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Self-Guided Training Manual

Brant Miller, Dan O'Brien, Craig Parr, Diane Taveau, Aquandra Williams

AET/562

May 15, 2017

Dr. Sean Spear

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Self-Guided Training Manual

Introduction

The use of social media expanded in numerous directions. Companies utilize social

media tools to help solve problems within the organization. Schools use the tools to enhance

learning in the classrooms by introducing social learning. Social media solves business related

issues and even as a personal learning network (PLN) within an organization. Tools like

Facebook, YouTube, Twitter and blogger are already being used throughout schools and

businesses for personal use (Hill, Song & West, 2009). The purpose of this self-guided training

manual educates trainees on the different uses of social media tools as each relates to social

learning.

Social Learning

An increasing shift in learning with the plethora of technological advances occur now

due to the creation of different social media tools. The programs allow students and teachers to

collaborate and engage one another using an online, interactive platform. Social Learning has

become the new era of learning. According to the research completed by Bryer & Chen (2012),

many studies strongly suggest that collaborative learning has proven to be more effective than

individualistic learning in contributing to motivation, in raising achievement, and in producing

positive social outcomes.

There are many benefits to social learning; there are also barriers to effective social

learning. Some of these include the concerns of productivity and efficiency, firewall and

security, confidentiality issues and participation (Levy & Yupangco, 2008). The barriers exist in
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almost every social media platform. A person must educate users on the importance and benefits

of the use of social learning in the classrooms. Educating users helps with productivity and

efficiency. Making sure to pick the right social media tool to promotes online learning ensures

the security and safety of both learners and educators. Because the tools exist online

confidentiality concerns occur. Anything posted online remains open to the public. For

example, when a person becomes included in a discussion online using a Facebook account,

everyone in the class sees his or her profile and anything posted. To make a page private, people

must go through the online settings and increase the security settings. Privatizing a page resolves

the issue of privacy and confidentiality. Involvement becomes an additional barrier to overcome.

Participation remains the most important barrier to deal with since if no one participates, social

learning becomes less effective making the method less desirable. Encouraging learners and

educators to interact amongst one another through the use of discussions and other postings

corrects this issue.

According to a survey completed by Bryer & Chen (2012), One respondent observed

that students do not perceive these as learning tools. Therefore, they do not approach them or

use them in a way that will facilitate learning. This type of view on social media and social

learning damages a persons future career development. Everything posted online remains for

everyone to read. If learners use this approach, he or she can say or post something

inappropriate. Other ethical dilemmas include cyberbullying and favoring one student over

another. The ethical concerns create a negative atmosphere for students to feel safe and willing

to participate in social learning. One way to avoid favoritism, do not befriend the student until

after the course completion. This creates a fair and impartial student program. Students feel like

he or she receives fair treatment throughout the duration of the course. Decreasing cyberbullying
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follows another method to approach ethical dilemmas. As an educator, training on different

methods produces different processes to stop this activity.

There are so many advantages to using social media as a platform for social learning;

these include being able to share messages, connect with other learners and even being able to

easily monitor students participation (Hill, Song & West, 2009). Social learning allows students

and educators to connect beyond the typical classroom setting. The processes become engaging,

and grants users to ability to stay connected far beyond the time frame of the class. Social

learning takes people outside the classroom where he or she feels comfortable to openly provide

opinions and interact with classmates and professors. Students and educators currently use social

media for personal use. Social learning takes this tool and gives the process purpose.

Problem Solving

The one question that gets asked the most in any business situation is: How? How does

the company fix this? How does the corporation make this system work? How do businesses

get goods to customers? How does a company connect a team in San Francisco to a team in

Shanghai? The issues become serious and create somewhat overwhelming problems. The

answer social learning. Solving problems at work are no longer restricted to leaning over to

the guy in the cubicle next to a person and asking: Can you help to figure this out? Instead,

people now have the ability to be interconnected with almost anyone he or she chooses through

social networking and the dream of a collective IQ.

Business and people now realize the Collective IQ. An opportunity to raise personal,

organizational, and collective IQ has arrived. As stressed as an individuals communication

capabilities seem today, individuals now witness a dramatic increase in collective thinking,

collaboration, and capacity to grow and learn. We need to embrace the opportunity for personal
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connections and be willing to evolve (University of Phoenix, 2017). What is a collective IQ? The

process occurs when an individuals brain connects with other brains to solve a problem. People

no longer face a world hindered by the limits of his or her intelligence, but can use the

intelligence of others to make him or her smarter hence the collective IQ. So how can a

person tap into this? Answer: by building a Personal Learning Network (PLN).

Believe it or not, people already have one. These are the people you go to when you

gather information and share resources to enhance your personal and professional learning

(Nussbaum-Beach & Hall, 2012). So, how does a person develop a PLN at work? The

availability of web-based technologies that promote connectivity has erased physical boundaries

(Nussbaum-Beach & Hall, 2012). Companies can promote organizational learning systems

through the consolidation of an organizational culture that does not change the attitude of its

employees, but which rather encourages the voluntary and constant exchange of knowledge

through social interaction (Online, 2012). The company may already a ready-made PLN set up

for people to interact with - individuals just need to find them. Try the following steps:

1. What is the corporate social media policy, if any?

2. Is there a corporate Facebook page?

3. Are there any Facebook groups? Are they divided by project? Department?

4. Is there an intra-net social networking site?

5. At department meetings ask if anyone has a blog that he or she follows

6. Are there video tutorials online?

By looking to the company first, people build not only collaboration but also collegiality.

Collegiality relationships create real change and are characterized by conversations about

practice, problems, and solutions to learning challenges for all, and about ways to improve
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overall (Nussbaum-Beach & Hall, 2012). This comes about when colleagues learn, listen,

critique and respond to one another. When a person bounces ideas and problems off of one

another, people collaborate on solutions and better the team as well as individually. PLN and

building collegiality help to make problems seem more manageable because individuals have an

entire team behind the solution, instead of just having to rely on him or herself. The perception

of the problem becomes one that changes from being overwhelmed to having confidence in

finding a solution.

If a company does not have an internal PLN set up, individuals can easily create one. If a

person starts beginning a network, begin slowly with just one tool. An explanation of some great

tools to use is delineated later in this manual. But for discussion purposes, a great way to start

entails thinking of someone respected in a chosen field and see who he or she follows.

Individuals may want to begin a network by considering well-respected bloggers with whom he

or she are familiar. Often bloggers include links to their Delicious and Twitter accounts

(Nussbaum-Beach & Hall, 2012). People use the links to keep building networks. Figure 1

further displays what can make up a PLN.

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Problem Solving using a social learning network has many advantages over traditional

formal training. While formal training has the promise of providing accurate information, the

process remains nowhere near as timely as a social learning network. Using this process,

individuals have immediate access to an exponential amount of knowledge. This process has no

hierarchy to weed through, expensive materials to put together, or meeting space to reserve.

People simply click on a network and viola, he or she get answers. While formal training

remains limited to a persons immediate sphere of influence and directed by the superiors in

terms based upon what he or she feels the individuals need to know - social learning is directed

by the individual. True, people may not get as accurate information as accomplished with formal

training, but honestly, the better a Personal Learning Network, the better the information.

Business Issues
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The design of a social media program provides an employee an area for learning

resources. The setting provides workers with an venue to connect, learn, ask for help, and

discuss problems. The intention for a social program allows each person some new methods to

learn. This technology and social spaces open new doors of communication that currently do not

exist. Trainers post new material on a regular basis, and employees visit the sites at a convenient

time and place.

Social media training is quickly becoming mandatory for an ever-growing range of

companies, far surpassing the first wave of IT firms that rolled it out two years ago, like Dell,

Intel and IBM, (Meister, 2012, p. 1). As a business grows and becomes more adapted to outside

influences, the stakeholders investigate what works elsewhere. Employees require a place to

connect and learn. Explanatory pictures and visuals can be provided and shared with company

members through social media sites such as Flickr and Pinterest, (Nicholls, 2014, p. 1). With

the number of changes occurring during the business cycle, the social platform offers a methods

to share the changes quickly.

The object of this new program provides new methods not available before, but

guidelines apply to each person who uses this new venue. One involves the effectiveness of the

social platform in the new training environment. Numerous methods exist, but assessing the core

learning involves an assessment of four criteria.

Level 1: Reaction: To what degree participants react favorably to the training.

Level 2: Learning: To what degree participants acquire the intended knowledge, skills,

attitudes, confidence, and commitment based on their participation in a training.

Level 3: Behavior: To what degree participants apply what they learned during training

when they are back on the job.

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Level 4: Results: To what degree targeted outcomes occur as a result of the training

event and subsequent reinforcement, (Polchin, 2014, p. 1).

The question of learning involves the ability to apply that talent on the job. A simple

examination of the employee allows a supervisor to see if the process works or fails to teach the

employee. By looking at each segment, supervisors determine if the employee followed the

training or the new method. Each step allows the company to assess if the social structure works

and people accept the new program. When people understand the material, and grasp the new

concepts, a business can determine if the platform offers advantages to the company.

In some cases, the training department may want to alter some of the material to make

this more appealing to employees. A business cannot just assess if the substance meets or fails

the requirement of the four steps. The training department requires feedback to adjust the path or

materials to assure the success of any training.

Resource allocation provides the method to disseminate the program to the employees.

Because of this, the approach also controls the effectiveness based on that rollout. Developing

everything at once overwhelms staff members. To assure success resources come out a bit at a

time to allow adjustment time. Learning communities, like gardens, flourish when they are

cultivated, when they are nourished as they evolve and mature, (Nussbaum-Beach & Hall,

2012, p. 110).

Putting in too many programs simultaneously creates gaps in learning and attendance.

Offer employees the ability to acclimate to a program before adding another. Monitoring each of

the resources and once activity increases to an appropriate level, add additional tools. This

assures that the new venues added do not fail. In this sense, the Kirkpatrick model (based on an

individual assessment of the impacts of training) well-known to those in charge of assessing

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learning, (Social Business Manifesto, 2017, p. 1). Following the model offers a business insight

into the program and how the process evolves through the employees. The next step can be

revisited and evolved into a wider assessment approach extending the analysis levels to a larger

and network dimension, also able to assess the most widespread organizational impacts that

involve the communities found within the company, (Social Business Manifesto, 2017, p. 1).

(Fain, 2012, p. 1)

Trainers assess how the program impacts the employees learning by paying attention to

each level in Kirkpatricks model. Understanding how each person reacts offers insight into the

viability of the social platform.

Strengthening Relationships

Prior to social media, upon the completion of training programs, no further contact with

people involved in the program. High school graduates might reconnect with classmates during
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ten year reunions but that was only if the announcements found the way to current addresses.

Social media allows people to connect and stay connected long after a programs completion.

Families now stay connected on a daily basis with regular discussions, sharing of photos and

even videos. At a time not too long ago, people drifted apart and lost contact with people he or

she valued and enjoyed meaningful relationships. Social media tools provide the ability to create

virtual online spaces that are accessible at any time and any place (Nicholls, 2014).

Professional organizations also benefit from social media. Today organizations face

challenging tasks to meet company goals. Employees must wear many different hats to

accomplish his or her job. Organizations today include small startup companies with a few

workers to one with numerous departments, divisions and thousands of employees. In some

cases, people with limited experience complete tasks crucial to organizational goals. This takes

place while employees experienced with the processes sit in the next department, not knowing

his or her knowledge could benefit the organization. Before social media a common occurrence

for people included spending his or her entire careers possessing valuable skills and talents that

go unknown and not utilized. The process of sharing personal knowledge creates a happy

employee. This occurs because people helping others with known knowledge benefits each

toward his or her future. People enjoy the interpersonal communication of knowledge.

Social media allows people to connect to others with communication means not

previously available. This new form of social communication, began as a personal form of

making connections, provides great benefit to individuals as well as organizations.

Companies strengthen relationships within the organization by forming communities that

bring people together that normally do not connect. Organizations can also supplement training
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programs for existing employees and help get new staff plugged into new roles within their

organization (Flood, 2010). There are three types of learning communities; professional learning

communities, personal learning networks and communities of practice.

Professional learning communities apply to educational organizations and allow teachers,

administrators and staff to learn together to help improve student achievement. Staff members

become aware of the skills and talents of others and mutually beneficial relationships form. The

connections help others achieve individual objectives falling in line with organizational goals.

Such contributions pooled within the organization create shared leadership that extends beyond

job titles. Organizations must create a branded approach with social media programs.

Employees will aspire to amazing things when they feel aligned to a brand (Meister, 2012).

With professional learning communities, the newest and least experienced member may

understand a practice that benefits the organization. To provide a more fluid flow of

contributions from contributors organizations such as Cisco have let go of the traditional top-

down command control approach which has helped to provide feedback and influence (Flood,

2010).

Companies utilize personal learning networks to tap into the knowledge and experience

of the staff members in the organizations. Companies today are striving to create mutually

beneficial employee relationships that help the company achieve goals. Personal learning

networks established by many companies allow continuous improvement of business practices

that benefit the organization. Informal learning in a community of practice provides enthusiasts

the ability to learn more about topics of his or her choosing at an individual time of choosing.

Learners contribute knowledge to others and also benefit from the others knowledge. With
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learning networks group, the membership control role falls to the creator of the group or left

open to allow global contribution.

Social Media Tools

YouTube

Description of YouTube- Video-sharing website with unlimited opportunities to help

eLearning with unlimited videos to help audiences achieve learning goals and objectives.

Benefits- Easy to integrate. Can be used as an eLearning community. Easy to use in a mobile

learning situation.

Limitations- To create good videos editing software required.

Example of organizational application on behalf of social learning- Generates and promotes

online discussions. Breaks down to microlearning. Ability to write down key points and times in

videos. Enhance comprehension of complex concepts. Allows learners to create videos.

Blogger

A user generated discussion post where users can comment and contribute to blog topics.

Benefits Contributors learn from shared experiences of other blog users and

participants.

Limitations- Requires active participation from the members.

Example of organizational application on behalf of social learning- Organizations establish blogs

to allow members the ability to contribute shared knowledge. Threads continue after the

completion of training programs. The ability to include multiple links and file uploads.

Facebook

A one-stop shop for interaction through comments, photos, videos, groups and events

Benefits ease of use, one-stop shop, already subscribe for personal use
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Limitations only works if relationship reciprocated

Example of organizational application on behalf of social learning the ability to group

organizational teams around departments or projects to create collaborative groups.

Twitter

Description of Twitter- Allows social interaction by sharing tweets, news and

information.

Benefits- Connecting and networking for personal and professional use.

Limitations- Limited to 140 characters per message/tweet

Example of organizational application on behalf of social learning- users share

information from educators, and learn in a community that allows each to interact with other

learners.

Summary

With so many to choose from learners enjoy options never available in the past. The

overall experience adds knowledge to every person who connects socially. The methods include

various social platforms, and choice remains with the corporate leaders and trainers to begin the

programs. Individuals remain responsible for his or her online responsibility. The main issue

remains on each person who participates to practice corporate responsibility.

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References

Bryer, C. & Chen, B. (2012). Investigating Instructional Strategies for Using Social Media in

Formal and Informal Learning. Retrieved from:

http://www.irrodl.org/index.php/irrodl/article/view/1027/2073?utm_campaign=elearningi

ndustry.com&utm_source=/10-tips-to-effectively-use-social-media-in-formal-

learning&utm_medium=link

Fain, D. (2012). Test Generator, Performance Measurement and the Kirkpatrick Model.

Retrieved from http://www.testshop.com/blog/bid/83303/Test-Generator-Performance-

Measurement-and-the-Kirkpatrick-Model

Janette R. Hill, Liyan Song & Richard E. West (2009) Social Learning Theory

and Web-Based Learning Environments: A Review of Research and Discussion of

Implications,

American Journal of Distance Education, 23:2, 88-103, DOI:

10.1080/08923640902857713

Levy, S. & Yupangco, J. (2008). Overcoming challenges in the workplace. Retrieved from:

https://www.learningsolutionsmag.com/articles/85/overcoming-the-challenges-of-social-

learning-in-the-workplace

Meister, J. (2012). The Future Of Work: Why Social Media Training Is Mandatory. Retrieved

from https://www.forbes.com/sites/jeannemeister/2012/10/31/the-future-of-work-why-

social-media-training-is-mandatory/#40b0127f6b4f

Nicholls, S. (2014). How to Train Employees Using Social Media. Retrieved from

https://trainingmag.com/how-train-employees-using-social-media
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Nussbaum-Beach, S., & Hall, L. (2012). The Connected Educator: learning and leading in a

digital age. Bloomington, IN: Solution Tree Press.

Polchin, R. (2014). Measuring the Effectiveness of Your Training Program. Retrieved from

http://www.icmi.com/Resources/Learning-and-Development/2014/07/Measuring-the-

Effectiveness-of-Your-Training-Program

Social Business Manifesto. (2017). Social Learning: the organization learns how to learn.

Retrieved from http://socialbusinessmanifesto.com/social-learning-the-organization-

learns-to-learn/