The Brandeis GPS blog

Insights on online learning, tips for finding balance, and news and updates from Brandeis GPS

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What is Learning Experience Design and why is it the next frontier in learning and development?

By Brian Salerno

If you’ve been paying attention to the world of instructional design, learning and development, and educational technology, there’s no doubt that you’ve heard a lot of new terminology over the last five or so years. Learning architecture, learning engineering, and learning experience design are just a few of the newest word combinations being used to describe the field of practice that was once primarily encapsulated by the term instructional design.

These are not just buzzwords, but a sign that the field is rapidly changing in ways that are transforming the way learners experience education and training, and the impact that learning has on their careers, personal lives, and pursuit of lifelong learning.

So, what does it all mean?

If you consider how education and professional training have evolved over the last decade and a half, it’s clear that learning has undergone (and continues to undergo) a massive digital transformation. Technology and mobile connectivity have given life to a whole new way of learning – on demand, on-the-go, and wrapped around and between all the other aspects of our busy lives – this digital transformation has also transformed the way educators approach the design of trainings, courses, and academic programs.

With the rise of online learning and other digitally-enabled approaches, providers of education and training are increasingly coming to the realization that effective and impactful learning isn’t simply a transactional experience that starts and ends with a final grade or with a student’s successful completion of a certification test, but instead is a holistic and integrated approach that considers the entire learning experience.

This is where the field of Learning Experience Design comes into the picture. Learning Experience Design (also known as LX or LxD) is an interdisciplinary approach to the design of learning and training that is grounded in human-centered approaches adapted from user-experience design (UX), user-interface design (UI), design thinking, cognitive psychology, learning science, and instructional systems design with the goal of creating learning experiences that converge curriculum and technology in a manner that creates powerful, contextualized, and transformative education and training experiences.

Learning Experience Designers don’t simply design educational resources and assessments, but instead they use learner research techniques to understand the ‘persona’ of the intended learner audience and map a learning journey that will ensure learners meet their goals, they curate and create learning content that is flexible and adaptive, they evaluate and adopt learning technologies that help the learners apply their learning in a real-world content, they develop highly applied and experiential activities that help learners meet outcomes and demonstrate competencies, and they leverage learning analytics and data to continuously improve the learning experience.

Learning Experience Designers will often leverage design thinking and rapid prototyping techniques to guide the creative process of developing impactful, memorable, and transformative learning experiences. Learner-centered approaches to designing education and training frequently require subject matter experts to break out from traditional approaches to educating and assessing student learning, and Learning Experience Designers use these techniques to help to understand and empathize with the learners, define the learning goals or competencies, guide the ideation process to come up with the most learner-centered approaches, protype and test those ideas, and implement learning solutions that engage learners in new and powerful ways.

For many years, companies have understood that experience design is a valuable and even necessary approach to making their products and services accessible, desirable, and enjoyable to use for their customers. In the field of education and training, we don’t often like to think of our learners as customers, but we know that our learners’ ability to access and use learning technologies, their desire to learn and engage with educational content, and the level to which they enjoy learning has a significant impact on their levels of engagement and even the level to which the learning content ‘sticks’ and can be applied later on…

This is why Learning Experience Design has emerged as the next frontier in learning and development, because positive and relevant learning experiences that keep the learner and their needs at the center help to ensure that our learners become engaged experts, lifelong learners, and powerful contributors to their fields.

Brian Salerno is the chair of the MS in Learning Experience Design program at Brandeis GPS.

Tips for building relationships with virtual classmates

All learning —even digital learning — is a collaborative experience. Online students have the unique opportunity to connect with peers from all over the country and the world. Thanks to constant advances in instructional design, social networking and UX/UI, students pursuing online graduate degrees have the same opportunities to build meaningful relationships with their classmates as their on-campus counterparts. Read on for our guidelines on how to maximize these virtual relationships.

1) Practice empathetic communication

Empathetic communication, or empathetic listening, refers to the practice of listening with the intent to understand the speaker’s frame of reference for how they experience the world. Thanks to the nature of online learning, you may find yourself in a classroom full of people with different communication styles, norms and cultural values. Common slang that you’re used to may not resonate with a peer from a different country. When it comes to scheduling, be mindful of different time zones. And while it’s easy to get caught up in the stress of needing to complete a group project on a deadline, try being mindful of varying professional or personal commitments your classmates may have outside of school.

2) Choose a program that prioritizes learning experience design and peer engagement.

Not all online programs are created equally. As you evaluate your options for an online master’s degree, make sure you are considering programs that provide an optimal digital learning experience that prioritizes student-to-student interaction. Brandeis Graduate Professional Studies uses the latest best practices in online course design to foster peer engagement, and has offered online courses for more than a decade. Additionally, unlike MOOCs and other online education providers, Brandeis GPS caps courses at 20 students.

3) Make time for social interaction.

Connecting with your classmates on social media platforms like LinkedIn or Slack will allow you to engage on a more informal level. Many people use these tools to share career insights and interesting articles and trends, so you’ll be able to expand your professional network and learn a bit more about your industry. You may even learn about an interesting conference opportunity or a new position to apply to.

In addition to social media, make sure you take advantage of your program’s online learning module. Students at Brandeis GPS use a special social forum to chat about non-course-related events, such as current affairs, sports, or regional networking opportunities.

4) Write with clarity

When it comes to any online interaction, clear and concise writing is critical for optimal communication. But writing with clarity involves more than writing with brevity. Being intentional with the words you choose, how you format your writing, and the tone you mean to convey is essential for fostering strong virtual relationships. Here are some examples of how to write with clarity:

  • Don’t over-complicate things: why use fancy words when simple ones will do? If you do use words that are likely to be unfamiliar to the bulk of your audience, make sure you define them. This relates back to empathetic communication.
  • Keep your paragraphs short in discussion posts or emails – try for one or two sentences per paragraph, if possible.
  • Keep your sentences short.
  • Leverage writing tools like Microsoft Word’s readability stats or the Hemingway App.
  • Avoid passive voice.

5) Take advantage of technology

Today’s technology makes it easy to collaborate. Make your group projects a more seamless experience with tools like:

  • Zoom, which allows for cloud-based video and audio conferencing
  • User-friendly project management apps for virtual teams like Asana or Trello
  • Google Drive, which provides free cloud storage for online documents, spreadsheets, presentations and more. Drive also has a chat feature, which allows teams to easily collaborate while all working on a document.

Brandeis Graduate Professional Studies is committed to creating programs and courses that keep today’s professionals at the forefront of their industries. To learn more, visit www.brandeis.edu/gps

 

Student Spotlight: Charlie D’Angelo

Student spotlight on Charlie D'Angelo from Northborough, Massachusetts. He is part of the Digital Marketing and Design Program and is a digital marketing manager at Boston Scientific. He has taken seven class. Movie theater or Netflix? Netflix. Favorite ice cream flavor? Chocolate almond chip. If there were 25 hours in a day, how would you use that extra hour? Learn to play the piano. Mr D'Angelo says, "Digital marketing expertise is so important in today's business world, and my goals include being the most knowledgeable digital professional I can be to help Boston Scientific continue to grow."

How to balance sunshine and studying

To many graduate students who follow a more traditional academic schedule, summer means pressing pause on their journeys toward an advanced degree. For part-time, online graduate students in programs designed to run all year, summer provides students an opportunity to continue the momentum and complete a degree in less time than they would if their program followed a conventional dual-semester model.

Students enrolled in these types of programs may wonder how their course commitments will impact summer travel and vacation. But taking a summer course does not need to mean the end of your summer fun. Here are some tips for balancing your course load while still enjoying your family, friends, or solo beach time.

Create a realistic plan

As soon as your summer course syllabus is available, read through it. Make note of any big assignments, exams, and final projects. If you know that you are going to be vacationing or having a busy week, then plan to complete your assignments ahead of schedule. Be honest with yourself about how much time you are going to need for your course. One of the worst things you can do when trying to be efficient with coursework is not planning enough time for your assignments; it creates more stress and can lead to work that is not up to par with your abilities. Make time for your assignments by creating a weekly routine that is practical for you. Here are some time management apps that can help you do just that.

Make use of technology

Make use of Wi-Fi and the portability/mobility that comes with an internet connection. Brandeis GPS is an example of a school that allows you to take online classes from any location. You can download course materials directly to your mobile device or laptop while traveling, and also access your classroom while on the go (or by the pool).

Utilize the small moments

Whether you are hanging by the beach or travelling to Japan, there are always small moments when you are on the move but can find a break. There may be no Wi-Fi on a plane or in a car, but you can use the travel time to prep your next discussion response, read through feedback from your instructor, or jot down ideas for your final project. By taking advantage of these spare moments, you may not even realize you’ve chipped away at school-related deadlines.

Find a program that sets you up for success

Brandeis GPS’s upcoming 10-week session runs from July 17 to Sept. 24. Courses are fully online and designed with a learning experience that supports adults working full-time.

Students interested in a Brandeis GPS graduate program can take courses before starting the application process. View the July course schedule here. To speak with an enrollment advisor, contact gps@brandeis.edu or 781-736-8787.

The Power of Learning Experience Design

By Carol Damm

Carol DammHow would you like to go on a week-long retreat to Hawaii, all expenses paid, with your colleagues to put together a framework to enable programmatic changes to how you offer your courses? This was what we termed an outrageous solution presented by a team of instructional designers and instructional technologists at a recent workshop I organized on Learning Experience Design in Higher Ed. We challenged the attendees to move outside of their comfort zone and to not let existing practice within higher ed to frame their thinking.

Featuring Brandeis University’s Brian Salerno, Gary David from Bentley University, and Melissa Kane at Brown University, the NERCOMP workshop’s goal was to show participants why and how they should be integrating learning experience design as a practice in higher ed.

Learning experience design applies user-centered design methodologies along with a deep understanding of cognitive psychology and learning sciences to creating impactful and transformative solutions for learners and the wider ecosystem within which learning happens. User-centered design methods have been adopted across industries because the approach effectively enables out-of-box thinking to identify problems and generate new solutions. At the same time, the approach remains grounded by keeping primary stakeholders — whether users or learners — at the center of the process.

So, while an all-expense paid trip to Maui would not be happening, these creative minds hit on an essential component of bringing about mandated change within a department: the faculty would need to work together to determine how to meet the mandate and the university would need to provide support for this effort by contributing to an attractive experience or focused time frame within which they can shape how they will meet this challenge. In order to improve the learning experience, those who construct that experience will need support.

The solution that the team provided incorporated other innovative practice as did all of the presentations made that day; whether supporting a faculty member who needed to revise a course based on student feedback, creating a professional development course for a diverse population of working professionals, or creating an IT solution to improve the student experience in a learning management system.

If you are interested in reviewing the slides of the presentation or reviewing some of the resources, you can find out more here.

 

Carol Damm is the Director of Programs and Assessment at Brandeis GPS and an adjunct faculty in the MS in Learning Experience Design program.

Faces of GPS is an occasional series that profiles Brandeis Graduate Professional Studies students, faculty and staff. Find more Faces of GPS stories here.

Hiring in an Ever-Changing Landscape

By Jesse Mazur

The New Hotness

You can’t go a month without hearing about the latest new framework or language that will solve all of your coding problems. In the mobile and front-end worlds it feels like last year’s state-of-the-art project is next year’s crufty legacy code. In this ever-changing landscape, engineers are always trying to learn the latest technique, attend a new bootcamp, or crank out a new personal project in order to keep up. The result can be piles of resumes that contain every new buzz word under the sun, and applicants painting themselves as the best candidate for just about any engineering position. How can hiring managers ensure that they find the right person? How can aspiring engineers land the right job?

The answer: fundamentals.

Back to Basics

There will always be a new way to do things. In the iOS world we saw a major shift from Objective C to Swift. In the Android world we are seeing a shift from Java to Kotlin. In the web world, we saw jQuery take the JavaScript world by storm, then Google’s Angular was the only way anyone wanted to write web apps. Now, it seems like Facebook’s React is leading the pack. What has not changed are the basic building blocks of software: data structures and algorithms. Minor differences aside, an array is always an array and a for loop is always a for loop. What many new engineers are missing when they go after “the new hotness” are those fundamentals. It’s not just about knowing how to set up an Action/Reducer in React that makes someone a good engineer. That skill will make them relevant right now, in the world where React is king, but in a few years there will be a new player in the game and that skill will be yesterday’s news. The engineers that will continue to shine will be those who understand the fundamentals of programming so that they can adapt to the next wave of short-lived must-have tech stacks.

The Current Process

There are certainly valid criticisms of common tech hiring practices. Long interview loops with difficult coding problems written primarily on a whiteboard inevitably leave something to be desired. The reason for this process is often misunderstood and can lead to dissatisfied candidates complaining about unfair, puzzle-like questions. “When was the last time anyone actually used a red black tree on the job anyway?!” Not all of those complaints are unwarranted. An engineer, at her core, is a problem solver. The programming language is simply one of many tools she uses to solve the problem. The spirit of these questions is to reveal the candidate’s problem solving skills in order to understand if she will be able to solve similar problems on the job. Coding interviews shouldn’t be vocabulary tests or mind bending trick questions. A well-worded question will challenge the candidate, but it will also be practical and relevant to the work they will be doing on the job. It will have several possible solutions, each of which may leverage different data structures and algorithms. Its difficulty will also scale, so that a more seasoned engineer will solve it more elegantly, while handling more edge cases right off the bat. An experienced interviewer should be able to gauge that skill early on and know what curve balls to throw the candidate to calibrate the questions to the candidate’s level.

Talent vs Skill

A final piece of the puzzle is the ability to recognize and balance the difference between talent and skill. In this context, talent is defined as an innate ability or trait the candidate possesses— something that cannot necessarily be taught. A skill, on the other hand, can be defined as something that can be mastered with practice over time. Finding the correct engineer should start with identifying which talents she needs to embody in order to be successful in the role, then defining the ideal skillset. For example, a candidate with a natural drive to deliver results, who is a quick learner with good fundamentals, might not need to be 100% familiar with the bleeding-edge framework being used on a given project. She can probably join the team, learn quickly, and get a project to the finish line on time.

Conclusion

The engineering world is always changing and there will always be some new way to solve the same old problems. Finding candidates with innate talents that are necessary for the role, who also have a strong grasp of the fundamentals, will set up any dev team for longer term success. Trying to hire a team of engineers who only know the latest and greatest means having a staff that will not outlast the ever-shortening lifespan of tech stacks. What’s more, trying to find that unicorn-ninja-coder may actually take longer than simply finding a solid engineer who can learn on the job.

Jesse Mazur is a Senior Director of Engineering at Meredith Corporation, the largest US media conglomerate (People, Sports Illustrated, Real Simple, etc.), and a member of the Brandeis GPS Master of Software Engineering advisory board.

Faces of GPS is an occasional series that profiles Brandeis University Graduate Professional Studies students, faculty and staff. Find more Faces of GPS stories here.

Rabb School 2019 commencement ceremony celebrates commitment to having it all

The Rabb School of Continuing Studies awarded diplomas to 117 Graduate Professional Studies (GPS) students at its 2019 commencement ceremony this morning. Approximately one-third of the graduating class attended the event, which took place from 8 to 9:30 a.m. at the Faculty Club on campus.

One of four schools at Brandeis University, the Rabb School is dedicated to developing innovative ways to deliver a Brandeis education to non-traditional communities. The GPS students graduating today have earned their masters of science degrees fully online, often while holding down full-time jobs and balancing other professional and personal obligations.

“You embody the larger mission of Brandeis, which is distinguished by academic excellence and the pursuit of truth and knowledge,” said Karen Muncaster, Vice President of the Rabb School, in her opening address. “The entire University community has great respect for what you have accomplished and how you have done it.”

Keishalee Shaw, a graduate of the Strategic Analytics program and this year’s student speaker, encouraged 2019 graduates to embrace life’s curveballs.

“Today we celebrate our success … and remind ourselves that our desire to learn was and will always be greater than any obstacle we have faced along this journey or will face in the future,” said Shaw.

Commencement speaker Michael Figueroa, president and executive director of the Advanced Cyber Security Center, challenged the graduating class to consider the value their advanced degrees can bring to situations beyond individual professional accomplishments.

“Go ahead, dream big,” Figueroa said. “Perhaps your dream is about literacy, providing people with the education they need to overcome poverty. Or, perhaps you’re concerned about global health, preventing the spread of virulent diseases and providing basic healthcare services to underprivileged peoples. Maybe climate change drives you. Whatever it is, hold on to it.You have already invested in your degree. Now, put that investment to good use.”

The full breakdown of diplomas awarded this morning is as follows:

  • Master of Software Engineering (11 graduates)
  • MS in Bioinformatics (7 graduates)
  • MS in Digital Marketing and Design (8 graduates)
  • MS in Health and Medical Informatics (12 graduates)
  • MS in Information Security (6 graduates)
  • MS in Information Security Leadership (2 graduates)
  • MS in Information Technology Management (5 graduates)
  • MS in Instructional Design & Technology (6 graduates)
  • MS in Project and Program Management (31 graduates)
  • MS in Technology Management ( 2 graduates)
  • MS in Strategic Analytics (26 graduates)
  • MS in User-Centered Design (1 graduate)

View a recording of the commencement ceremony here. Congratulations to our graduates!

Graduate School Admissions FAQ

Applying to graduate school when you’re working full time can seem like a daunting task, but many universities are leveraging the latest edtech to make the application process run as smoothly as possible.

At Brandeis GPS, our online application allows prospective students to upload resumes, statements of goals and other key admissions elements directly to our  online system.  One item that does need to be submitted externally is your official transcript, which we encourage you to submit electronically.

Please see below for some FAQs our admissions team often receives about the application process.

Do you require the GMAT or GRE?

No! If you decide to apply to GPS, do not worry about these exams: we do not require them for admission. We don’t feel like they speak to the nature of what is required to excel in our programs.

Does Brandeis GPS accept electronic transcripts?

Yes, we do accept electronic transcripts as long as they are official. This is the easiest and fastest method for both the applicant and us.

How should I send electronic transcripts?

Provide your school(s) with our email address: gps@brandeis.edu. We’ll confirm with you once the documents are received.

What address should I use for paper transcripts?

These should be sent directly from the school(s) to our mailing address:

                  Brandeis University                

                  Graduate Professional Studies

                  415 South Street, MS 084

                  Waltham, MA 02453-2728

We’ll let you know when we receive them.

Do I need to submit transcripts if I transferred courses?

Yes, we require official transcripts for all colleges/universities attended.

What if my program of interest is not related to what I studied in undergrad?

While some applicants may have studied an undergraduate major relevant to their desired graduate program, many have not. Make sure to highlight your professional skills, certifications and expertise in your application. You’ll be able to do this through your resume and statement of goals. (Please note that some programs may have specific requirements, which you can see by clicking on your program of interest here.)

How can I check the status of my application items?

At any time, you can login to your applicant status page once your application is submitted to see what items are pending: Login

<<Start your GPS application>>

Please feel free to contact our enrollment team any time. We understand the commitment it takes to apply for a master’s degree, and we’re happy to walk you through the steps and answer any questions that you have.

Information Security has the perfect mindset to facilitate decision-support red teaming

By Joseph Dalessandro

October is National Cyber Awareness Month, and we’ll be spotlighting cybersecurity content on the blog all month long.

We hear the term “red team” liberally used these days, applied in the security space for both force-on-force scenario testing (subverting hardened facilities and assets) and in the information security space, primarily referring to “white hat” hacking to assess security posture for systems, devices, network perimeters and web applications.

A “red teamer” in the decision support or strategic space is formally trained and uses critical thinking tools and techniques to provoke analysis, stress test strategies, plans and perspectives. At the heart of this work is the modeling or reframing of the problem space from the adversaries perspective.  Red teamers and Security Pros are by nature contrarians, and it is this contrarian mindset we want to capitalize on.

While cybersecurity “red teaming” as penetration testing is vital to an organization’s testing of its security and data protection posture, it has a narrow scope. However, everyone these days in this space wants to refer to his or her work as red teaming. The practice of decision support red teaming is the area that I am submitting an organization can immediately benefit from and are not currently employing. This is an area where your security team can add value by adopting the tools and techniques to facilitate red teaming. Information security professionals are diverse thinkers and often “see” across the entire enterprise. Equipping them with red team tools and techniques can enhance their value in guiding the organization to make better decisions.

Red teaming and the value of a premortem

So how do we do it?  How do we immediately capitalize on our existing stance as contrarians to serve as strategic red teamers? There are a number of available tools such as the U.S.Army’s Applied Critical Thinking Handbook, and Bryce Hoffman’s Red Teaming. We start with, most importantly, is buy-in and genuine support from the top of the organization, and the admission that we will trust our decision to conduct red team analysis and we will be true to the results. There are a number of short tools to use to try this, one of the most straightforward is to have your security staff conduct a premortem on your most important security project for the upcoming year.

The basic approach of the premortem is to visualize, prospectively, about the project failing and using this to illuminate the cause(s) of the failure.  This is not a risk assessment. We are not speculating on what could harm our project, we are identifying what actually caused the failure. This is pathology; we are engaged in diagnosis, not prognosis. Supplies needed are easy to acquire, you will need paper or index cards and pens/pencils and a white board or projector.

  • The leader (security staff facilitator) level sets with the group by reading out the summary from the business case or a summarized version of the project. The leader tells everybody that they should assume that their team, the project team, has made the decision to go forward and that the project has gone forward and has concluded. We are in the future now, a year into the future, and the project has been an utter failure. It has crashed and burned with no redeeming outcome or benefit.
  • Exercise: Each player (project team member) takes the paper in front of him/her and writes a brief narrative or cause of the failure. Take 5 minutes and work in silence.
  • The facilitator collects the paper or cards and generates a list of all the points on a whiteboard or projector. The facilitator can now work with the group to solicit further failure ideas, inspired by the list.
  • Engage in a game to further determine the top five causes for the failure. [A practical note here: if you conduct a premortem and determine a set of failures that are agreed universally by the group as being actual failures, you have a fundamental problem with your project. Stop it immediately and take a step back and rethink the plan.]

Red teaming is best conducted with as diverse a group as possible, and often times those who have had the least to do with the project plan formation can provide insights into points of failure. As you look to expand your tool set in the future, a master’s degree in security leadership can help engender this contrarian mindset and improve the value of security in your organization.

Joseph (Joe) Dalessandro is the program chair of the Information Security Leadership program at Brandeis University Graduate Professional Studies, and the Head of Security & Technology Audit and Audit Data Analytics, Australian Unity.

Brandeis GPS offers a Master’s of Science in Information Security Leadership. The part-time, fully online program prepares graduates for leadership roles in information security with a cutting-edge, industry relevant curriculum that builds leadership savvy and skill in leveraging technical know-how. For more information, contact gps@brandeis.edu, call 781-736-8787 or visit www.brandeis.edu/gps

Image source: LeadX.org

How to recruit and manage the best cybersecurity candidates

By Joseph Dalessandro

October is National Cyber Awareness Month, and we’ll be spotlighting cybersecurity content on the blog all month long.

People management is one of the hardest and most rewarding experiences of one’s working life. With the advent of the “gig” economy, I am curious how we are faring in hiring in the cybersecurity space.

Cybersecurity hiring has been universally difficult for some time. It’s not that there is a lack of quality candidates. The issue is that we are missing each other. This is due in large part to the “traditional” hiring approach that many mangers adopt when they have open roles. They head to HR, or pick up the phone and call HR, and ask HR to find them candidates.

This happened to an acquaintance of mine not too long ago. He was looking for a junior information security analyst: a basic role that requires entry-level experience. He received more than 600 resumes, and realized that solid candidates were getting lost in a sea of unqualified applicants who know security is hot and want in.

If you are a manager in security, it’s time to change your hiring paradigm. To find a better applicant pool, cast your net more efficiently and do the following immediately:

  1. Use your network. Get into your network and spend some time talking to your peers.  Learn how to recruit and get out and start recruiting. If you have people in your network that would be perfect, call them. If they do not want to move, find out if they have contacts looking for work.  Ask your peers where they are finding hires. Share information on candidates, someone who is not a good team fit for you may be a good team fit for a peer of yours.
  2. Set the expectation up front in postings that you are different and you are serious. Include information in job postings that candidates will be tested on role skills during the first interview. Those without skills and basic security knowledge immediately fall out. This works well for junior roles. For more senior roles, make it known up front that for technicians they will need to demonstrate skills and for managers, they will need to discuss culture, training and retention.
  3. Make candidates provide a cover letter or cover email that explains how their experience aligns to the role, or provide them a platform to do this in a structured way. This will, once again, weed out those who do not align with the expectations of the role. If I need to describe in a table how my experience and skills relate directly to the role skills, I know that the manager is serious and is looking for the right candidate, and not just “looking” for candidates. Demand that candidates communicate, and get them together to be interviewed by other managers, from other non-IT departments, to interview them more objectively.
  4. Look for skills and education that shows the candidate is more than a CISSP. CISSP’s are everywhere, but show me a CISSP with a master’s degree who can write a business case or executive memo and I’ll scoop them up.

Once you build a team, you need to cultivate it. You want to develop your employees, and yes, eventually you want them to move on, to be successful in another department or another company. However, at the outset, for all your hires, you want to retain them, develop them and let them thrive.  This will also pay when you need to hire. Some of those employees will develop into their next role with you, and if you know those employees and what they want and where they want their career to go, you can help. Do a better job of knowing your current employees and how you can develop them for that next role. Look at your team for diversity, and for diversity of thought, and make sure you employ some contrarians. Diversity in thought is especially important in cybersecurity. A diverse team will be a high performing team. For roles where you have great staff but they are taking leave or need a different structure to their job, consider altering your approach and preconceptions about the traditional working day or the traditional working role rather than replacing those employees.

There are candidates for roles, but they need to be discovered. If you’re looking for a position, differentiate yourself from the masses. Why do I want to hire you? Stop memorizing port numbers and show me you know what P&L is and that you understand budgeting, or, develop your presentation skills, or, develop data analysis or data visualization skills. Or, better yet, get a master’s in security leadership and I’ll know you can handle the role.

Joseph (Joe) Dalessandro is the program chair of the Information Security Leadership program at Brandeis University Graduate Professional Studies, and the Head of Security & Technology Audit and Audit Data Analytics, Australian Unity.

Brandeis GPS offers a Master’s of Science in Information Security Leadership. The part-time, fully online program prepares graduates for leadership roles in information security with a cutting-edge, industry relevant curriculum that builds leadership savvy and skill in leveraging technical know-how. For more information, contact gps@brandeis.edu, call 781-736-8787 or visit www.brandeis.edu/gps

Image sources:

https://www.cyberdb.co/wp-content/uploads/2017/11/LinkedIn-cybersecurity.jpg

https://image-store.slidesharecdn.com/be4eaf1a-eea6-4b97-b36e-b62dfc8dcbae-original.jpeg

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