Jiffy lube training and development

Chapter Eight

Technology-Based Training Methods

Objectives

After reading this chapter, you should be able to:

1. Explain how new technologies are influencing training.

2. Evaluate a web-based training site.

3. Explain how learning and transfer of training are enhanced by new training technologies.

4. Explain the strengths and limitations of e-learning, mobile learning training methods (such as iPads), and simulations.

5. Explain the different types of social media and the conditions conducive to their use for training.

6. Describe to a manager the different types of distance learning.

7. Recommend what should be included in an electronic performance support system.

8. Compare and contrast the strengths and weaknesses of traditional training methods versus those of technology-based training methods.

9. Identify and explain the benefits of learning management systems.

Time and Location Don’t Stall Learning at Nissan

Nissan has more than 150,000 people working around the world, including automobile production locations in twenty countries and product markets in more than 160 countries. To ensure that the company could meet its global plans for growth and expansion, Nissan identified sixty high-potential employees who needed to develop the skills and competencies that would prepare them to be successful in their careers. The high-potential employees worked in different functional areas, levels, and locations, including Latin America, Europe, Africa, the Middle East, Asia, and Australia. For these employees, face-to-face interaction in a classroom would be invaluable because it would help them develop and expand their professional network and work together on group projects. Also, classroom instruction would ensure that the employees would receive a consistent message and approach to developing leadership skills and competencies based on Nissan’s core business principles and331their questions could be immediately answered by the instructor or facilitator. But face-to-face classroom instruction was unrealistic because these employees could not be away from their work for an extended period of time and traveling to one location for training from sites around the world was too expensive.

To gain the benefits of face-to-face instruction and overcome time and travel challenges, Nissan created an e-learning program, which included a virtual classroom. This allowed Nissan to combine the strengths of a classroom experience, including relationship building, immediate feedback, and the ability to practice skills with those of an online learning environment (easily accessible resources at any time or place). The first step in the program was that program participants assessed their own competencies. Their boss and peers completed a similar assessment. Next, the participants attended a virtual feedback session where the assessment results were explained. Courses designed to improve their current skills or develop new skills were offered in a virtual classroom. The courses included a virtual learning lab for skill practice. Course content in the virtual classroom was delivered by a live instructor. Learners could connect to the course online. They could ask questions, role-play, interact using virtual white boards and polling tools, and work in small groups. To help the participants build working relationships, they could view photos of each other and the virtual class size was limited to twenty learners.

The first twenty learners were from ten different countries! Yet, the participants reported that they felt they were interacting in a real classroom. They liked the ability to interact in real time, work with small groups of other learners, and learn about other participants’ roles. Evaluation results suggested that the program was successful: Boss and peer assessments after the program indicated that participants improved their leadership behavior.

Source: Based on A. Lang, “Accelerate the leadership engine,” Chief Learning Officer (April 2013): 42–47.

INTRODUCTION

As the opening vignette illustrates, technology is having a major influence on how training is delivered. Nissan is using technology-based training methods that provide a learning environment that has similar benefits as well-designed face-to-face instruction (practice, feedback, learner involvement) but overcome the cost and time challenges related to trying to bring employees together in one physical location for training. Online learning provides trainees with access to training at any time and place. The effective development and use of technology for delivering training such as online learning requires collaboration among the areas of training, information technology, and top management. In addition, needs assessment, design, transfer, and evaluation (training design) are critical components of the effective use of training technology. Although technologies such as social media, tablet computers, and virtual reality provide exciting capabilities and possibilities, it is critical that companies use training technologies that support both business and learner needs.

Nissan is not alone in its use of new training technologies. Technology is changing learning and training in corporate settings, as well as in grade schools, high schools, colleges, and universities.

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In high school and elementary school classes, students are playing games that are fun, engage them in the learning content, and allow them to explore without fear of failure.1 For example, Los Angeles, California, teachers are using “Minecraft” in architecture classes to help students learn how to work in a community to get things accomplished. A middle school physics teacher in Houston, Texas, is using “Angry Birds,” which involves using slingshots to send birds to knock out pigs hiding in wood, rock, or glass towers. To knock out the pigs requires correct estimates of the birds’ trajectories. The teacher is using “Angry Birds” to help students understand arcs, and Newton’s law of force, motion, mass, speed, and velocity by examining how the birds fall and collide with the pigs. Medical students at Columbia University are using digital technology to help them identify the muscles and bones on cadavers.2 Medical students use iPads to provide images of the types of muscles and tissues that they are looking to identify on the cadaver. Students use the iPad to magnify what they are looking for and to zoom out to see supporting bones, veins, and other anatomical structures.

As we discussed in Chapter Seven, “Traditional Training Methods,” instructor-led classroom training is still the most popular training method. However, the use of technology for training delivery and instruction is increasing and anticipated to grow in the future. Table 8.1 provides a snapshot of the use of new technology in training. The use of training technologies is expected to increase dramatically in the next decade as technology improves; the cost of technology decreases; companies recognize the potential cost savings of training via tablets, mobile phones, and social media; and the need for customized training increases.3 As you will see later in this chapter, new training technologies are unlikely to totally replace face-to-face instruction. Rather, face-to-face instruction will be combined with new training technologies (a combination known as blended learning) to maximize learning.

The development, availability, and use of social media such as Twitter and Facebook have the potential to have a significant influence on training and learning. These tools are used by many people in their daily lives, especially the millennial generation. Many companies are using these tools for recruiting new employees and marketing and developing products and services. These tools are also increasingly being used for learning. Figure 8.1 shows the use of social media tools for work-related learning. Social media tools are reshaping learning by giving employees access to and control of their own learning through relationships and collaborations with others. Social media tools, including shared workspaces, social networks, wikis, blogs, podcasts, and microblogs, are being used for learning. As shown in Figure 8.1, shared workspaces, social networks, and wikis are the most commonly used social media for learning.4 There appear to be generational differences in using and realizing the potential benefits of social media tools. Millennials believe that social media tools are helpful for learning and getting work done, and do so to a greater extent than baby boomers or Generation Xers. This may be because millennials are more likely to use social media tools in their personal lives, resulting in their being more comfortable using them at work.

TABLE 8.1 Use of New Technology in Training

· 15 percent of training hours are delivered in a virtual classroom and 29 percent is delivered online.

· 39 percent of learning hours involve technology-based training methods.

· 74 percent of companies use learning management systems. Broken down by size, 88 percent of large (10,000 or more employees), 75 percent of midsize (1,000–9,999 employees), and 65 percent of small companies (100–999 employees) use learning management systems.

· 36 percent of large companies (10,000 or more employees) deliver training online, compared to 26 percent of midsize (1,000–9,999 employees) and 28 percent of small (100 or less employees) companies.

Sources: L. Miller, 2014 State of the Industry (Alexandria, VA: American Society for Training and Development, 2013); “2014 Industry Report,” training (November/December 2014):16–29.

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FIGURE 8.1 Use of Social Media Tools for Work-Related Learning

Source: Based on L. Patel, “The rise of social media,” T+D (July 2010): 60–61.

The development of tablet computers such as the iPad also has the potential to influence training and learning. One estimate is that nearly 40 percent of executives plan to incorporate tablets such as the iPad into their new training and development initiatives.5 These devices are expected to be used for learning and performance support, but also for coaching and mentoring employees, mobile gaming, and microblogging (e.g., Twitter).

This chapter begins by discussing the influence of new technology on training delivery, support, and administration. How technology has changed the learning environment also is addressed. Next, the chapter explores computer-based training, online learning, and e-learning. E-learning emphasizes learning through interaction with training content, sharing with other trainees, and using Internet resources. Technologies that are familiar to us in our nonwork life, such as social media, tablets such as iPads, and mobile smartphones, which are just beginning to be used for training purposes, are introduced. Next, the use of expert systems and intelligent tutoring systems as an instructional method and for on-the-job performance support is discussed. The chapter also shows how learning management systems aid in the delivery and administration of training programs. The last section of the chapter compares the various training methods that are based on334new technology. A blended learning approach combining traditional face-to-face and technology-based training methods may be the best way to capitalize on the strengths of available training methods.

TECHNOLOGY’S INFLUENCE ON TRAINING AND LEARNING

Chapters One and Two discussed the role that training and development should play in helping companies to execute their business strategy and deal with forces influencing the workplace. For training to help a company gain a competitive advantage, it needs to support business goals and be delivered as needed to geographically dispersed employees who may be working at home or in another country. Training costs (such as travel costs) should be minimized and maximum benefits gained, including learning and transfer of training. For learning and transfer to occur (i.e., for the benefits of training to be realized), the training environment must include learning principles such as practice, feedback, meaningful material, and the ability to learn by interacting with others.

New technologies have made it possible to reduce the costs associated with delivering training to employees, to increase the effectiveness of the learning environment, and to help training contribute to business goals. Table 8.2 lists, describes, and provides examples of some of the new technology training methods that we will discuss in this chapter. New technologies have influenced the delivery of training, training administration, and training support. Technology has made several benefits possible:6

· Employees can gain control over when and where they receive training.

· Employees can access knowledge and expert systems on an as-needed basis.

· Through the use of avatars, virtual reality, and simulations, the learning environment can look, feel, and sound just like the work environment.

· Employees can choose the type of media (print, sound, video, etc.) that they want to use in a training program.

· Course enrollment, testing, and training records can be handled electronically, reducing the paperwork and time needed for administrative activities.

· Employees’ accomplishments during training can be monitored.

· Traditional training methods, such as classroom instruction and behavior modeling, can be delivered to trainees rather than requiring them to come to a central training location.

Three of the most important ways that technology has influenced training and learning is that it has provided for greater collaboration, learner control, and a more dynamic learning environment.7

Technology Facilitates Collaboration

Technology allows digital collaboration to occur. Digital collaboration is the use of technology to enhance and extend employees’ abilities to work together regardless of their geographic proximity.8 Digital collaboration includes electronic messaging systems, electronic meeting systems, online communities of learning organized by subject where employees can access interactive discussion areas and share training content and web links, social networks, and document-handling systems with collaboration technologies that allow interpersonal interaction. Digital collaboration requires a computer, tablet, or phone with a web browser or app, but collaborative. Digital collaboration can be synchronous or asynchronous.9 In synchronous communication, trainers, experts, and learners interact with each other live and in real time, the same way they would in face-to-face classroom instruction. Technologies such as video teleconferencing and live online courses (virtual classrooms) make synchronous communication possible. Asynchronous communication refers to non-real-time interactions. That is, persons are not online and cannot communicate with each other without a time delay, but learners can still access information resources when they desire them. E-mail, self-paced courses on the web or on CD-ROM, discussion groups, and virtual libraries allow asynchronous communication.

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TABLE 8.2 New Technologies Used for Training

E-learning, Online Learning, Computer-Based Training (CBT), Web-Based Training (WBT)

Training delivered using a computer or the web. Can include CDs or DVDs of text and/or video.

Webcasts/Webinars

Live web-based delivery of instruction to trainees in dispersed locations.

Podcasts

Web-based delivery of audio and video files.

Mobile Learning

Delivery of training through handheld mobile devices such as smartphones or tablet computers.

Blended Learning

Training is delivered using a combined technology and face-to-face instructional delivery approach, such as classroom and WBT.

Wikis

Websites that allow many users to create, edit, and update content and share knowledge.

Distance Learning

Training delivered to trainees in other locations online, or through webcasts or virtual classroom often supported with communications tools such as chat, e-mail, and online discussions.

Social Media

Online and mobile technology used to create interactive communications allowing the creation and exchange of user-generated content. They include wikis, blogs, networks such as Facebook, MySpace, and LinkedIn, microsharing sites such as Twitter, and shared media such as YouTube.

Shared Workspaces (Example: Google Docs)

A space hosted on a web server where people can share information and documents.

RSS Feeds

Updated content sent to subscribers automatically instead of by e-mail.

Blogs (Example: WorldPress)

A webpage where an author posts entries and readers can comment.

Chat Rooms and Discussion Boards

An electronic room or message board on which learners communicate. Communications between learners can occur at the same or different times. A facilitator or instructor can moderate the conversations, which may be grouped by topic.

Microblogs or Microsharing (Example: Twitter)

Software tools that enable communications in short bursts of text, links, and multimedia, either through stand-alone applications or through online communities or social networks.

Massive Open Online Courses (MOOC)

Learning that is designed to enroll large number of learners (massive), it is free and accessible to anyone with an Internet connection (open), it takes place online using videos of lectures, interactive coursework including discussion groups, and wikis (online), and it has specific start and completion dates, quizzes and assessment, and exams (courses).

Adaptive Training

Training that customizes the content presented to the trainee based on their needs.

Sources: Based on R. Johnson and H. Gueutal, Transforming HR Through Technology (Alexandria, VA: SHRM Foundation, 2010); American Society for Training and Development, Transforming Learning with Web 2.0 Technologies, 2010 survey report; T. Bingham and M. Conner, The New Social Learning (Alexandria, VA: American Society for Training and Development Press, 2010); A. Kaplan and M. Haenlein, “Users of the world unite! The challenges and opportunities of social media,” Business Horizons, 53 (2010): 59–68. T. Poeppelman, E. Lobene, and N. Blacksmith, “Personalizing the learning experience through adaptive training,” The Industrial-Organizational Psychologist (April 2015), from www.siop.org .; R. Grossman, “Are massive open online courses in your future,” HR Magazine (August 2013): 30–36.

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Technology Creates a Dynamic Learning Environment

As discussed in Chapter Seven, learning can be an instructor-driven primary process. That is, instructors present information to the learners, and practice and applications occurred after instruction was completed (see the classroom learning environment shown in Figure 8.1). Many learning environments include only the instructor or trainer and the learners. The trainer is responsible for delivering content, answering questions, and testing learning. Trainees play a passive role in learning. Communication on course content is one-way: from the instructor to the learner. Experts and resource materials are separate from the learning environment. Contact with resource materials and experts beyond the instructor and course materials assigned for the course requires learners to go outside the formal learning environment. Also, learners often have to wait to access resource materials and experts until instruction is completed. Interaction among learners occurs primarily outside the training room and tended to be limited to those who worked in the same geographic area.

Technology has allowed learning to become a more dynamic process. As shown on the right side of Figure 8.2, the learning environment can be expanded to include greater interaction between learners and the training content, as well as between learners and the instructor. The trainer may help design the instruction, but the instruction is delivered to the learners primarily through technology such as online learning, simulations, iPods, or iPads. The instructor becomes more of a coach and resource person to answer students’ questions and is less involved in the delivery of content. Learning occurs primarily through exchanges with other learners, using blogs, wikis, or other types of social media training, working on virtual team projects, participating in games, listening, exchanging ideas, interacting with experts (engineers, managers, etc.), and discovering ideas and applications using hyperlinks that take the learner to other websites. Experts and resource materials may be part of the learning environment. While learners interact with the training content through exercises, applications, and simulations, they can discuss what they are learning with other learners or access experts or resource materials available on the Internet. Training delivery and administration (e.g., tracking learner progress) is all done through a learning management system (discussed later in the chapter). In the blended learning environment, shown at the bottom of Figure 8.2, trainees have access to a blended training curriculum that consists of both online and classroom instruction. Collaboration can occur between learners, between learners and training content (e.g., simulation or game), between learners and instructors, and between learners and experts. It is important that new technologies create a dynamic learning environment, including collaboration, active learner involvement, and access to other resources. A dynamic learning environment likely includes the use of Web 2.0 technologies, including social networking, blogs, wikis, and microblogs such as Twitter.10

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FIGURE 8.2 Types of Learning Environments

Technology Gives Learner’s Control

Learner control refers to giving trainees the option to learn through self-pacing exercises, exploring links to other material, and conversations with trainees and experts. It includes the ability to select how content is presented (e.g., text, pictures, videos, etc.) to pause, skip, and review content, and to link to additional resources. That is, online learning allows activities typically led by the instructor (presentation, slides, videos, visuals) or trainees (discussions, questions), as well as group interaction (discussion of application338of training content) to be incorporated into training without trainees having to be physically present in the training room. Recent technologies enable training to be delivered and accessed by trainees anytime and anywhere, including home, work, or even on the beach! Training content can be delivered in a consistent manner to trainees, who can decide when and where to participate.

Many of the training methods discussed in this chapter have these features. For example, online learning, or e-learning, includes instruction and delivery of training using the Internet or web. Distance learning typically involves videoconferencing and/or computers for delivery of instruction from a trainer to trainees who are not in the same location as the trainer. Mobile technologies allow training to be delivered through iPods, iPhones, personal data assistants (PDAs), iPads, and notebook computers that allow trainees to tune in to training programs at any time or place. New training technologies allow for the use of multiple media, including text, graphics, video, and audio. This allows for learning content to be presented in multiple ways, appealing to trainee preferences and learning styles.

Consider how technology has influenced how training is delivered and instruction occurs at Farmers Insurance Group.11 Farmers uses a blended learning approach to deliver effective learning to its multigenerational employees and insurance agents who are located across the United States. Farmers Insurance training programs integrate face-to-face instruction, print, online, video, audio, virtual simulations, and coaching. Technology is used for delivering knowledge, and instructor-led training is used for skill development. In the past five years the amount of learning delivered through instructor-led classroom-based training has dropped from 90 to 50 percent. The other 50 percent is online or informal learning. For example, Farmers Insurance is using various training methods to help its employees cope with the changes made in claims processing, ratings, billing, and product systems in support of the company’s business strategy (Farmers Future 2020), which emphasizes customer experience, distribution, and product management excellence. Field managers were required to complete online training and webinars designed to provide the new knowledge they needed. Then the managers received instructor-led training, videos, and coaching guides.

Farmers Insurance is also using virtual classrooms, mobile learning, social networks, electronic tablets such as iPads, and learning simulations. While taking courses at the University of Farmers, learners can use electronic tablets to take notes, access websites and articles, and view videos. The video capabilities of the tablets allow instructors to use them to record the learners practicing skills and then provide feedback and coaching. Also, the instructors can create learning materials such as iBooks with embedded videos. To encourage learning outside of a formal classroom environment, Farmers developed iFarmers apps for customers, sales agents, and employees. The iFarmers customer app helps customers learn about different insurance products. An iClaims app gives customers access to input and manage their insurance claims. The iAgent app provides business-focused learning for sales agents. Farmers Insurance has also been experimenting with social networking for employees to collaborate, create, and share knowledge, and to provide performance support. Some training programs are using the social network for collaborative exercises. Farmers’ “Agency Insider” program allows learners to specify whether they want to use Twitter, Facebook, e-mail, or an RSS feed.

The next section of the chapter discusses training technologies, how they are used, and their potential advantages and disadvantages.

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COMPUTER-BASED TRAINING, ONLINE LEARNING, WEB-BASED TRAINING, E-LEARNING

Computer-based training (CBT), online learning, e-learning, and web-based training refer to instruction and delivery of training by computer through the Internet or the web.12 All of these training methods can include and integrate into instruction text, interaction using simulations and games, and video, and collaboration using blogs, wikis, and social networks, and hyperlinks to additional resources. In some types of CBT, content is provided stand-alone using software or DVDs with no connection to the Internet. Trainees can still interact with the training content, answer questions, and choose responses regarding how they would behave in certain situations, but they cannot collaborate with other learners. For example, Wipro Technologies developed a tool they call a Unified Learning Kit (ULK), a portable laptop programmable computer that enables new employees to experiment in engineering subjects.13 One ULK can teach more than ten different technical subjects related to hardware and software engineering.

Online learning, e-learning, and web-based training all include delivery of instruction using the Internet or web. The training program can be accessed using a password through the public Internet or the company’s private intranet. There are many potential features that can be included in online learning to help trainees learn and transfer training to their jobs. For example, online programs that use video may make it an interactive experience for trainees. That is, trainees watch the video and have the opportunity to use the keyboard or touch the screen to answer questions, provide responses to how they would act in certain situations, or identify the steps they would take to solve a problem. Interactive video is especially valuable for helping trainees learn technical or interpersonal skills. Online learning can also include opportunities to collaborate with other learners through discussion boards, wikis, and blogs. We discuss more of the potential features and advantages of online learning next.

For example, during training needs assessment, Bayer Pharmaceuticals discovered that its technical experts needed new skills to manage large projects.14 These skills related to keeping project managers focused on the task, managing competing priorities, managing large cross-functional teams, and supervising employees who did not report to them. These skills are important to reduce the time needed to bring research discoveries to the marketplace. To train in these skills, Bayer used a computer-based simulation that requires teams of trainees to manage a large-scale project. The management decisions they make affect their odds of being successful. A computer calculates each team’s probability of succeeding. The simulation includes obstacles that can affect a project negatively, such as unmotivated employees, absenteeism, and projects being completed late. The simulation also includes online work that trainees complete prior to training. The prework provides trainees with an overview of the steps involved in project management. All trainees complete a self-assessment of their team-related behavior (e.g., conflict resolution). The assessments are used for discussing leader/team-member relationships. After completing the simulation, trainees can access a program website that includes a newsletter and tips for project management. Employees who have completed the simulation are demonstrating increased confidence in their ability to manage a project and to handle changing priorities, and they are addressing team issues more quickly.