HRM635 Week 4 Discussion

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PowerPoint Presentation for Managing Performance through Training and Development

Adapted by

Alan Saks

University of Toronto

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Chapter 7

Technology-Based Training Methods

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Learning Outcomes

After reading this chapter, you should be able to:

Explain the differences between technology-based training, traditional training, computer-based training, and e-learning

Compare and contrast instructor-led training and self-directed learning as well as asynchronous and synchronous training

Explain how online education and electronic performance support systems are used for training

Explain how a virtual classroom works and how video conferencing, web conferencing, webinars, and webcasts are used

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Learning Outcomes

Explain how social media, Web 2.0 technologies, mobile learning, and synthetic learning environments can be used for training

Explain how to design effective computer-based training programs and their advantages and disadvantages for individuals and organizations

Know when to use computer-based training and how to make it effective for learning

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Introduction

This chapter focuses on technology-based training methods:

How technology is being used for training

How to design technology-based training programs

The advantages, disadvantages, and effectiveness of technology-based training programs

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What Is Technology-Based Training?

Technology-based training involves the use of technology to deliver training programs (e.g., Web-based training, computerized self-study)

Traditional training does not involve using technology to deliver courses (e.g., seminars, lectures)

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In Canada, while instructor-led training is still the most widely used training method (95 percent of organizations), three-quarters of organizations offer some form of self-paced online learning or e-learning, which represents 14 percent of all learning time

77 percent of organizations report that e-learning is becoming more important strategically to their organization’s learning strategy

Computer-Based Training

Computer-based training is delivered via the computer for the purpose of teaching job-relevant knowledge and skills

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Can include text, graphics, and/or animation, and can be delivered via CD-ROMs, intranets, or the Internet

E-Learning

E-learning is the use of computer network technology such as the Internet or intranet to deliver information or instruction to individuals

It is a specific type of computer-based training in which learners can access training material from a personal computer, smartphone, or tablet

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E-learning is also known as Web-based instruction or WBI

E-learning is a specific type of computer-based learning and refers to the use of computer network technology

Training Methods

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Instructor-Led Training

Instructor-led training (ILT) involves training methods with an instructor or facilitator who leads, facilitates, or trains online

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Examples of ILT include online discussions and video conferencing

In some cases the instructor is very involved in the training and leads the process

In other cases the training is self-study and the instructor is available to answer questions and provide assistance

Self-Directed Learning

Self-directed learning (SDL) is a process in which individuals or groups take the initiative and responsibility for learning and manage their own learning experiences

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One of the main advantages of CBT is that it can be initiated and controlled by the trainee

The responsibility for learning shifts from trainer to trainee

It is becoming increasingly popular because traditional methods of training lack the flexibility to respond quickly to dramatic and constant organizational change and trainee needs

The Benefits and Limitations of Self-Directed Learning

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Review some of the benefits and limitations of self-directed learning as discussed in Table 7.2

Asynchronous Training

Asynchronous training is pre-recorded and available to employees at any time and from any location

Using multimedia training programs can include text, graphics, animation, audio, and video

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While the use of multimedia results in greater involvement on the part of the trainee, it is much more expensive to design and develop

Synchronous Training

Synchronous training is live and in real time so it requires trainees to be at their computer at a specific time

Trainees from various locations can log on to the training at a set time and receive instruction from a trainer who facilitates a discussion, shows slides, answers trainees’ questions, and provides feedback

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It is live and in real time, so trainees must be available when required

It might involve chat sessions in which trainees log on at the same time and participate in a discussion

More sophisticated training programs involve log-ins from different locations and the trainer facilitates a discussion, shows slides, answers questions, and provides feedback

Online and Distance Education

Online and distance education uses computer technology and the Internet to deliver educational content and courses (e.g., post-secondary courses)

Online courses can include text, graphics, and videos as well as quizzes, and downloadable materials

Recent developments include MOOCs and SPOCs

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Before computers, known as correspondence programs

With computer technology, students can take a variety of post-secondary courses and earn a degree or diploma through online education

Can benefit an employer who may have an employee take a program and earn credentials while not missing any work

Electronic Performance Support Systems

Electronic performance support systems (EPSS) provide information, advice, and learning experiences to improve performance (e.g., a performance aid that utilizes technology on the job)

The goal of an EPSS is to provide whatever is necessary to aid performance and learning at the time it is needed

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A modern-day version of a performance or job aid that uses technology

Can provide support through assisting, warning, advising, teaching, and evaluating—employees can obtain information to help solve work-related problems

Particularly helpful for jobs that have high turnover or for tasks that are difficult, are performed infrequently, and must be performed perfectly

Other examples of EPSS include online reference tools

The Virtual Classroom

A Web-based platform to deliver live, instructor-led training to geographically dispersed learners

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A common method of synchronous training

Allows trainees to participate in live discussions with facilitators and co-workers from any location

Provides significant cost savings and convenience (travel)

The Virtual Classroom

The virtual classroom is made possible through the use of:

Videoconferencing

Web conferencing

Webinars

Webcasts

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Each of these methods will be described

Video Conferencing

Links an expert or trainer to employees via two-way television and satellite technology

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Can involve the transmission of television signals via cable or through satellite technology

Whatever the means of transmission, the basic idea is that people at two or more locations are able to see, hear, and speak with one another

Web Conferencing

A live meeting or conference that takes place on the Internet

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Trainees are connected to the trainers and each other via the Internet and participate from their own computer

Webinars and Webcasts

Webinars are seminars that take place live over the Internet

Webcasts are live or recorded videos or audio broadcasts over the Internet

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A seminar or workshop that takes place over the Web (a Web-based seminar)

Can be a presentation, lecture, or workshop and can be interactive by allowing participants to ask and answer questions

Reduces the costs associated with renting a room, travel, and catering

Webcast is a live or recorded video or audio broadcast over the Internet primarily used for presentations

Webcasts are usually one-way communications that do not have an interactive component

Social Media

Social media is the use of technology for sharing and exchanging information (e.g., LinkedIn)

Social media is increasingly being used for knowledge sharing and learning

Employees can share information and knowledge through the use of communities of practice

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According to social constructivism, the goal of instruction should be to create interactive learning environments in which training participants learn from instructors, participants learn from each other, and the instructor learns from participants

Web-based instruction is well suited for fostering interactive learning environments

Communities of Practice (COPs)

Groups of employees who:

Share similar concerns and problems

Meet regularly to share their experiences and knowledge

Learn from each other and identify new approaches for working and solving problems

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Communities of Practice (COPs)

The core principles of communities of practice are that learning is social and that people learn from each other while working together on the job

Some communities of practice meet regularly face-to-face, while others use technology to communicate

The technology used for knowledge sharing and communities of practices is typically known as Web 2.0 technology

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Web 2.0

Web 2.0 refers to Internet tools that enable communicating and sharing information and knowledge

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Web 2.0 technology allows anybody the ability to create and distribute knowledge and collaborate with others in the process

Web 2.0

Facilitates generative learning, which is a self-initiated and learner-controlled form of collaborative learning in which individuals in a social network share ideas and information, and in the process solve problems and create new knowledge

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Involves much more than traditional approaches to learning in which trainees learn the material provided to them in instructor-led training programs

They initiate and control what they learn, when they learn, and how they learn

Web 2.0 Technologies— Blogs and Wikis

Blogs are websites that contain commentary and information on a subject

A wiki is a webpage or collection of webpages in which users share, contribute, and modify information on a topic

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Some of the most popular technologies

Blogs can include text, video, audio, and link to other individuals’ blogs and provide a network of conversations and the exchange of information on a particular topic, subject, or issue

Wikis can focus on particular topics and the content can be created and shared among the users of the website on an ongoing basis

Wikis enable relevant information to be obtained on demand and training material to be constantly revised and updated

Web 2.0 Technologies— Podcasts

Podcasts are short audio or video recordings that can be downloaded and played on a mobile device such as an iPod or smartphone

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Employees can access information on demand from any location at their convenience; for example, a sales team can learn about new products directly from the designers

Web 3.0

Web 3.0 is a fundamental shift in how individuals will interact with the Web

It consists of three components:

The semantic Web involves technologies that can understand the meaning of data and create customized experiences

The mobile Web allows one to use the Web seamlessly across devices and locations

Immersive Internet involves the use of immersive technologies such as virtual worlds, augmented reality, and 3-D environments

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Web 3.0 is already on the horizon; expected to improve learning and performance and represent the future of learning

Mobile Learning (M-Learning)

The use of mobile or portable technologies across locations for obtaining information and training

Mobile technology makes learning accessible across time, location, and device

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These portable or mobile technologies can include iPods, smartphones, MP3 players, and other mobile technology

Mobile Learning (M-Learning)

Can be used to deliver short videos or small amounts of bite-sized information to meet a specific learning outcome—microlearning

For example, Black & Decker field reps receive 2- to 3-minute learning modules directed to their PDA (personal digital assistant)

A downside of mobile learning is the potential for distractions that stem from the environment

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M-learning is effective for 2- to 6-minute sessions that address a single learning point or for summarizing previously learned material

Ideal for providing information and support for employees when they are away from the office

Synthetic Learning Environments (SLEs)

Technology-based training media that augment, replace, create, and/or manage a learner’s experience with the world by providing realistic content with instructional features

Two examples of SLEs are virtual reality and augmented reality

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M-learning is effective for 2- to 6-minute sessions that address a single learning point or for summarizing previously learned material

Ideal for providing information and support for employees when they are away from the office

Virtual Reality

Virtual reality (VR) uses computers to create an artificial three-dimensional experience that simulates and re-creates an actual environment

VR can be used to simulate various conditions in which trainees can immerse themselves in highly realistic situations to solve real work-related problems

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M-learning is effective for 2- to 6-minute sessions that address a single learning point or for summarizing previously learned material

Ideal for providing information and support for employees when they are away from the office

Augmented Reality

Augmented reality (AR) is a technology in which computer-generated virtual imagery (e.g., graphics, text, and other visual elements) information is overlaid or superimposed onto a real-world environment in real time

It contains some aspect of reality and is designed to augment the real environment with information integrated into the individual’s real world

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M-learning is effective for 2- to 6-minute sessions that address a single learning point or for summarizing previously learned material

Ideal for providing information and support for employees when they are away from the office

Designing Effective Technology-Based Training Programs

Training programs should include active practice and conditions of practice (feedback) (Chapter 4)

Instructional methods found in Chapter 5 can be used—games, simulations, and role plays

Additional design factors include stories, customizing, personalizing the training, human interaction, and feedback

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Computer simulations and games are becoming common approaches

Computer Simulations

Provide hands-on training for a particular task—designed to replicate the on-the-job experience

Provide trainees with a realistic experience on tasks that might be too dangerous to learn in the work environment

For example, Mr. Lube uses an online simulation for technicians to learn how to perform an oil change

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Computer simulations are also being used for soft-skills training for skills such as leadership, sales, customer service, and financial services

Computer Simulations

Virtual worlds use computers to provide elaborate simulations that involve interactions among and between multiple trainees and objects

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Computer simulations are also being used for soft-skills training for skills such as leadership, sales, customer service, and financial services

Games

Computer-based games are designed to engage trainees with realistic and entertaining experiences

Computer-based simulation games involve instruction delivered via personal computer that immerses trainees in a decision-making exercise in an artificial environment in order to learn the consequences of their decisions

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Games are different from simulations in that they are meant to be both entertaining and competitive and include common game features, such as rules

Gamification

Gamification is the use of game mechanics and elements from video games to engage and motivate employees in the workplace

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Games are different from simulations in that they are meant to be both entertaining and competitive and include common game features, such as rules

Gamification

Should involve three key elements of games:

A story that provides the context and includes characters and settings that are relevant to trainees

Parameters that indicate the basic framework and rules for how the game is played

How trainees will be rewarded and how achievement will be recognized

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Games are different from simulations in that they are meant to be both entertaining and competitive and include common game features, such as rules

Role Plays

Role plays can be used in technology-based training programs

For example, Rogers Wireless Communications Inc. has interactive customer-service training programs for sales reps involving role plays

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Role playing can make training programs engaging and the lessons may improve employee performance

Stories

Stories are used to engage trainees by providing stories that involve dialogue and characters

Characters can be created to be similar to the trainees and learning can occur as the characters solve problems in the story

Sprint and Volvo have used stories to train employees on how to deliver the company’s brand image when interacting with customers

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Have been used in e-learning to engage trainees

Abstract concepts and dry materials can be livened up with stories that involve dialogue and characters

Customization

Customization involves tailoring instructional elements to meet trainee needs and preferences

Training content can also be customized to the needs of each trainee with the use of adaptive learning technology

The technology can change and adapt the training content and material so that the training is tailored to each trainee’s specific needs

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Can increase trainee satisfaction with the training and improve learning

Differences in e-learning preferences indicate that one type of e-learning program is not likely to meet the needs and preferences of all employees

Personalization

Personalization refers to structuring the program so that trainees feel they are engaged in a conversation with the program—using conversational vs. formal language

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Human Interaction

Human interaction involves including human interaction—trainees are able to interact with the instructor and each other during the training program

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A potential problem of computer-based training for some is the lack of face-to-face interaction with an instructor and other trainees

Trainees may feel isolated and less motivated to learn

By including human interaction in the design of computer-based training programs, this challenge may be overcome through email exchanges, chat rooms, discussion boards, and group projects

Feedback

Feedback should be provided to trainees regardless of the nature of the training experience

It can be simple (the answer to a quiz is right or wrong) or more involved (an on-screen virtual coach who provides feedback on how to improve)

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Feedback needs to be provided to trainees

Can include a simple prompt or a virtual coach

Benefits of Technology-Based Training—Trainees

Flexibility

Learner control

Self-pacing

Learner-controlled practice difficulty

Adaptive guidance

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Learner control: degree to which the trainee has control over various instructional features during a training session, such as content, sequence, or pace of training

Self-pacing: trainees can work on training tasks as quickly or as slowly as they want

Learner-controlled practice difficulty: the extent to which trainees have control over the level of difficulty of practice opportunities during a training session

Adaptive guidance: an instructional strategy to assist trainees in making effective learning decisions

Benefits of Technology-Based Training—Organization

Standardization

Large numbers of trainees/same time

Track employees’ performance in training

Learning management system (LMS)

Travel and overhead costs saved

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Consistency: standardized and consistent training can be delivered to large numbers of employees across the organization and globe

Large numbers/same time: no limit to the number of employees who can be trained, as there are no space or instructor constraints

Track employees’ performance in training: key for mandatory programs that require certification or must attain a certain level of performance by law

Travel and overhead costs saved: travel, facilities, hotel rooms, meals, trainers, employee time off work to travel and attend training

Disadvantages of Technology-Based Training—Trainees

Less interpersonal contact and interaction

Computer literacy required

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Less interpersonal contact and interaction—if individuals have a high interpersonal learning style, then CBT disadvantages that employee

Trainees with low computer literacy might resist and fear CBT

Disadvantages of Technology-Based Training—Organizations

Up-front development costs

Resistance from employees

Computer literacy

Self-efficacy

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Resistance from employees: some employees who are uncomfortable with computers might refuse CBT

Up-front development costs: extremely costly to develop multimedia programs—estimates of 200 to 300 hours of design and development to produce one hour of instruction

Full-motion colour and sound courseware would likely cost $200,000 for 30 hours of instruction

Effectiveness of Technology-Based Training

Studies show it is slightly more effective (6 percent) for declarative knowledge; equally effective for procedural knowledge

Trainees were equally satisfied with both methods

The effectiveness for declarative knowledge was found to depend on a number of factors

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It is worthy to note that a blended approach that combines different instructional methods and includes classroom instruction and the use of computers and technology is most effective

Effectiveness of Technology-Based Training

Computer-based training was more effective for declarative knowledge when:

Trainees are older

The instructional methods were different

Trainees were able to choose the training method

Trainees had greater learner control

The training included practice and feedback

The length of the training program was greater

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It is worthy to note that a blended approach that combines different instructional methods and includes classroom instruction and the use of computers and technology is most effective

Effectiveness of Technology-Based Training

Blended training, in which computer-based training is used to supplement classroom instruction, has been found to be 13 percent more effective than classroom instruction for teaching declarative knowledge, and 20 percent more effective for teaching procedural knowledge

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It is worthy to note that a blended approach that combines different instructional methods and includes classroom instruction and the use of computers and technology is most effective

Summary

Described the meaning of technology-based training, computer-based training, and e-learning

Noted the differences between instructor-led and self-directed learning, synchronous and asynchronous training

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Summary

Discussed online and distance education, EPSS, virtual classrooms, video/web conferencing, webinars, and webcasts

Reviewed the use of social media, communities of practice, Web 2.0, and Web 3.0 technologies

Discussed mobile learning and its use for microlearning

Discussed synthetic learning environments (virtual and augmented reality)

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Summary

Described how to design technology-based programs and their advantages and disadvantages for trainees and organizations

Concluded with a discussion of the effectiveness of technology-based training compared to traditional training

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Key Terms

Adaptive guidance

Adaptive learning

Asynchronous training

Augmented reality

Blog

Communities of practice

Computer-based simulation games

Computer-based training

Customization

E-learning

Electronic performance support system (EPSS)

Gamification

Generative learning

Human interaction

Instructor-led training (ILT)

Knowledge sharing

Learner control

Learner-controlled practice difficulty

Learning management systems (LMS)

Massive open online courses (MOOCs)

Microlearning

Mobile learning (m-learning)

Multimedia training

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Key Terms

Online and distance education

Personalization

Podcast

Self-directed learning

Self-pacing

Social media

Small private online courses (SPOCs)

Synchronous training

Synthetic learning environments

Technology-based training

Traditional training

Video conferencing

Virtual classroom

Virtual reality

Virtual worlds

Web 2.0

Web 3.0

Web conferencing

Webcast

Webinar

Wiki

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