and unspoken patterns of nurse-patient communication while using electronic documentation; and 3) to identify nurses' actions, either automatic (without discussing with the patient) or deliberative (involving reciprocal communication with the patient), that occur while integrating electronic bedside documentation into patient care. The study design was micro-ethnography. The primary modes of data collection were passive participant observation, audio recording of the nurse-patient interactions, and interviews, both informal and semi-structured. This study added to knowledge about nursing practice and electronic documentation at the bedside, the environment of that bedside practice, and nurse-patient communication as it is occurred in real time. The following text provides context of health information technology. The concepts of nurse-patient interaction without electronic documentation are examined. Also, nurse-patient interactions and nurses' perception of the care provided with respect to bedside electronic documentation are examined. Health Information Technology Background The move from paper to computerized documentation is projected to improve hospitalized patient outcomes while decreasing the cost of care. The impetus for this major change originated from a national interest in improving health care safety. Brennan, et al. (1991) suggested that patient safety was compromised as the direct result of failures of medical management and substandard care. Examples of suboptimal care were illustrated in the Institute of Medicine Report (IOM), Too Err is Human: Building a Safer Health System (2000). The
Companies are being forced to recognize that increased productivity comes from investing in peopl... more Companies are being forced to recognize that increased productivity comes from investing in people, not technology (Fenner, 1989). The importance placed on learning in the workplace is evidenced by the financial commitment of corporate America; formal company training increased 45 percent from 1983 to 1991 (Camevale and Camevale, 1994). The training and background of those responsible for HRD is not as well defined as for some other professions. No standard qualifications or educational requirements exist for the individual with HRD responsibilities. Most practitioners did not choose HRD as their original occupation (McCullough, 1987) but transferred into HRD as subject matter experts with preservice educational backgrounds in occupations outside HRD (Lapides, 1991). There are trainers in the field today without a college degree, as well as those with advanced degrees. A 1993 Truining magazine survey showed that the trainers surveyed were just as likely to hold master's degrees (38 percent) as bachelor's degrees (39 percent), and fewer than one in ten have a Ph.D. degree (7 percent). Another 16 percent are working as trainers without a college degree (Froiland, 1993). With an increased need for training comes an increased need for competent training professionals. More and more students are seeking to pursue a career in training, causing some HRD academic programs to limit enrollment (Castner, 1991). According to the Academic Directory published by the American Society for Training and Development (ASTD), 70 certificate, 85 bachelor's, 108 master's, and 80 doctoral degree programs are offered in the United States. The growing number of HRD programs-degree and nondegree-can be found in various academic units on university campuses. Some HRD degree programs include obtaining a certificate as part of degree requirements, while at other institutions nondegree certificate and degree programs are clearly separate. Sometimes separate HRD certificate programs coexist on the same campus with little or no coordination or articulation. Furthermore, substantial differences exist between universities offering HRD programs as to in-FORUM is a nonrefereed section inviting readers' reactions and opinions.
Advances in Developing Human Resources
The Problem Human resource development (HRD) academic programs have grown and evolved over the la... more The Problem Human resource development (HRD) academic programs have grown and evolved over the last 25 plus years in a dynamic, global economy; yet, many HRD academic programs still grapple to define their role and purpose. Without the ability to clearly articulate the potential contributions undergraduate and graduate HRD programs offer the HRD profession, our universities, and global economy, we weaken our capacity to advance the field of HRD. Each year since 1999, The Conference Board, a global research association, has asked CEOs, presidents, and chair people across the globe to identify their most critical challenges. In the CEO Challenge 2015 and 2016 Reports, human capital was ranked as the number one global challenge. As the top challenge, CEOs view human capital in all its forms—from dynamic leadership to a skilled workforce cadre—as the primary fuel that will drive the engines of growth within their organizations. Undergraduate HRD programs are uniquely positioned to acade...
Delta Pi Epsilon Journal, 1993
![Research paper thumbnail of Ready or Not? Assessing Change Readiness for Implementation of the Geospatial Technology Competency Model[c]](https://attachments.academia-assets.com/68405378/thumbnails/1.jpg)
](Online Submission, 2007
A shortage of a qualified and skilled workforce exists to meet the demands of the geospatial indu... more A shortage of a qualified and skilled workforce exists to meet the demands of the geospatial industry (NASA, 2002). Solving today's workforce issues requires new and innovative methods and techniques for this high growth, high technology industry. One tool to support workforce development is a competency model which can be used to build a workforce. Implementation of a competency model is considered a major change initiative in organizations. Implementing a change such as this without assessing the readiness of the organization can result in decreases in profitability. This study develops a framework for the development of a change readiness scorecard for the implementation of the Geospatial Technology Competency Model©.
Mentoring & Tutoring: Partnership in Learning, 2016
Human Resource Development Quarterly, 1995
Companies are being forced to recognize that increased productivity comes from investing in peopl... more Companies are being forced to recognize that increased productivity comes from investing in people, not technology (Fenner, 1989). The importance placed on learning in the workplace is evidenced by the financial commitment of corporate America; formal company training increased 45 percent from 1983 to 1991 (Camevale and Camevale, 1994). The training and background of those responsible for HRD is not as well defined as for some other professions. No standard qualifications or educational requirements exist for the individual with HRD responsibilities. Most practitioners did not choose HRD as their original occupation (McCullough, 1987) but transferred into HRD as subject matter experts with preservice educational backgrounds in occupations outside HRD (Lapides, 1991). There are trainers in the field today without a college degree, as well as those with advanced degrees. A 1993 Truining magazine survey showed that the trainers surveyed were just as likely to hold master's degrees (38 percent) as bachelor's degrees (39 percent), and fewer than one in ten have a Ph.D. degree (7 percent). Another 16 percent are working as trainers without a college degree (Froiland, 1993). With an increased need for training comes an increased need for competent training professionals. More and more students are seeking to pursue a career in training, causing some HRD academic programs to limit enrollment (Castner, 1991). According to the Academic Directory published by the American Society for Training and Development (ASTD), 70 certificate, 85 bachelor's, 108 master's, and 80 doctoral degree programs are offered in the United States. The growing number of HRD programs-degree and nondegree-can be found in various academic units on university campuses. Some HRD degree programs include obtaining a certificate as part of degree requirements, while at other institutions nondegree certificate and degree programs are clearly separate. Sometimes separate HRD certificate programs coexist on the same campus with little or no coordination or articulation. Furthermore, substantial differences exist between universities offering HRD programs as to in-FORUM is a nonrefereed section inviting readers' reactions and opinions.
International Journal of Instructional Media, 1998
The mission of business education programs continues to change, expanding from traditional progra... more The mission of business education programs continues to change, expanding from traditional programs preparing secondary and post-secondary business teachers to include then preparation of multimedia curriculum developers and corporate trainers. This evolution is due in part ...
Routledge eBooks, Jun 21, 2023
International journal of instructional media, Mar 22, 1998
The University of Southern Mississippi created the Workforce Training and Development Program wit... more The University of Southern Mississippi created the Workforce Training and Development Program within the School of Engineering Technology at the request of the State Workforce Development Council. In parallel, the School of Engineering Technology also expanded its Masters Degree program to include emphasis areas in Workforce Training and Development and in Environmental Safety. From inception, faculty members working to develop these programs recognized that building close ties with business and industry was important to the long-term success of these new programs. The authors adopted a four step approach designed to involve business and industry in the process of program development. The first step was to define the role that industry should play in the development and growth of the programs. The second step was to identify and contact companies which would be interested in committing their time and talent to program development. The third step was to actively involve business and industry personnel while developing opportunities within industry to augment student education. The final step was to cement the relationship with the industrial partner and to develop long-term commitments to program development. Within the first year, this approach has succeeded in developing solid relationships with business and industry. Members of business and industry have offered support by participating on the Industrial Advisory Committee, establishing paid internship positions, hosting field trips, hosting large group projects, assisting with networking with other businesses, and advising on technical course content. These efforts have combined to create a stronger undergraduate and graduate curriculum while being more responsive to the hiring needs of regional business and industry.
Cases and Exercises in Organization Development & Change, 2018
During the Spring Semester of 1998, undergraduate and graduate students enrolled in Environmental... more During the Spring Semester of 1998, undergraduate and graduate students enrolled in Environmental Management Systems-ISO 14000 for the Pulp Industry worked closely with Georgia-Pacific’s Leaf River Pulp Operations to prepare the documentation for a draft ISO 14001Environmental Management System (EMS) for the mill. The mill already has an extensive, detailed EMS due to the numerous regulations associated with their operation and has not yet decided to pursue registration to ISO 14001. The primary goal of this project was for students enrolled in the course to prepare a draft ISO 14001 EMS document for the mill, and by doing so gain practical experience related to ISO 14000, environmental management systems, mill environmental affairs and project management. Working with the students, mill management and environmental engineers learned about ISO 14000 and now have a framework for development of an ISO 14001 EMS for the mill should they elect to pursue registration. In developing the I...
Abstract: In response to an increase in the number of skilled workers needed to sustain the geosp... more Abstract: In response to an increase in the number of skilled workers needed to sustain the geospatial workplace, the Geospatial Workforce
Performance Improvement, 2010
ABSTRACT
In response to an increase in the number of skilled workers needed to sustain the geospatial work... more In response to an increase in the number of skilled workers needed to sustain the geospatial workplace, the Geospatial Workforce Development Center developed the Geospatial Technology Competency Model that identifies the roles, competencies, and outputs for the geospatial technology industry. A rigorous research methodology was utilized to develop a competency model that integrates the technical, business, analytical, and interpersonal skills required for the geospatial marketplace. Organizations can use the Geospatial Technology Competency Model to describe the kinds of workers needed in the geospatial information technology industry, improve employee recruitment and selection, manage the performance of existing employees, and design geospatial information technology training and education programs.
This paper discusses leveraging organizational competencies in hospitality management education t... more This paper discusses leveraging organizational competencies in hospitality management education through employee volunteerism in business-education partnerships, and the needs for partnership accountability and performance measures for continued investment from business partners. Study results of employee-volunteerism in a casino management business-education partnership suggest untapped corporate social responsibility benefits for employers.
The Institute of Medicine (2011b) stated that health information technology will change the funda... more The Institute of Medicine (2011b) stated that health information technology will change the fundamental way that nurses document patient care. Nurses should become less task orientated and have more opportunities to communicate with and support their patients and their patients' families (Institute of Medicine, 2011b). However, as indicated by the investigators in the study (2011b) and Spencer and Lunsford (2010), little is known about nurse-patient communication that takes place during electronic documentation at the bedside. Findings from the studies by Timmons (2003), Kossman and Scheidenhelm (2008), and Duffy, Kharasch, and Du (2010) suggested that when nurses use electronic documentation, the communication between the nurses and the patients is not dynamic. There is no give and take between the nurse and the patient. The nurse carries out an action automatically, without any discussion or input from the patient. Patients' acknowledgment that their needs are either still present, not improved, or resolution is limited. Moreover, Kossman and Scheidenhelm (2008) suggested that electronic documentation creates task driven give and take communication between the nurse and the patient, and that communication is based on marking off an electronic checkbox. The participants (N = 46) reported that their attention was diverted away from the patient and toward the computer (Kossman & Scheidenhelm, 2008). ELECTRONIC DOCUMENTATION 9 The purpose of this study was to explore the culture of nurse-patient interaction associated with electronic documentation at the bedside. The specific aims of this study were: 1) to describe nurse-patient interaction as demonstrated in verbal and non-verbal reciprocal communication; 2) to identify the emerging overt and unspoken patterns of nurse-patient communication while using electronic documentation; and 3) to identify nurses' actions, either automatic (without discussing with the patient) or deliberative (involving reciprocal communication with the patient), that occur while integrating electronic bedside documentation into patient care. The study design was micro-ethnography. The primary modes of data collection were passive participant observation, audio recording of the nurse-patient interactions, and interviews, both informal and semi-structured. This study added to knowledge about nursing practice and electronic documentation at the bedside, the environment of that bedside practice, and nurse-patient communication as it is occurred in real time. The following text provides context of health information technology. The concepts of nurse-patient interaction without electronic documentation are examined. Also, nurse-patient interactions and nurses' perception of the care provided with respect to bedside electronic documentation are examined. Health Information Technology Background The move from paper to computerized documentation is projected to improve hospitalized patient outcomes while decreasing the cost of care. The impetus for this major change originated from a national interest in improving health care safety. Brennan, et al. (1991) suggested that patient safety was compromised as the direct result of failures of medical management and substandard care. Examples of suboptimal care were illustrated in the Institute of Medicine Report (IOM), Too Err is Human: Building a Safer Health System (2000). The
Companies are being forced to recognize that increased productivity comes from investing in peopl... more Companies are being forced to recognize that increased productivity comes from investing in people, not technology (Fenner, 1989). The importance placed on learning in the workplace is evidenced by the financial commitment of corporate America; formal company training increased 45 percent from 1983 to 1991 (Camevale and Camevale, 1994). The training and background of those responsible for HRD is not as well defined as for some other professions. No standard qualifications or educational requirements exist for the individual with HRD responsibilities. Most practitioners did not choose HRD as their original occupation (McCullough, 1987) but transferred into HRD as subject matter experts with preservice educational backgrounds in occupations outside HRD (Lapides, 1991). There are trainers in the field today without a college degree, as well as those with advanced degrees. A 1993 Truining magazine survey showed that the trainers surveyed were just as likely to hold master's degrees (38 percent) as bachelor's degrees (39 percent), and fewer than one in ten have a Ph.D. degree (7 percent). Another 16 percent are working as trainers without a college degree (Froiland, 1993). With an increased need for training comes an increased need for competent training professionals. More and more students are seeking to pursue a career in training, causing some HRD academic programs to limit enrollment (Castner, 1991). According to the Academic Directory published by the American Society for Training and Development (ASTD), 70 certificate, 85 bachelor's, 108 master's, and 80 doctoral degree programs are offered in the United States. The growing number of HRD programs-degree and nondegree-can be found in various academic units on university campuses. Some HRD degree programs include obtaining a certificate as part of degree requirements, while at other institutions nondegree certificate and degree programs are clearly separate. Sometimes separate HRD certificate programs coexist on the same campus with little or no coordination or articulation. Furthermore, substantial differences exist between universities offering HRD programs as to in-FORUM is a nonrefereed section inviting readers' reactions and opinions.
Advances in Developing Human Resources
The Problem Human resource development (HRD) academic programs have grown and evolved over the la... more The Problem Human resource development (HRD) academic programs have grown and evolved over the last 25 plus years in a dynamic, global economy; yet, many HRD academic programs still grapple to define their role and purpose. Without the ability to clearly articulate the potential contributions undergraduate and graduate HRD programs offer the HRD profession, our universities, and global economy, we weaken our capacity to advance the field of HRD. Each year since 1999, The Conference Board, a global research association, has asked CEOs, presidents, and chair people across the globe to identify their most critical challenges. In the CEO Challenge 2015 and 2016 Reports, human capital was ranked as the number one global challenge. As the top challenge, CEOs view human capital in all its forms—from dynamic leadership to a skilled workforce cadre—as the primary fuel that will drive the engines of growth within their organizations. Undergraduate HRD programs are uniquely positioned to acade...
Delta Pi Epsilon Journal, 1993
Online Submission, 2007
A shortage of a qualified and skilled workforce exists to meet the demands of the geospatial indu... more A shortage of a qualified and skilled workforce exists to meet the demands of the geospatial industry (NASA, 2002). Solving today's workforce issues requires new and innovative methods and techniques for this high growth, high technology industry. One tool to support workforce development is a competency model which can be used to build a workforce. Implementation of a competency model is considered a major change initiative in organizations. Implementing a change such as this without assessing the readiness of the organization can result in decreases in profitability. This study develops a framework for the development of a change readiness scorecard for the implementation of the Geospatial Technology Competency Model©.
Mentoring & Tutoring: Partnership in Learning, 2016
Human Resource Development Quarterly, 1995
Companies are being forced to recognize that increased productivity comes from investing in peopl... more Companies are being forced to recognize that increased productivity comes from investing in people, not technology (Fenner, 1989). The importance placed on learning in the workplace is evidenced by the financial commitment of corporate America; formal company training increased 45 percent from 1983 to 1991 (Camevale and Camevale, 1994). The training and background of those responsible for HRD is not as well defined as for some other professions. No standard qualifications or educational requirements exist for the individual with HRD responsibilities. Most practitioners did not choose HRD as their original occupation (McCullough, 1987) but transferred into HRD as subject matter experts with preservice educational backgrounds in occupations outside HRD (Lapides, 1991). There are trainers in the field today without a college degree, as well as those with advanced degrees. A 1993 Truining magazine survey showed that the trainers surveyed were just as likely to hold master's degrees (38 percent) as bachelor's degrees (39 percent), and fewer than one in ten have a Ph.D. degree (7 percent). Another 16 percent are working as trainers without a college degree (Froiland, 1993). With an increased need for training comes an increased need for competent training professionals. More and more students are seeking to pursue a career in training, causing some HRD academic programs to limit enrollment (Castner, 1991). According to the Academic Directory published by the American Society for Training and Development (ASTD), 70 certificate, 85 bachelor's, 108 master's, and 80 doctoral degree programs are offered in the United States. The growing number of HRD programs-degree and nondegree-can be found in various academic units on university campuses. Some HRD degree programs include obtaining a certificate as part of degree requirements, while at other institutions nondegree certificate and degree programs are clearly separate. Sometimes separate HRD certificate programs coexist on the same campus with little or no coordination or articulation. Furthermore, substantial differences exist between universities offering HRD programs as to in-FORUM is a nonrefereed section inviting readers' reactions and opinions.
International Journal of Instructional Media, 1998
The mission of business education programs continues to change, expanding from traditional progra... more The mission of business education programs continues to change, expanding from traditional programs preparing secondary and post-secondary business teachers to include then preparation of multimedia curriculum developers and corporate trainers. This evolution is due in part ...