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NGC receives a 2017 W. Edward Deming award
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​By Johanne Davis, NGA Human Development
9/27/2017


The Graduate School USA, an independent, non-profit educational institution based in Washington, D.C., presented a W. Edwards Deming Outstanding Training Award to the National Geospatial-Intelligence College, Sept. 25. NGC received the 2017 award in the technology category for its innovations in developing and deploying online learning tools.    

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​​NGC Director Monique "Q" Yates (right) and Learning Division Chief Shawn Riordan accepted the 2017 Deming award on behalf of the college. Photo from Graduate School USA.

In 2015, NGC rolled out an ambitious strategy to meet the long-term vision of NGA leadership. The central pillar of this plan is the concept of “Expanding Global Reach,” relying heavily on a multi-faceted initiative called OD² – On Demand, On Domain – to provide learning and professional development content across multiple IT networks. In 2015, NGC rolled out an ambitious strategy to meet the long-term vision of NGA leadership. The central pillar of this plan is the concept of “Expanding Global Reach,” relying heavily on a multi-faceted initiative called OD² – On Demand, On Domain – to provide learning and professional development content across multiple IT networks.

    • The goal was to develop the capability to deliver quality training – as needed, outside of NGA’s own facilities – to places and to students across the U.S. and the globe. 

      Improving and widening NGA’s global reach includes the following:

      • Increasing availability of web-based learning 
      with OD² 
      • Adding more certified instructors and adjunct professors 
      • Creating virtual classrooms 
      • Establishing common curriculum and professional standards 
      • Increasing learning requests and processing times 
Over the past two years, progress has been made in all of these areas. NGC is reaching more locales and more students, with more and improved learning materials. Web-based learning tools were increased 270 percent; the instructor cadre increased 89 percent; job impact for training improved seven percent, and the processing of learning requirements rose more than 20 percent. All of this is in addition to developing a virtual classroom project for delivering long-distance classified training that has promise as a learning game-changer.
 


 
 
 
 
 

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