MB-335 teaching - Microsoft Dynamics 365 Supply Chain Management Functional Consultant Expert Updated: 2024

Project management and information technology (IT) have a complicated relationship. While it’s not exactly a core subject for related academic curricula, project management is something that touches deeply and directly on most IT activities. That probably explains why project management certifications command a constant presence among the top 10 top-paying certifications of interest to IT professionals over the past decade. 

Given the incredible popularity and demand for project management skills and knowledge, it is no surprise that one can find commercial project management training courses to fit nearly every schedule and budget. But that doesn’t mean there aren’t good choices available for free training. In this article, you’ll learn about some of the best project management training systems and certifications to help you become a better IT manager.

Microsoft 365 includes a suite of file creation and digital collaboration tools, and other productivity apps. Sharing settings allow for multiple people to edit and/or view files. These tools can be used individually or collaboratively, and synchronously or asynchronously.

The interdisciplinary and multi-disciplinary character is the crux of management education. Different tools are needed in different use cases

The issues in the growth of management educational institutions are many. To begin with, it is on account of varying understanding about the nature of ‘management’, as a discipline. The subject area is itself relatively exact and it found a place in educational institutions between the two world wars. The research traditions are, also, relatively young and area-wise variations in the methods of research are many. Many who have a management degree were at the best taught to be managers and those skills are not always the same as what may be needed for teaching management.

There are also variations on account of the nature of the management of educational institutions. Management has been attempted to be taught in general education institutions, agricultural sciences institutions, medical institutions, single discipline institutions and other types of institutions. The antiquity of such institutions, their administrative structure, their market-relatedness, their brand pulls and more are of varying nature.

It is generally believed that management education, in its original incarnation, began as ‘labor studies’. ‘Leadership’ was then not a fashionable area of research or teaching. As it so happens often, a 50-year-plus retrospect throws up many contenders for being named as being the first initiative in the domain of management education, in India. Xavier Labour Relations Institute of Jamshedpur was, as claimed by many, one of the first management teaching institutions in India.

Ranchi University also claims to be the pioneer in this area. There are other contending institutions, both in the form of colleges and universities, too many and with too little evidence to be listed here.

Slowly, however, labour studies grew to a broader and bigger cauldron to include inputs from other well-established disciplines for their focus and decision-making. Illustratively, Psychology was a popular choice as the basis for ‘understanding behaviour’. Many took it that if they knew Psychology they understood behavior. Attractive as the proposition might be, it was only a part truth. Behavior is influenced by many factors besides psychology. Behavior could be influenced by social factors which could be best understood with the help of Sociology. There were areas in which behaviour could not be understood without the understanding of local history. In other areas of behaviour, insights could be obtained through Political Science or even Geography.

The behavioural traits of people from a hilly region would be different from the behavioural traits of people of a river valley culture. Thus, it is that understanding behaviour requires a comprehensive and anthropological insight into areas other than just psychology. The emergence of this kind of approach in response to a felt need saw the emergence of an area called ‘organizational behavior’ within the domain of the management subject area. It was a relatively more exact specialization and required a multi-disciplinary approach. Since there were several so-called subject areas of Psychology, Anthropology, History, and Sociology, and more needed and capable of making their contribution to this new area of “organizational Berhaviour” methods of research in the ‘Organisational Behaviour’ area took time to crystalize.

 Feedback from the field established that understanding ‘Organisations’ required insights into the ability to produce ‘results’. This itself needed an appreciation of the ‘structure’ and ‘processes’ of organisations. Disciplinary gaps and overlaps could not be allowed to blur the clarity into appreciating which actions would need to take place in organisations for effectiveness. The effectiveness of learning in educational institutions would be measured by its applicability in the world of work.

Gradually disciplinary conflicts reduced its interface for the requirement of understanding behavior in organisations. Several focused studies revealed that where behavior would be similar in many ways in an organization it would have variations say from one management domain to another. A ‘finance man’ would need a particular type of orientation as a man in the marketing area or operations research domain would need different kinds of tools. As the number of learning institutions grew and found an orientation of their own it became obvious that each ‘division’ of the learning organization would need an approach with a multi-disciplinary perspective. The need for an ‘area approach’ was widely recognized. Thus in educational institutions ‘Management Faculty’ acquired a character of its own. The use of the word ‘department’ was considerably reduced and instead the word ‘area’ became more common. Thus, it is that management institutions grew up to have an organizational behaviour area rather than an organizational behaviour department.

This approach affected almost every contributing input to management learning and decision-making. Illustratively in management institutions, say, the ‘finance area’ emerged which subsumed under it everything from accounting to auditing. Similar observations could be made about the operations research area, marketing area, or, for that matter, anything that became an input to managerial skill formulation. To sum up, therefore, the important thing is to recognize the interdisciplinary and multi-disciplinary character of management education. This is the foundation of any management institution that seeks to create an ambience of learning for management learning.

(The writer is an internationally acclaimed management consultant. The views expressed are personal)

The learning management system (LMS) market is poised for remarkable growth in the coming decade, with an anticipated prodigious CAGR of 18.0% from 2022 to 2032. This exponential expansion reflects the increasing importance of digital education and remote learning platforms. As educational institutions, corporations, and individuals continue to embrace online learning, the demand for robust LMS solutions is skyrocketing.

By 2032, the LMS market is expected to soar to an impressive US$ 98.5 billion, underlining its pivotal role in modern education and training. This phenomenal growth not only underscores the market’s potential but also signifies the ongoing transformation in the way knowledge is acquired and disseminated, with LMS platforms at the forefront of this revolution.

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Moreover, an increase in penetration of smartphones coupled with fast internet connectivity, a rise in preference among consumers for learning management systems, and massive adoptions of these systems among educational institutes accelerate the learning management systems market growth. Additionally, the integration of artificial intelligence (AI) offers significant opportunities for learning management systems companies to expand their offerings, owing to factors such as automation of human-intervened operations.

Key Takeaways from the Learning Management System (LMS) Market Report:

1. The global learning management system (LMS) market was valued at US$ 18.8 Billion by 2022-end
2. The US to account for the highest value share of US$ 31.9 Billion of global market demand for learning management systems in 2032
3. From 2015 to 2021, Learning Management System (LMS) demand expanded at a CAGR of 19.6%
4. By Component, the solutions category constitutes the bulk of the learning management system with a CAGR of 17.2%.

Learning Management Systems Market Competitive Landscape:
Players in the global Learning Management System (LMS) Market focus on expanding their global reach through various strategies, such as; partnerships, collaborations, and partnerships. The players are also making a significant investment in R&D to add innovations to their products, which would help them strengthen their position in the global market.

Some of the exact developments among the key players are:

In July 2021, PowerSchool announced that it would price the class A common stocks at US$ 18 per share on the New York Stock Exchange (NYSE). This would help the company repay outstanding debt expenses related to the IPO.

In December 2020, D2L partnered with Microsoft to integrate Brightspace LMS with Microsoft Teams. This would enhance the learning experience by allowing to access a private Teams space on the Brightspace platform.

In October 2020, Blackboard launched Blackboard Reach, its new solution for K-12 institutes. The solution was aimed at helping parents to connect with teachers and have meaningful and real-time discussions.

Leading Key Players:

• Blackboard Inc.
• Callidus Software Inc.
• Epignosis LLC
• John Wiley & Sons, Inc.
• Oracle Corporation
• Jzero Solutions Ltd.
• Paradiso Solutions
• SABA Software, Inc.
• SAP SE
• Sumtotal Systems, LLC

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Learning Management System (LMS) Market Segmentation:

By Component:

• Learning Management Solutions
• Learning Management Services
  • Learning Management Consulting
  • Learning Management Implementation
  • Learning Management Support Services

By Delivery Mode:

• Distance Learning Management Systems
• Instructor-led Training Learning Management Systems
• Blended Learning Management Systems

By Deployment Mode:

• Cloud-based Learning Management Systems
• On-Premises Learning Management Systems

By End User:

• Learning Management Systems for Academics
• Learning Management System for Corporates
  • Software & Technology
  • Healthcare
  • Retail
  • Banking, Financial, Services, and Insurance (BFSI)
  • Manufacturing
  • Government & Defense
  • Telecom
  • Other Corporate Users

By Region:

• North America
• Latin America
• Europe
• Asia Pacific
• Middle East and Africa

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At the Kellogg School Center for Nonprofit Management, we support nonprofit executives with university-based executive education. Our programs will leave you inspired, confident and prepared to enact change within your organization. We offer a breadth of professional development programs and resources that will prepare you to lead with adaptability and resilience while fostering meaningful relationships with peers in the nonprofit sector.

Kristen Garner at Kramer describes how technology can revolutionise the future classroom

Just like the world of work, education has recently transformed from a strictly on-site activity to an entirely blended, hybrid experience. Today, students need to be able to connect to their lessons both in the classroom and remotely, during and after class.  

This rapid evolution means some institutions are still a little behind when it comes to equipping their learning spaces with the tools and technologies that modern students now demand.

How can educators keep up with today’s cutting-edge trends and expectations, while still creating spaces that offer outstanding learning experiences now and long into the future? 

The first major step is to explore what’s currently trending in higher education.

Seamless accessibility and connectivity 

Higher education’s focus must currently be on accessibility. Campuses need to have an agile and accommodating approach to the student population, as the ability to stream, broadcast, and capture teaching sessions is critical for student success and different learning styles.

Students’ ability to connect in the classroom or remotely during or after a class is also vital to their success. Flexibility, autonomy of use (any platform should be accessible), the experience of the user, student device use and connectivity to an installed solution should all be priorities as education grows increasingly hybrid. 

AR and VR shaping the future of learning 

Remote lessons enabled by cameras and microphones were the biggest change to education in exact years. Moving forward, augmented reality (AR) can be expected to become the next big shift, and these types of technological advances are already seeping into the campus landscapes.

While class spaces may not be equipping them as quickly as students are bringing the need to the campus, it is an inevitable move. Soon, these technologies will form an expected part of the learning experience. 

Many educators are already using the artificial intelligence (AI), virtual reality (VR) and metaverse collective in their teaching modalities where it fits the curriculum or teaching style. The ability to meet students where they arrive is the natural evolution. It is the students who will drive the speed of adoption. We are already using it in some platforms to create different views for the users. This will continue to develop to provide an experience that is more conducive to each individual learner.  

AR doesn’t offer a ’one-size-fits-all’ experience; however, the technology needs to appear that way for ease of use and the capability to easily transmit curriculum. As students grow accustomed to creating their own virtual environments and interfaces outside of the classroom, the ability and flexibility to create an experience tailored to everyone will become the expectation. 

Automating different learning processes 

Some students might hope that they’ll no longer need to memorise or work on math equations, for instance, is tools like AI are available. For those students, I have some bad news! Understanding concepts, such as mental arithmetic, will still be necessary—but fortunately, the process may not be as mentally taxing as math becomes more and more automated.  

Just as in the past software took the place of accounting, order processing, and architectural planning, tools for creating and processing will become more intelligent in this way. Goals and creativity will still begin at the human level, but new technologies may provide a different way and timeline to achieve the desired result.  

Designing tomorrow’s smart spaces, today

To future-proof learning spaces, I’d prioritise the creation of highly flexible areas that provide for everything from rudimentary to extraordinary use cases. In other words, traditional lecture-style rooms that can seamlessly transition into more sophisticated spaces.  

The rooms’ enhanced systems should offer augmented video, enriched audio, and comfortable seating/furniture options that provide inclusive event and immersive sessions for the learner to experience sense-based learning options. Gaming and e-sports already provide these types of experiences with curved monitors, headphones and mics, and furniture that cocoons the person, making them one with the session.

These environments will become more prevalent in classrooms to facilitate more immersive education. 

Keeping tech simple and functional

However, the installation of all this advanced technology is meaningless if it’s then too complicated for everyday teachers to use. Systems still need to remain simple, functional, and appropriate for the type of class experience.

As faculty members rely heavily on the technological components of a classroom to share curriculum, it needs to remain basic to facilitate to subject matter, rather than become the focus/issue of a session. 

Training faculty to use the systems, standardising the user experience, and offering tools for help/assistance are all great starting points for a better experience for both teachers and students, and will ensure less disruption to teaching time. Plus, when a teacher knows what to expect and is comfortable and familiar with the system, they will use it more regularly and take advantage of its features. 

When support and helpdesk create efficient processes and procedures, there is less downtime in classrooms and more faculty satisfaction. Setting up maintenance practices, hiring knowledgeable tech staff, and offering reliable solutions can make the difference. The reality is that solid campus technology, less down-time, and well-placed solutions, features, and functionality all help to facilitate greater student enrolment and retention. 

Modern higher education has moved towards visual aids, interoperability and interactivity. And with the seamless technology now readily available to enable this, higher education institutions must begin leveraging it to break down barriers to progress the industry alongside students and lecturers. 

Kristen Garner is Director of Business Development for Education in North America at Kramer 

Main image courtesy of iStockPhoto.com

Artificial Intelligence

Microsoft Announces General Availability of Copilot, Expands Data Protection to Education Users

• By Kate Lucariello
• 12/14/23

Microsoft announced recently that its pilot AI program, Bing Chat and Bing Chat Enterprise, launched in February 2023, is no longer in beta and has been renamed as Microsoft Copilot. It is now available for general use.

Copilot uses the GPT-4 AI large language model (LLM) that helps users with tasks such as "drafting an e-mail, summarizing PDFs and articles, generating images with DALL-E 3, learning new skills, and getting answers to complex questions," Microsoft said.

Beginning in early 2024, Microsoft Copilot will be available to all faculty and higher education students ages 18 and above, the company said. These users will receive commercial-level data protection at no extra cost, backed by Microsoft's Universal Commercial License Terms for Online Services and subject to its Customer Copyright Commitment. That protection means:

• Prompts and responses are not saved;
• Microsoft does not view access; and
• User data is not used to train the LLM.

Account holders can currently sign in to Copilot here. An updated and renamed user interface is planned for rollout to customers over time, the company said.

In addition, Microsoft has expanded Copilot for Microsoft 365 eligibility to include education users. Starting Jan. 1, 2024, enterprise pricing will be available at $30 per user per month for all faculty and staff.

While those with Copilot already enabled need do nothing, those who are new to it or need help transitioning from the Bing Chat interface can download an adoption kit containing training materials and ready-to-use e-mail templates.

For more information, see this blog post on the changes as well as details on the expansion to education here.

A video explaining more about Copilot is available here.

Internshala Trainings partnered with TakeLessons by Microsoft to offer free learning and guidance sessions on TakeLessons platform to K-12 and college-going students, as per the official release. 

The platform claims that these sessions will be taken by industry experts in the skills including digital marketing, web development, human resources management, business communication skills, internships and jobs preparation and MS Excel. 

The platform further claims that through these sessions, the industry experts will provide the students with career guidance helping them clear their doubts, answering their career-associated queries, and helping them make an informed decision regarding choosing a career path. 

“In today’s ever-evolving world of rapid technological advancements and innovations, skilling has become the need of the hour, especially for a developing nation like India. Hence, the industry is also emphasising more and more on skill-based hiring. This brings some confusion to the inspiring young minds of India who are looking to soon choose their education streams. They are often doubtful as to what career path they must explore in order to lead their way towards a successful career. Through this partnership, we intend to assist such young learners with much needed career counselling and help them in making well-informed career decisions,” Shadab Alam, head, Internshala Trainings, said.