|
|
Managing
Training
|
|
|
|
| Training-
Instructor Led |
|
|
|
Training
Media:
Technology Delivered Training |
|
|
|
| Training
Links |
|
Topic:
Managing Training
Article Title: Evaluating Training
at the 3rd and 4th Level
Author: Wanda Carricato
Issue: Winter '97 |
| Training
evaluation is and will continue to be a "hot" topic. Measuring
the impact of education on the learner, the process and the
company can be a daunting task. Our January '97 TEMPO meeting
explored these issues through a panel discussion and question
session. Susan Boyd acted as facilitator for the program.
Overview
of the Kirkpatrick Model
Audrey
Rutledge, Manager of Quality Assurance, Productivity Point
International was the first panel member. Audrey has 11 years
in the training industry, with experience developing trainer
certification programs. She has developed and presented a
course on evaluating the training function as a process rather
than an event.
Kirkpatrick
proposed this model as part of his dissertation and it has
become the standard for measuring the levels of evaluation.
His model is easy and practical to use, however it doesn't
provide suggestions for implementation.
Level
1 - Did they like it? Measures what learners feel (like) about
training. 83% of corporations do Level 1. Written evaluations
(smile sheets) are most popular form of Level 1. Though this
type of evaluation does not indicate knowledge transfer, studies
suggest that most adults will be motivated if they like the
training.
Level
2 - Did they learn it? This is typically evaluated by pre
& post testing and role plays. 66% of corporations do
some type of Level 2 evaluation.
Level
3 - Did they apply it? As levels increase, it becomes more
difficult to measure as well as more costly. Level 3 measures
behavior change. There are no up front statistics to assist
in this measurement.
Studies
show 62% of corporations do this type of evaluation. Some
methods of measurement are reduced time of delivery, observance
of skills improvement, and increase in the amount of time
software is utilized. Another form of measurement can be review
of help desk calls. Has there been a reduction in the number
of calls? Are they decreasing as a result of training? It
is hard to measure true behavior change. Remember measuring
behavior change takes time and you will need to allow some
time before making the measurement.
Level
4 - Did it matter to the bottom line? The last level measures
results. It is not a full blown ROI. It is results which are
different to all companies. Reduction of A/R days, would be
an example, which is not necessarily ROI. Establish the objective
up front as benchmarks need to be identified early in the
process. 47% of corporations do Level 4. There is wide acceptance
that if you do Level 3, then Level 4 is not necessary, as
Level 3 implies success for Level 4.
Why
Conduct Training Evaluation?
The
second panel member was Robert Rescigno, Vice President, Special
Functions Unit, MBNA American, Newark, DE. Robert has primary
responsibility for his unit's recruitment, new employee education,
continuing education and quality and performance education.
He had a seven year tenure as principal at Milford High School
prior to joining MBNA. Presently, he is implementing Level
3 & Level 4 evaluation as part of an instructional process
in several of his key functions.
MBNA
has a strong education philosophy. Evaluation for them is
essential to the success of their program. They use performance-based
instruction to measure results. Everyone succeeds with this
model. Different users need different frames of time for learning.
They ask themselves what they expect or what objectives they
have for the training. If you modify the learners' behavior,
you affect results.
Robert
discussed MBNA's New Hire Program for Customer Service Reps.
They begin by setting expectations for training, give quizzes
to measure knowledge transfer and provide learners with justification
for training and then conclude with skills assessment using
interview/phone simulations. These simulations pull all the
training together. They prove that once you have the knowledge,
you need to apply the learning.
MBNA
measures Level 3 by using support teams that take 2 months
at a time to help their groups improve performance by providing
support. This approach helps gain front line support that
is critical for the education process to effect change in
behavior. You need to change habits. Evaluation is an ongoing
process.
How
do you Get Started Doing Training Evaluation?
Bud
Benscoter, Manager of Performance Development, Information
Technology, at Vanguard, discussed how to implement the training
evaluation process. Dr. Benscoter has his Ph.D. from Penn
State University in Instructional Systems Design. He has 30+
years in the training, marketing, sales and management areas
and is also an adjunct professor at Penn State Great Valley.
Bud
advised " Think like a manager. Think of training as a management
tool instead of a education tool. Think about results you're
trying to drive and establish collaborative relationships.
You do not want to be perceived as an "expert" - work together
for a solution. " The Kirkpatrick model works nicely as a
tool with management if you work from bottom up. Identify
results that the project (training program) will generate
and what will be the acceptance criteria up front, and then
manage the project against that criteria. With Level 3, ask
what measurable way did behavior change? If it's going to
work, management and the trainee need to know what their responsibilities
are. Employees should be held accountable for being able to
perform their jobs, not judged on what they know.
How
do you Implement the Training Evaluation Process?
The
last panel member was Joel Chase, an Instructional Design
Specialist at QVC who has spent the past 4 months co-authoring
an evaluation methodology for QVC's training programs.
One
vital piece before any evaluation is conducted is to identify
your evaluation needs and management's evaluation needs. Drive
the information by setting expectations. Joel suggests that
it may be best to keep away from "levels" discussion and talk
about "what are you looking for, what are expectations of
results?" Only evaluate as much as you have to. Determine
what resources you need to perform evaluation. Make sure you
obtain approvals (signoffs) and commitments before you continue.
There
are many ways to conduct evaluations -- pre/post test; skills
assessment; job interviews and surveys all can be used. But
remember, higher level evaluation is more costly and more
difficult to accomplish. You need to make sure results are
valid, unbiased and you can replicate methods of evaluation.
Help management accept the difference between evidence and
proof. Proof is almost impossible to show - there is lots
of evidence. Variables are very hard to eliminate.
What
can you do to get management participation/buy in? Gain management's
support by conducting a presentation. After you have a track
record, show them what the negative results are of not doing
the training. Track and document projects - build rapport
and creditability through results. Use things that have gone
wrong as spring board for improvement. Tie in manager's performance
review into whether training is a success or not.
|
 Back
to top of article
Back to article list |
Topic:
Training Media/Internet
Article Title: March Meeting Summary:
"Business Considerations for Deploying Web-based Training"
Author: Cynthia S. Cole
Issue: Spring '98 |
| The
March 1998 dinner meeting was a joint meeting of TEMPO, Great
Valley Chapter of ISPI (International Society for Performance
Improvement), and the Delaware Valley Chapter ICCA (Independent
Computer Consulting Association).
Our
speaker, Margaret Driscoll, presented a timely talk on a subject
of interest to trainers and consultants alike. Ms. Driscoll
is a instructor at the University of Massachusetts in Boston
and a doctoral candidate at Columbia University. She is a
researcher and writer on web-based training and a consultant
to high tech, financial services and health care organizations
planning to implement web based training.
The
talk was divided into three topics: the trends in web-based
training (WBT), questions you should ask to determine if WBT
is appropriate to your organization, and identification of
the various types of WBT and tools used in each type.
With
the explosion of the Internet in recent years, more and more
people around the world are on the web. The overwhelming majority
of Internet users are in the U.S. and Canada, with a smaller
but significant share in Europe and Asia. Surveys show that
web users are indeed interested in education, second only
to banking applications. Revenues for U.S. web-based information
technology (IT) training, in particular, will grow significantly
through the year 2000, as individuals and organizations try
to find effective methods to educate themselves and their
staffs. Consultants and corporate trainers will find many
opportunities to apply this exciting technology in a productive
way.
We
learned that no technology is inherently better or worse than
traditional classroom training. For example, WBT may not be
a good medium for a scenario requiring hands-on practice,
coaching, or collaborative learning that requires students
to work together in a lab setting. As with any type of consulting
or training venture, to guarantee success, you need to ask
the right questions up front. What is the training trying
to accomplish? Who are the learners? What type of computer
and Internet skill levels do they have? What is their motivation
to stay focused on the training? What time is available? What
is their reading level? Is English a second language? What
type of organizational technical support will be in place?
What is the corporate culture regarding training opportunities?
What resources are available in the host environment for both
development and delivery?
There
are four basic types of models for WBT: web computer-based
training (CBT), web electronic performance support systems,
web virtual asynchronous classrooms, and web virtual synchronous
classrooms. Web-based CBT can be delivered either in a text/linear
format or multi-media non-linear format, depending on the
nature of the material and tools available. Inside corporations,
proprietary training, often formatted like a help system,
can be delivered via the Intranet. A variety of tools and
techniques are available for virtual classroom implementation.
Asynchronous
tools allow training material to be delivered to individuals
and allow them to respond. Lessons can be delivered via electronic
mail and homework assignments emailed back. Forums, threaded
discussions and notes files can be used to conduct training
sessions over a period of time. A variety of specialized software
is available to build quizzes and tests, or you can use simple
HTML or multi-media VRML (Virtual Reality Markup Language)
to format lesson or testing material.
Synchronous
tools allow several individuals to interact with the trainer
and/or each other. Internet chat rooms, real-time audio, application
sharing, video conferencing can all be used to set up virtual
classrooms. Guided web-surf tools allow you to show learners
where things are on the Internet. The selection of the appropriate
tool(s) depends on the answers to the questions you ask up
front.
Contact
Ms. Driscoll through email at: Driscoll@umbsky.cc.umb.edu
.
Check out her book, "Web-Based Training:
Tactics and Techniques for Designing Adult Learning Experiences
" or Brandon Hall's book: "Web-based Training Cookbook."
For
other resources on this topic, check out: http://www.multimediatraining.com/training.html
|
| Back
to top of article
Back to article list |
Topic:
Managing Training
Article Title: The Changing Face of
Corporate Training
Author: Kathy O'Boyle
Issue: Summer '97 |
| Those
of us who have taught for any length for corporate America can
easily observe how technology and consumer demands are influencing
the nature of our organizations and how they operate. In today's
digital economy, information and knowledge of how to filter
and use it efficiently are prized commodities. Also, the current
trends of downsizing, restructuring and reorganization are leading
to organizations that are transforming themselves into lean,
learning organizations. Consequently, companies are giving more
responsibility to workers who have been asked to do more with
less. In light of these issues, I recently surveyed a group
of 30 consultants and full-time training/management personnel
to discover their opinions on the changing face of corporate
training. More specifically, I polled these folks to determine
why today's organizations are changing, how these subsequent
changes effect the worker (student), and what this means to
the training consultant. Seventy seven percent of the respondents
gave their views on the changing corporate industry. The survey
questions have been condensed for this article, but include
the following with their respective answers.
What
are the Reasons for Corporate Training changes? This includes
changes in the training format, length, media and student/teacher
roles.
Technology
is the overwhelming culprit that is transforming the training
industry, according to 27% of the consultants surveyed. Seventeen
percent of the consultants claimed that a need for more customization
is another factor that is influencing corporate training so
that the need for generic training programs is waning. Other
catalysts for change include downsizing (10%), outsourcing
(10%), shrinking training budgets (13%), less time available
for training (13%), and the nature of the unstable work environments
and evolving students (10%).
What
are the consequences of the changing corporate environment?
The
number of workers in many organizations is decreasing. Employee
demographics are changing. Employee roles are changing and
so too are the needs of America's workers. The consequences
of these changes include the following with regard to corporate
training: a redefinition of the concept of education; smaller
training budgets; modularized training (again); greater reliance
on reference materials; increased use of alternative training
methods; increased demand for technical training and life
skills; increased use of consultants, attitudinal changes
toward consultants, and the forging of partnerships with consultants.
One
of the survey questions I posed to the consultants was "How
has the business climate changed since you began consulting?"
Twenty five percent of the consultants indicated that there
is a much greater acceptance of consultants in America's workplace.
This was followed by the observation of 21% who claimed that
global competition is more rampant between corporations and
for the consultants. The number of consultants in the industry
is increasing exponentially, creating more competition for
the consultant. Consequently, there are more pressing demands
from corporate clients who hire consultants. Understandably,
these clients want the most for their dollars. Fourteen percent
of the consultants indicated that training is becoming increasingly
modularized and 10% indicated that many companies are meeting
the needs of the abbreviated training by moving toward alternative
training solution such as multi-media, distance learning and
CBT. Finally, 4% of the consultants indicated that there was
an increased focus on quality and follow-up after training.
Evolution
of the corporate learner
Traditionally,
the most educated workers received the most training from
employers. Women, minorities, part-time, temporary and older
workers generally received less training than prime age white
male workers. This trend is quickly changing since there are
more women, minorities and older workers in the work place
than ever before. Thus, future training programs will have
to become more open and adaptive to meet the needs of an increasingly
diverse workforce. Additionally, the American workforce will
be more educated in greater numbers than ever before. Unfortunately
the gap between the educated and undereducated is growing
and glaringly apparent. Future trainers will be forced to
hone their interpersonal skills to accommodate the class disparities.
In
response to the question" How do you see learners changing
in the future?", 56% of the consultants responded that
learners are increasingly becoming more computer literate
because many of them have grown up with technology. These
computer-savvy students are often impatient with the more
introductory course subject matter, thus the increase in the
need for customized training. Thirteen percent of the consultants
noted that many of these young students may be more technically
inclined but are often ignorant of basic life skills. This
item is closely linked to the idea that corporations will
be forced to provide basic life skills training to their employees.
Nine percent of the consultants indicated that future students
would participate in their learning as active learners who
would be responsible for their own learning.
Thanks
to the modularized, no-frills training that is becoming widely-accepted
in today's corporate America, learners will no longer be forced
to establish a link between the subject matter taught in class
and its applicability once they leave the classroom. This
task will be done when the instructor steps into the classroom
and directly shows learners the applicability of the program
to their daily tasks. Some consultants (myself included) worried
that this leading of the educational horse to water might
reduce the learner's ability to see the overall picture with
regard to system functionality and only prepare the worker
for specific tasks.
In
summary, these are the opinions of various training professionals
who have their fingers on the pulse of the corporate training
environment. Seems like we have an interesting educational
ride ahead of us.
|
| Back
to top of article
Back to article list |
Topic:
Training Delivery
Article Title: Three Tips for Terrific
Trainers
Author: Sharon Bowman
Issue: Summer '97 |
| 1.
Never talk longer than the average age of the group. After 30
minutes, change focus and have the participates do something,
even if it's turn to their neighbor and share 3 facts they learned
so far.
2.
The person doing the most talking and moving and writing is
doing the most learning. This means the participates need
to be doing the most talking, moving, writing - not you.
3.
Bottoms up - Active bodies equal active brains. Get learners
up out of their chairs and moving at regular intervals.
|
Back
to top of article
Back to article list
|
Topic:
Training Delivery
Article Title: Ideas from TEMPO's Trainers'
Toolkit
Author: Wanda Carricato
Issue: Fall '97 |
| Before
class tip to get user support and active participation:
Olga
Cavaliere of GHR Systems suggests giving users a pep talk
prior to class to get them more comfortable to learn in class.
This could be done with e-mail, personal visits, lunchroom,
flyers.
Ice
breakers for class introduction:
Kathy
Bennett, Godfrey-Bennett Associates, Inc. brings several rolls
of toilet paper to class and ask the learners to take or tear
off how much they feel they need. Then when they introduce
themselves, they need to say things about themselves based
on how many squares they tore off.
Susan
Boyd, Susan Boyd Associates, learned this one at the Technology
Performance Management Conference: give everyone a penny.
Ask class to introduce themselves by saying what they were
doing in the year the penny was minted.
Class
management tip to break up cliques and create teams:
Theresa
Tolotta, Independance Blue Cross, crumples pieces of different
colored paper and places in a bag. Then everyone chooses one
and moves to sit with others who have that same color.
Class
control to get people back from break quickly:
Joe
Fox, Pew Charitable Trusts, uses a kitchen timer so it will
ring and remind learners to come back on time from break.
Class
Feedback Tip:
Susan
Boyd, Susan Boyd Associates, picked up this idea at the Technology
Performance Management Conference: make a traffic light symbol
and attach with a spinner arrow to each computer. Periodically,
ask the learners to show their comfort level with the topic
by moving the arrow to red (stop), yellow (slow down) or green
(go ahead).
Review
activities:
Marty
Levin, EMC Associates suggests splitting up the group into
teams and asking each team to come up with three questions
to stump the other teams. Questions must relate to material
covered in class.
|
| Back
to top of article
Back to article list |
Topic:
Training Delivery
Article Title: More Tips & Tricks
Author: Wanda Carricato
Issue: Winter and Spring '98 |
| We
continued our collection of Tips & Tricks at the January
meeting ice breaker. These shared bits of information are being
collected at each TEMPO meeting and will be published in a "Trainer's
Toolkit" that will be distributed to members at the May meeting.
Here are a few of the tips from the January meeting:
Information
Management:
Debra
Exner of Exner & Associates gave us this tip: When you
take a class or attend a conference, write down ideas of things
to implement on a separate paper. Place those pages in a binder
and review them every time you are on hold on the phone.
Get
people back from break quickly:
Rosemary
Greer of Independence Blue Cross gives her class trivia questions
from Edi West's book before they leave for break. She reads
the answers when they get back ? on time. She awards a prize
for the person who has the most answers by the end of the
training.
Before
class tip to get user support and active participation:
Tracee
Olver from QVC sends her students a pre-class e-mail and asks
them "what do you know about the topic?" and "what rumors
have you heard?" This gives the trainer a clue as to what
they are dealing with and the knowledge base.
Ways
to Stay Current with Technology:
- Network
with others with varied experience
- Attend
industry technology conferences
- Subscribe
to technology publications
- Set
aside time each week and guard this time
- Subscribe
to listserves
- Complete
on-line learning courses
Ways
to Handle Information Overload:
- Delegate
- Prioritize;
sift out low priority
- Meditation
-- leave it for awhile
- Exercise
to keep energy level high
- Use
some form of time management system
General
Rules of Conduct & Professional Ethics:
- Be
up front/disclose information
- Keep
it light/have fun
- Don't
burn bridges as you may need to cross them again
- Never
criticize competitors or products
- Give
everyone the benefit of the doubt
- Be
trustful, but verify references, sources
- Don't
sell people stuff they don't need
|
| Back
to top of article
Back to article list |
Topic:
Training Delivery
Article Title: September Meeting Summary:
"10 Ways to Make Training Stick"
Author: Wanda Carricato, WEC Associates
Issue: Fall '97 |
| Susan
Boyd, respected educator and speaker, kicked off our '97-98
TEMPO program year with her lively session called "10
Ways to Make Training Stick." This
presentation is one Susan has conducted at national conferences
like the Computer Training & Support Conference. Participants
attending this meeting were treated to a very informative and
very fun learning experience.
Susan
not only talked about the ways to make training stick, she
actually demonstrated those techniques through a very interactive
session. Susan used a reward-based system where participants
were given play money for various things. Money was given
for those who acted as group leaders during the team segments,
as well as those brave enough to answer a question or offer
a suggestion. The money was flowing and the concepts being
presented were definitely sticking. Ever have a group of learners
come back late from break? Those who attended took away many
ideas, not only from Susan but from their peers. (and isn't
that what training is all about?) The top 6 money winners
were given the opportunity to select a nice prize and the
rest of the audience went away with a little something as
well.
There
were four principles that Susan stressed and we were actually
tested on:
- Training/learning
is a process , not an event
- The
learning process must begin prior to class
- The
learners must be involved during class
- You
need to take actions after class to make sure
the learning sticks.
Susan's
presentation was broken into three main segments. She went into
detail about the 10 activities instructors can use before, during
and after class to ensure the learning process is a positive,
successful event, not only for the learner, but for the manager
as well as the instructor.
The
following checklist summarizes these activities.
You can also visit Susan's web site
at http://www.susan-boyd.comfor
additional training checklists.
|
10
Ways To Make Training Stick Copyright, 1996 Susan Boyd Associates
(
susan-boyd.com)
"Learning
is a process, not an event."
For the process to be effective, it must involve the support
of the manager, learner, and training manager over a period
of time that extend beyond the class date. If we want training
to make an impact in the job environment, we need to plan
activities to do before, during, and after training to help
make the learning stick.
10
Before Training Activities:
- Create
a Job-Focused Curriculum.
- Design
Courses with Specific Job Objectives, Job Tasks, and Pre-Requisites.
- Include
Variety of Learning Tools.
- Create
Quick Reference Cards for Job Tasks.
- Create
Macros/Templates.
- Pre-Screen
Learners.
- Train
Managers in the Learning Process.
- Set
up Learner and Manager Agreements.
- Interview
Learners and Managers.
- Prepare
Learners by Identifying Their Responsibilities Before, During
and After Class.
10
During Class Activities
- Use
Learner Contracts.
- Create
Bright Idea List.
- Incorporate
On the Job Examples.
- Use
Job Related Practice Exercises.
- Use
Analogies (Yours and Learners).
- Hold
Team Discussions on How to Apply.
- Motivate
Learners Throughout.
- Bring
in Show & Tell.
- Send
E-mail From Past Graduates.
- Use
Commitment Statements.
10
After Class Activities
- Mail
Commitment Statements.
- Use
E-mail to Follow-up and Send Surveys.
- Investigate
to find out if Learners are Applying the Skills.
- Conduct
Follow-up Interviews with Managers.
- Arrange
for Past Graduates to Be Mentors.
- Track
HelpDesk Calls.
- Use
Network Messages, Newsletter Articles.
- Make
Enhancements to Curriculum/Content.
- Determine
Areas That Need Alternate Training Solutions.
- Publish
ROI Statistics and Job Uses.
|
| Back
to top of article
Back to article list |
Topic:
Training Delivery
Article Title: Developing Independent
Learners
Author: Susan Boyd, Susan Boyd Associates
Issue: Summer '98
| Developing
Independent Learners Susan
Boyd, Susan Boyd Associates ,© 1998
What
commitment is needed by learners in order to maximize
training?
I think we need a realization and acceptance by all
learners that with the rate of technological and business
change, we have entered into the Age of Continuous
Learning. What Alvin Toffler predicted in 1970 in
the book Future Shock is right on target: "The illiterate
in the year 2000 is not the individual who cannot
read and write, it is the one who cannot learn, unlearn,
and relearn." Learners should have a prime motivation
to become more independent, self-directed learners
- their job both now and in the future, depends on
their ability to learn new skills, and adapt old ways
to new business demands.
How
can you get this commitment?
Get the message out - learning is not an event, but
a process. Educating the learners through memos, flyers,
newsletters, email, FAQs about the learning process
and their role in identifying needs, selecting the
training resources, and committing to complete the
training and applying it to the job. Have training
contracts with the learners identifying what they
need to do before, during, and after training to maximize
their learning. Develop learners' skills in all training
media so that they become self-directed, independent
learners.
What
Steps can you take to create and foster independent
learners?
Before
the Training:
1. Get learner involved in meeting with managers to
identifying skill needs and training resources.
2. Get learners to review course description and set
objectives prior to coming to class or doing a CBT/Web-Based
Training (WBT) course.
3. Have learners talk to managers and other users
of the software in their department and in other departments.
Talk to other learners who participated in the training
so that they have a better idea how the training will
be used on the job and what the course includes.
4. Identify any pre-requisites to the training and
make sure the learners complete these.
5. If CBT/WBT media is used, have a preliminary "Getting
Started" session with the learners so they understand
how to start, navigate, stop, and resume in the program.
Set timeframes and schedules for the desktop training
to occur. Build in feedback, mentors, and reporting
to ensure the learning is happening and is being supported.
In
the classroom:
1. Ask - rather than tell. Ask "what now", and other
leading questions to force the learners to read the
screens and look at menu options when determining
the next action.
2. Experiment. Have learners answer their own questions
through experimentation, trying alternate ways.
3. Use resources. Teach how to use all the available
resources: on-line help, software manual, user guides,
training manual, reference cards, etc. Use the resources
an integrated part of the learning.
4. Use cooperative learning. Have learners work together
to learn and teach each other a procedure or job task.
5. Build on prior knowledge. Point out the similarities
and consistencies in the software, so the learners
can apply the skills they learned to a new area of
the program.
6. Be a role model. In today's rapidly changing world,
no one can know every aspect of a software program.
If a question comes up that you don't know the answer
to, admit it and identify sources to investigate the
answer.
7. Don't wait until the class is over to evaluate
the learning experience. By then it's too late for
the current learners. Do comfort level evaluations
at least once throughout a class day and make adjustments
in the approach and techniques as required. Use form
or index card to get answers to questions such as:
a. list 3 concepts/skills you have mastered and 3
concepts/skills you wish to review
b. How would you rate your comfort level using the
new skills (use a scale of 1 to 5)
c. what could you do as learner to increase your comfort
level while in this class, as well as back on the
job
d. What could the trainer do to enhance your learning
and help you increase your comfort level rating.
8. Teach learners when and how to call the HelpDesk.
Create basic trouble-shooting procedure guides for
common problems and encourage learners to go through
these steps before calling the HelpDesk. In class,
demonstrate and use the built-in troubleshooting features
of the software programs.
What
activities and follow-up after training can be done
to maximize the learning?
The training and learning process doesn't end just
because the training event has been completed. The
following activities can help keep learning on-going,
identify additional training needs, strengthen independent
learning skills and also fine-tune the training program.
1. Use Commitment Statements: The Commit-ment Statements
serve as a reminder of what the learners meant to
do with the new skills. A Manager reminder letter
is also a way to reinforce what the manager now needs
to do to reinforce the learning and make the employee's
time in training pay off.
2. Use E-mail to Follow-up and Send Surveys: Electronic
mail is a good way to informally keep in touch with
past graduates. Use it to find out what they are doing
with the software, get job related examples and files,
and identify areas for the course that need to be
reinforced.
3. Investigate - Are the Learners Applying the Skills:
Get out of classroom and talk to managers and learners.
See what skills are being applied, what are not -
why - and what training can do about it.
4. Conduct Follow-up Interviews with Managers: Take
the time within a month after class, to follow-up
with the managers to see if training has addressed
the job needs and what other needs could be met. Discuss
your investigation results with the learners and see
how training can be enhanced or reinforced.
5. Arrange for Past Graduates to Be Mentors: Use past
graduates and match up these up as mentors to new
learners. This provides added support to the learner
and recognition to the "graduate".
6. Track HelpDesk Calls: Track HelpDesk calls immediately
within the first 2 weeks after class and note patterns
in topics or callers. If HelpDesk or surveys show
people are not using a skill or having problems with
it, then this is a sign that the training course needs
to address this issue. It's not that a skill was not
taught - calls on the HelpDesk are proving it wasn't
learned. You need to determine if they're better ways
to teach the skill. Is a reference card needed? Are
procedural changes needed?
7. Use Network Messages/Newsletter Articles/ Lunch
& Learn: Learning can't stop just because the
class is over. Use newsletter articles, network sign-in
messages, bulletin boards, etc. as opportunities to
reinforce new skills or address problem areas. Send
out the "Top 10 Questions/Answers This Week" list
through e-mail to recent class members. Determine
what materials or topics need to be enhanced/added
in the training class to eliminate the common HelpDesk
calls. Do mini-sessions in a Lunch & Learn format,
and run 20 minute "info-mercials" presentations on
new software features as a way to introduce software
upgrades.
8. Make Enhancements to Curriculum/Course Content:
Use the feedback gathered through the evaluations,
surveys, interviews, and HelpDesk Call Tracking to
make revisions and additions to the courses. The courses
can't be static or they will not meet evolving job
needs
9. Determine Areas That Need Alternate Training Solutions:
Training is not like pantyhose - There is no one size
fits all solution! Today we have a wealth of training
resources available. Consider options like Internet
training, interactive multi-media programs, 1-1 training,
Quick Tips manuals, etc. to enhance and supplement
instructor led programs. Consider the cost of the
learner (both the lost time while at class and also
lost productivity of the training doesn't stick),
not just the cost of the training, when justifying
alternate solutions.
10. Publish ROI Statistics and Job Uses: Look for
evidence that the training skills are being used and
make a difference. Don't try for scientific proof
- collect evidence through manager's assessment and
feedback from learners. If training is not making
a difference, there is a problem that needs to be
addressed immediately, or your training programs will
earn the reputation for wasting valuable time and
money.
|
Back
to top of article
Back to article list
|
Topic:
Training Media
Article Title: Asynchronous Learning:
Creating Independent Learners
Author: Wanda Carricato
Issue: Spring '97 |
| The
March '97 Dinner meeting program was presented by Richard Lyle
and Charlton Monsanto from Drexel University. They shared with
us the success of their remote learning program for the Masters
of Science in Information Systems. This program allows you to
gain an advanced degree without the time constraints of a traditional
degree agenda. This program is specifically designed for professionals,
already working in an information systems capacity. Since 1995,
three hundred learners have participated in Drexel's 3-year
Masters of Science - Information Systems degree program.
The
flexibility of this learning environment allows the learners
to attend class at times that are convenient to them. As long
as they have a modem, classes can take place anytime and anywhere.
Having access to an asynchronous network means there is no
specified time to attend class. Learners communicate with
instructors and other classmates via e-mail and bulletin boards.
Discussions with other learner sand instructors, though not
real-time, are instrumental in the overall success of the
program. Everyone shares thoughts and assignments as well
as the instructor's reaction, which improves the quality of
the classes.
The
Drexel staff have worked extremely hard to develop an environment
that provides the same level and quality of education as the
traditional classroom instruction. Although this is a remote
environment and quite independent, the assignments, reading
and other projects have the same level of difficulty as their
classroom counterpart. Ensuring the quality of learners and
professors is another way of getting more from the process.
The learners and instructors learn from each other through
their discussions and review of each other's work. This is
not learning from computers and is definitely not CBT--it
is a learning environment.
Some
of the advantages include:
1.
No limits on geography -you can be anywhere, you just need
a PC and a modem.
2.
Learning is not real time but your time - anytime,
anyplace. Availability is the major feature. Attendance in
the classroom is never required for the learning environment.
3.
the professors are the same for both classroom and Same quality
of instruction. The curriculum and Asynchronous courses.
4.
Learners use the technology that they are or will be working
in.
5.
The network of learners improves the quality of learning.
6.
The learners are using the communications environment of the
future.
7.
Statistics:
- 92%
learners would take another ALN course
- 97%
felt they had more access to the instructor than conventional
course delivery
- 90%
felt they had more access to other learners than in conventional
courses
- 100%
learners felt that seeing the ideas and assignments of others
was useful
The
program begins with a full day, face-to-face orientation to
technology, course curriculum, instructors and classmates. From
that point forward, the professors deliver all material asynchronously
- never live. Drexel uses a Lotus Notes network, which is outsourced
to a firm that hosts their databases on the Internet. Notes
has a replication feature that allows files to be downloaded,
rather than be on-line.
There
is a database of learners and professors that includes pictures
and bios of the participants which is one way to get learners
better acquainted with their classmates. The surveys received
from learners have been extremely positive and though there
are some negative comments, the positive far outweigh the
negative.
Some
of the positive feedback: "I enjoyed learning from other
learners"; "I was in control of when I learned and
was able to participate more than I would have had this been
a traditional class"; I liked having access to instructors."
Drexel
is in the planning stages of developing new degree programs
and expanding the existing program due to the success they
have experienced.
|
| Back
to top of article
Back to article list |
Topic:
Training Media/Internet
Article Title: January Meeting Summary:
"Surfing the Net: What's in it for Trainers?"
Author: Jill Kruse
Issue: Winter '98 |
| Everyone
is talking about the web! Especially training departments. To
help some of us in the Philadelphia area sort out this new training
paradigm, we had four presenters fly in from Arizona, Georgia
and Massachusetts for our January 1998 TEMPO meeting.
The
first to present was Jeff Farr, Kobixx Systems (now part of
KnowledgeSoft). Jeff talked all about the industry trends
and how according to the ASTD National HRD Executive Survey,
by the year 2000, 35% of all training will be delivered electronically.
The top three methods will be: Intranet, LAN/WAN, and Internet.
Jeff
quoted a case study completed by Budget Rent a Car. The study
compared their 1996 training methods to their new online training
in 1997. The following results are quite impressive:
|
|
1996 Training Method |
- Spent
between $1,500-$2,000 per new hire
- Trained
only 50% of their 600 new hires
- Decentralized
trainer's delivery was inconsistent
|
|
1997 Online Training Method |
- Spent
approximately $156 per new hire
- Trained
99% of their new hires
- Centralized
trainers delivered consistent training
|
Jeff
also talked about the four critical components for an Online
Training System. They are:
- pre-screening
or assessment tools
- customized
development and delivery system compatible with future technology
- validation
and measurement tools
- ease
of administration and management.
He
also identified the criteria for the best assessments and training
systems:
- contain
performance based scenarios
- provide
prescriptive action plans
- integrate
education with testing
- contain
interactivity
- simulate
the testing environment
- are
customizable
- consider
a skills hierarchy.
Jeff
concluded with the CD-ROM vs. Online assessments issue. "Assessments
must evolve with learning materials as they are also learning
materials. The migration is to be online."
The
second presenter was Kevin Brice with MeasureUp, Inc. Kevin
talked about the skills gap that is created by advanced technology.
He discussed how the "Up Online" system is a customizable
delivery and management solution. MeasureUp has learned that
the students need creative interactive, highly engaging materials
to stay alert and interested. As their trainers, we only give
them as much as they need and in small digestible chunks.
Someone in the audience asked, "How can we make the materials
highly engaging?" Kevin answered immediately with "Simulations!".
Let the student go down a path. Later let them know where
they went off course (no pun intended). Let them retry.
Instructors
should call or email the learners ahead of time to field questions
or concerns and find out what they know and don't know. After
class is over, make sure there are chats available to the
students to bounce ideas off each other and give them some
socialization. The value of an online architecture system
is that you can easily write a prescription for the skills
gap and immediately update all PC's within the company.
Online
systems are the best benchmark available for certification
programs. More and more companies are starting their own because
they believe certifications provide extra value to their organizations.
These programs play an important role in shrinking the skills
gap in this "revision world" we live in.
The
third presenter was Brad Page from ComputerPrep. He asked,
"Are you prepared?" The world is changing more rapidly than
ever before. In order to keep ahead of your competition, you
must have the most highly skilled, productive and motivated
employees in your industry.
Brad
talked about the new training paradigm. More than ever, training
is assessment driven. This goes beyond "just-in-time" and
"just enough". Training is more individualized and learner
focused. One of Brad's suggestions was to create a home page
for each learner so that it is personalized. He started us
thinking about "Classes of One". The instructors will be thought
of as "Mentors". There may come a time when each learner in
the class room will be working on something different. It
will be a tough job for the "Mentors" to jump from level to
level. Why not limit the class to three or four levels?
Brad
reminded us in his conclusion that the payoff for training
is that "you are developing a learning organization; your
most valuable sustainable competitive advantage today". The
last to present was Dr. Leslie Thomas, Ph.D. with ComputerPrep.
She discussed competency modeling and focused on the training
process. She covered three major issues:
- Needs
Analysis
- Is
training needed?
- What
are the performance objectives?
- Training
Content
- Select
media/method
- Develop
and deliver content
- Training
Evaluation
- Determine
level of evaluation
In
conclusion, online assessment and training provides dramatic
advantages and opportunities for both the trainers and learners.
The technology has evolved as a vehicle to deliver training
and assessments to a diverse and geographically dispersed group
of learners. The internet provides a wealth of information and
resources that are only a click away! Trainers need to get comfortable
with the new technologies and delivery options so that they
can determine how to best integrate them into their company's
overall business strategy and goals.
Thanks
to Jeff Romm of Training & Education Associates, who coordinated
this program, and all our speakers for a thought provoking
TEMPO meeting. Be sure to join us at the March 11, 1998 dinner
meeting when we present a follow-up topic: Business Considerations
for Deploying Web- Based Training.
|
| Back
to top of article
Back to article list |
Topic:
Training Media/Internet
Article Title: March Meeting Summary:
"Business Considerations for Deploying Web-based Training"
Author: Cynthia S. Cole
Issue: Spring '98 |
| The
March 1998 dinner meeting was a joint meeting of TEMPO, Great
Valley Chapter of ISPI (International Society for Performance
Improvement | |
