Chapter 15
Using Technology in Training
Workplace Trends
More and more organizations are supplementing or even converting many of their classroom-based courses and training sessions to distance-learning venues. For our purposes, distance learning in its purest sense is when the instructor and learners are separated by time and/or location. According to the American Council on Education, “All distance learning is characterized by (1) separation of place and/or time between instructor and learner, among learners, and/or between learners and learning resources and (2) interaction between the learner and the instructor, among learners, and/or between learners and learning resources conducted through one or more media; use of electronic media is not necessarily required” (1996, p. 10).
Several trends are driving this departure to nontraditional methods of conducting training:
- Today's workplace offers a variety of employment options, including a growing number of contract and temporary employees as well as telecommuters. These nontraditional employment arrangements require a different approach to learning.
- Sometimes it just is not cost-effective or practical to bring employees to a central location for a training session. People are often spread out among remote sites and locations, both domestically and internationally. Bringing them to the corporate headquarters can be very costly. Some organizations, particularly small- to midsize, have few new employees and, therefore, it could be a long time before there are enough new employees to hold a group session. Although situations such as these may prevent you from conducting the traditional-style group session, you can still develop and administer an interesting and interactive program.
- Younger workers entering the workforce have grown up using electronic media and expect to have it available to them for learning purposes.
The discussion of various distance-learning venues in this chapter is by no means an attempt to provide detail on distance-learning implementation. The purpose of this chapter is simply to present an overview of distance learning, including terminology, benefits, drawbacks, and resources, should you choose (or be directed) to implement distance learning in your organization.
Advantages/Benefits of Distance Learning
The use of distance learning can be very helpful to organizations that seek to bridge the learning-delivery gaps caused by multiple geographic locations, time constraints, and other barriers to learning. The following is an overview of the many benefits of distance learning:
Easy Access
Learners can access the course material at their convenience, when and where they need it. This is particularly important for people who work at remote locations, are “on the road” a great deal, or just have busy, jam-packed schedules, both at work and at home.
Cost Savings
Traditional classroom-based courses are expensive. In addition to the cost involved with the training room and its associated overhead costs, distance learning saves travel costs. Think about how much it costs to bring people from various geographic areas to a central location. The organization pays heavily for hotel accommodations, transportation, and meals, not to mention the cost of lost productivity as a result of the time it takes to get to the training site. Granted, today's technology enables employees to conduct business while on the road, but because of the “hassle factor” created by increased security (particularly when traveling by air), more and more companies as well as their employees are looking for ways to decrease any type of business travel.
More Efficient
In addition to being economical, distance learning allows you to deliver training to a large number of people at multiple sites at the same time. This is particularly important when an organization with multiple sites is rolling out a new product or process that needs to be introduced to all employees at the same time. Think about how long it would take (and how costly) to train several hundred people on a new product.
Timeliness
For training to be effective, it must take place as close as possible to when the learner is actually going to use the knowledge and/or skills. For example, banks are frequently faced with systems conversions resulting from mergers and acquisitions. Without distance-learning options, the schedule for training tellers might have to start months before the actual conversion takes place. People might be trained in May but would not have an opportunity to apply what they learned until the new system went “live” in October. By then, they would have forgotten much of what they learned. Distance learning can be delivered “just in time,” that is, when the person actually needs it.
Learner-Centered
In many cases, distance learning puts learners in control of their own learning, particularly web-based training. They can access the material or segments of material they really need and bypass or review those that they already know. They can spend more time on or revisit content without feeling rushed or pressured. Learners can also start and stop when they need to in order to accommodate their schedules.
Simplified Distribution of Material
Traditional training materials are costly. Think about a recent traditional classroom-based training session you have conducted or attended and add up the cost of participant binders, assessment instruments, job aids, and other ancillary materials. Electronic distribution of materials not only saves printing and postage but it also enables efficient and cost-effective updates to the existing material.
Links Employees
With growing globalization, technology-based distance learning enables people from different locations throughout the world to connect and learn from each other.
Consistency
Because the content is being delivered from a central source, there is consistency in what the learners see and hear.
Better Use of Experts
Subject-matter experts' time can be used more effectively and efficiently, particularly when they can choose when and how their expertise will be made available to learners, rather than be at the mercy of a specific classroom-based time and location.
Disadvantages/Drawbacks to Distance Learning
No delivery mode is perfect, and distance learning has its drawbacks as well. The following list describes the most frequently cited disadvantages to distance learning:
Learner's Experience with Technology
One of the first obstacles one needs to overcome in implementing technology-based distance learning is the technophobic learner. Some people may be unfamiliar with the technology and require extra time and training to bring them up-to-speed. Still others may be resistant because their overwhelming workload prevents them from spending the time to complete self-directed courses or participate in real-time seminars.
Available Technology
Although technology and its capabilities are advancing rapidly, not all people and organizations are keeping up with it. Some organizations may be on the cutting edge, while others may be several iterations behind in software and/or hardware capabilities. Existing technology may be inadequate. For example, the system may not have enough bandwidth to run some graphics programs or the new software needed to deliver a program may not be compatible with the hardware. Not all employees may have access to the Internet.
Reduced Social and Cultural Interaction
What is often missing in the technology-based sessions is the peer-to-peer interaction and learning opportunities that contribute to team building and relationship building. However, as communication technologies continue to advance, this perceived barrier will diminish somewhat.
Does Not Appeal to All Learning Styles
If designed properly, a technology-based course will incorporate most of the perceptual modalities discussed in Chapter 2. We know, however, that learning styles are also important to consider, and technology-based learning does not fit the needs of those whose learning preferences lean heavily on group interaction.
Up-Front Investment
While distance learning may be cost-effective in the long run, it requires a substantial up-front investment in development costs, hardware, and software.
Not All Subjects Are Appropriate
Technology-based courses that are heavily focused on cognitive learning are the best candidates for the various modes of e-learning. Skills (behavioral learning domain) can be taught through simulations and other interactive designs. Affective learning is much more difficult to address in technology-based learning because of the need for human interaction.
More Cumbersome
More collaboration and teamwork are needed for distance learning because more people are involved. Traditional classroom training primarily involves an instructional designer, course developer, and facilitator/trainer. In many cases, these roles may be assigned to one person. In developing distance learning, you need to include technology experts, distance site facilitators, and facilities support.
Only one thing is certain: all delivery methods (including traditional classroom) will change and evolve with the growing development of technology.
Types of Distance Learning
As one researches the topic of distance learning, one discovers a plethora of terminology that adds to the confusion and, for some, the mystery, of distance learning. Not only are various words and terms used interchangeably but often they are in conflict, depending on the author. The following glossary of terms is an attempt to establish a common vocabulary for the discussion of distance learning in this book.
For starters, distance-learning delivery methods fall into one of two categories: synchronous and asynchronous.
Synchronous
Synchronous means that all learners and the instructor access the same information at the same time. They may or may not see each other, but they can communicate through various means such as audio or video transmission, email, or chat rooms.
Video Teleconferencing
Learners and instructor can hear, see, and interact with one another through a conference call via two-way video and speaker phone or bridge line.
Teletraining
A type of audioconferencing in which learners and the instructor can hear and interact with one another through a conference call via speaker phone or bridge line.
Audiographics
A type of audioconferencing involving audio interactions coupled with the ability for learners and the instructor to share computer-generated slides with one another.
Web-Based Training (WBT)
Often referred to as e-learning or online learning via the Internet or an intranet. Instruction is delivered via learners' personal computers, all connected at the same time. Learners can respond to the instructor using the keyboard or a mouse click, and they can raise their hands electronically to ask questions or make comments. Often referred to as webinars, a slide presentation accompanies the audio delivery. WBT can also be asynchronous.
Asynchronous
Asynchronous delivery falls into two categories: facilitated and self-paced. Facilitated asynchronous delivery involves the instructor and a group of learners, but not in real time. The instructor posts assignments on a web page, and the learners communicate through threaded discussion (also known as bulletin boards or forums) and submit “homework” via email or posted online. This type of delivery is found mostly in academic environments.
The asynchronous mode used in corporations tends to be self-paced, that is, the material can be accessed and completed without learner interaction with the instructor or other learners.
Although asynchronous delivery is primarily one-way communication, it can be interactive through the use of email, voice mail, listservs, chat rooms, computer conferencing, and audio or video teleconferencing.
Computer-Based Training
The term computer-based is used widely to include delivery via CD-ROM (compact disc, read-only memory), intranet, or Internet. CD-ROM training is primarily self-paced. The advantage of a CD-ROM is that it can hold large amounts of information, is lightweight, portable, durable, and “speedy.” It is an easy and inexpensive way to distribute large files and programs, including audio, video, and complex information. The increasingly popular DVD-ROM (digital video disc, read-only memory) is larger and faster than the CD-ROM. The biggest disadvantage with both is that it is time-consuming and costly to make changes.
E-Courses
E-courses or e-seminars are text-based lessons delivered to the participants via an auto-responder. The instructor uploads the content to a service provider. Participants sign up for the course and then receive a lesson at regular, prescribed intervals (for example, every week).
Technology-Based and Computer-Based Programs
Organizations with videoconferencing or teleconferencing capabilities may choose that venue to deliver their training programs. Before you get excited about these state-of-the-art approaches, carefully consider the costs involved with the development as well as the resources necessary. Make sure that employees have access to a computer with the appropriate bandwidth.
Another consideration of any computer-based approach is the issue of updates. You need a program administrator to monitor the program and make sure the information is up-to-date and accurate. It is also important to select a delivery platform that lends itself to easy and cost-effective updates.
Guidelines for Designing Distance Learning
When designing distance-learning programs, follow the same basic principles of instructional design discussed throughout this book.
Objectives and Content
No matter what the format or venue, the subject content does not change, nor do the learning objectives or outcomes. Employees at remote sites still need the same information as those located at corporate headquarters. So the place to start in designing a distance training program is to determine the objectives and content. Refer to Chapters 5 and 6 for objectives and content ideas. Cognitive objectives are the most easily adaptable to asynchronous learning.
Basic Considerations
When you design web-based training and other distance-learning programs, follow the same principles of good instructional design that you would for classroom learning, including perceptual modalities, learning styles, participant ages, and other issues discussed in Chapter 2.
One of the important elements of learning lost in many of the distance-learning delivery modes, web-based training in particular, is the loss of nonverbal communication and interaction. Because many people have a need to exchange ideas, opinions, and viewpoints, the designer needs to build in opportunities for learners to interact with the instructor and with each other. There are many ways to add the human touch: bulletin boards, threaded discussions, chat rooms, email, and audio or videoconferencing.
Even with synchronous learning methods, it is difficult to gauge participants' reactions when you cannot see them. Cameras on each person's computer help only somewhat. It also takes participants longer to form questions and for replies to be digested. Thus, facilitators must pause more often. Sessions should be around 60 minutes, but certainly not more than ninety.
To compensate for the lack of the human touch, designers need to create situations in which people can work together online.
Discussion Groups
Asynchronous discussion groups can be created through the use of email, whereby participants broadcast messages to all other members of the list. Participants can also visit sites where people post messages relevant to the subject of the group. With this approach, referred to as bulletin boards, discussion forums, or newsgroups, participants can thread messages, that is, replies are indented under the original message so that everyone can follow the conversation.
Synchronous online methods of discussion include the following:
- Chat rooms. Participants engage in real-time conversations conducted over a low-speed Internet connection. This is also called text-conferencing.
- Response pads. Participants can use this tool to make real-time choices or vote.
- Audioconferencing. Participants use the network as a telephone.
- Videoconferencing/Skype. This method lets participants see a small image of the presenter in real time.
Types of Interaction
As noted in Chapter 7, the more interaction, the more effective the learning experience. This is true for both classroom and distance learning. Basically, participants can interact in three ways:
- They can interact with the materials through simulations, tests, multiple-choice activities, or case studies.
- They can interact with the instructor and subject-matter experts through audio or videoconferencing, email, or threaded discussions.
- They can interact with other participants through class projects and other out-of-class assignments and activities, including bulletin boards and chat rooms.
Delivery Methods
After deciding on content, the next step in design is to determine how to deliver the content, that is, what distance-learning technology you want to use. Keep in mind, however, that the technology should not be the driving force. Choose the appropriate delivery method based on a number of factors, including cost, the number of people to be trained, course content, type of learning (cognitive, affective, behavioral), and available resources, just to name a few.
Designing and Developing Activities
Follow the basic rule in designing activities: make it easy. Be sure to write simple, easy-to-follow instructions. Then make it easy to download materials, find resources, and respond to questions, activities, assignments, and so forth. Break content into chunks of information. Keep in mind that text and images will vary depending on the quality of the user's screen, browser, and the access speed of the computer. Because of these potential limitations, limit your use of charts, graphs, and pictures. If you use video, keep it to less than one minute. You also need to remember that web-based asynchronous content is non-linear, allowing participants to jump in where they need to depending on what they already know. They can move ahead or they can go back to fill in knowledge gaps.
Classroom activities can be adapted, but just as in the classroom, they must be carefully thought out and developed.
The following is a sampling of the types of classroom activities that can be adapted for distance learning.
Activities Involving Others
Many of the activities we have addressed in other chapters are easily adaptable to e-learning situations. The following are just a sampling of activities that are designed to promote group interaction.
Case Problems
Point-Counterpoint
The facilitator of a module on customer service presents the following statement: “Customer service is everybody's responsibility—even those who are not in a direct customer contact position.” The facilitator requests that half of the participants prepare arguments in support of the statement and the other half prepare arguments disagreeing with the statement. Then the participants are asked to present their positions in a chat room interaction.
Group Assignments
In a new employee orientation program, the facilitator wants participants to identify the organization's core values and to reflect the organization's values in their own workplace behavior. The facilitator creates subgroups and assigns each subgroup one or two values and asks them to submit examples of specific behaviors that illustrate the value(s) assigned. These examples should focus on specific employee behaviors. For example:
| Honesty | Admitting when you make a mistake |
| Respect | Talking to people in a polite, civilized manner |
| Teamwork | Pitching in to help even when it's not in your job description |
| Professionalism | Answering the telephone in a businesslike manner |
The subgroups work on the assignment outside the online session. At the next session, the subgroups could share their examples by posting them on a bulletin board. They could also email their answers to their fellow participants prior to the actual session.
Peer Teaching
The facilitator gives each participant sections or parts of a larger topic to research and then report back to the group during the next online session. For example, in a session on business development, participants would be assigned various legal structures for a business: S Corporation, C Corporation, Partnership, Sole Proprietorship, or Limited Partnership. Each participant submits his or her assigned topic to the group as a whole.
Group Critique
Participants in a business writing class would be asked to write a particular piece of business communication, such as a letter or email, and submit their piece to the entire group. The facilitator would then assign each participant to critique another participant's letter or email using a set of guidelines or a checklist the group had already discussed or studied.
Action Learning Projects
In action learning, the problem or project becomes the central learning experience. Participants are encouraged to learn from their attempts to solve a problem and then reflect on their decisions and behaviors during the process. The facilitator would create subgroups and assign each group a different real-life project that would span several weeks or months. The following is a list of potential action learning projects:
- Develop a mentoring program
- Develop performance benchmarks for various positions
- Improve a particular process
- Create an employee recognition system
- Develop a new employee orientation program
The subgroups would meet via email or chat rooms and then would pull their various pieces together and present their projects at the end of the class.
Polling
To gather feedback and information from learners, use a polling and survey application such as Poll Everywhere. The trainer poses questions and the learners respond in real time using their mobile phones, Twitter, or web browser.
Individual Activities
For individual activities, the participants could complete the assignments in much the same way they would respond to an online test. Although the facilitator would indicate a particular time frame for completion, the participants could work on the activities on their own time.
Matching
To help new employees identify who to contact or where to go when they have questions or need information, the facilitator could create a matching activity. The facilitator would provide a list of types of information new employees would want or need to know during their first few weeks and months on the job. The participant would be instructed to match the information needed with the appropriate resource from a list provided.
Guided Analysis
The facilitator presents a graphic, chart, report, or other item and participants are asked to analyze or explain the item. The facilitator can also present data that the participants must plot or engage in a compare-and-contrast assignment.
Making Lists
This type of activity has many applications. Instead of the facilitator presenting lists such as characteristics of effective coaches, benefits of delivering quality service, or product features and benefits, the facilitator solicits such lists from the participants and then presents the facilitator's list for comparison.
Information Search
The facilitator would refer participants to the employee handbook and/or other sources on the intranet where they would find the requested information regarding the organization's policies and procedures. The facilitator would provide a list of questions for which the participants would have to search online. Examples of questions are as follows:
- When are you eligible for sick days? How many sick days do you have?
- What constitutes sexual harassment?
- What is the policy regarding family and medical leave?
- When and where are employees permitted to smoke?
- What are the differences between exempt and nonexempt employees?
- When can you apply for another job in the organization?
- What is the standard work week?
- How is overtime handled?
- When do you get paid?
- What is considered excessive absenteeism?
Mini Cases
To help participants distinguish between ethical and unethical behavior in the workplace, the facilitator would present a list of scenarios such as those listed below. Referring to the organization's ethics policy, the participant would indicate to which section each scenario relates.
- Making personal long-distance calls
- Taking pens, paper, or paper clips home to your teenager
- Sending an email to your friend to confirm your weekend party plans
- Working at night and on weekends for one of the company's competitors
- Sharing personal information about one of your customers with friends
- Coming in 30 minutes late and not noting it on your time card
- Submitting all expenses for an evening out with a client in which you included other members of your family
- Accepting a set of golf clubs from a vendor
- Telling friends and family members about a potential merger between your company and a competitor you overheard two managers discussing
- Promising to deliver a product to a customer by a certain date, even though you know the deadline cannot be met
YouTube
You can create and upload instructional videos to YouTube and then when you send the URL link of the relevant Internet page to those you want to view it, include questions for thought or discussion. You can also create a specific assignment related to the video.
You will find other outstanding specific examples of instructional interactivity in Michael Allen's Guide to e-Learning: Building Interactive, Fun, and Effective Learning Programs for Any Company (2003). Another excellent source for designing interactive web-based training is Designing Web-Based Training, by William Horton (2000).
Delivering Content and Activities
As a facilitator of synchronous training, you will need to modify the way in which you have been accustomed to delivering your programs. First and foremost, be sure to receive proper training on how to use the technology. It is important that you be comfortable in this new environment. Also keep in mind that, because of delayed responses, you may not be able to include as much interaction and/or content as in a traditional setting. To compensate, build in several question-and-answer periods and ask very specific and directed questions. Also create ways to give timely feedback, and include plenty of projects, tests, discussion opportunities, and other out-of-class assignments.
Self-Directed Learning
With self-directed learning, the learner follows a self-study plan that involves a variety of resources, methodologies, and delivery methods. These include checklists, worksheets, quizzes, and a list of resources that the learner can access either online, face-to-face, or via Skype or teleconferencing. The learner may also engage in interactive exercises, games, or simulations. The learner's plan is structured and monitored with clearly defined objectives and timelines.
Creating a Virtual Classroom
A virtual classroom is a synchronous online learning environment either web-based and accessed through a portal or software-based and requires a downloadable and executable file. The purpose of a virtual classroom is to create a learning community that promotes collaboration and interaction between and among the trainer and learners. Learners can communicate and interact with one another as well as with the trainer. They can view videos or video presentations. A virtual classroom incorporates a variety of technology, software applications, and methods.
- Social media offers a variety of options at little or no cost. Sites such as Facebook, Twitter, or LinkedIn enable the learners to interact with one another. You can also post informational articles on Facebook walls and short messages through Twitter accounts.
- Webinars delivered through online conference service providers such as WebEx and GoToWebinars enable the trainer to deliver a seminar online. A webinar usually involves the trainer presenting information in a lecture-type format with slides. However, webinars can be designed to be very interactive using the various capabilities such as a whiteboard, voting and polling, chat box, and audio.
- Live streaming video enables the trainer to broadcast video content in real time using a camera and computer through the Internet. Learners can view the video using their smartphones, laptops, or tablets.
Blended Learning
Blended learning is not simply putting together a potpourri of training methods and delivery modes. According to Jennifer Hofman, author of “Blended Learning” (Infoline, August 2011), blended learning “is using the best delivery methodologies available for a specific objective, including online, classroom-based instruction, performance support, paper-based (self-study), and formal or informal on-the-job training solutions.” The key words here are specific objective. The success of blended learning depends on a careful review of both content and learning objectives and then determining the best delivery method for each piece of content. This is the same concept we use for designing any program as discussed in Chapter 6. Blended learning simply adds technology to the mix. So the basic categories for blended learning include classroom, virtual classroom, e-learning, and self-directed. Then, within each of these categories are a variety options as we have discussed in this chapter as well as Chapters 6, 7, 8, and 11.
As we have learned in this chapter, distance learning is both exciting and challenging. Because participant interaction is somewhat limited, it is easier to manage the “human element.” For this reason, many trainers (and learners, too) prefer distance-learning venues. As we discover in the next chapter, face-to-face contact between trainer and participants, as well as group interactions, require knowledge of and skill in dealing with group dynamics.