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CHAPTER 8
TECHNOLOGY-BASED TRAINING METHODS
ESSENTIAL OUTCOME
After completing the lesson on this chapter, if nothing else, students should be able to
distinguish between and differentiate amongst the various training methods that
constitute technology-based training, and have an appreciation for the important and
increasing role technology plays in the design and delivery of workplace training.
4. Video and web conferencing, link trainees with trainers and other experts,
typically at the trainee’s work station or in a virtual classroom, and has the
advantage of reducing or eliminating the costs, inconveniences, and time away
from work that is often involved with traditional training.
5. A trend in technology-based training is the move toward the use of social media
(such as Facebook, Twitter, and wikis), which forms part of what is referred to as
Web 2.0 and which emphasizes the sharing of information and knowledge as
opposed to the one-way transmission of it. A key concept in relation to this is the
notion of social constructivism, which emphasizes learning through social
interaction in a dynamic learning environment. As tablets and smart phone
devices continue to increase in popularity and use, technology-based training
continues to shift more toward mobile learning.
Most students, regardless of their age or background, will have at least some familiarity
and most likely some direct experience with technology-based training. As computers,
smart phones, and tablets are close to the point of being ubiquitous, it is probable that
the interest in this subject matter will be rather strong for most students. As technology
changes faster than textbook examples can keep pace with, it is a good idea to draw on
fresh examples (your own and/or your students’) to illustrate the utility and application of
this topic.
The above notwithstanding, you may find a fairly wide range of experiences in your
classroom, particularly if you are teaching a continuing studies class with a mix of
learner age and backgrounds. In other words, you might have more mature students
who have limited exposure to some of the latest technology or students who, through
lack of financial means or even personal interest, have not had much experience with
technology or technology-based training. It might be helpful in this case, without
identifying or referring to individual students, to note that this same challenge exists in
most workplaces as well.
Additionally, you may have students who are tech-savvy to the point where they are
“consumed” by the latest gadget, Apple or Android app, or latest and greatest software
version. These learners may well know more about technology than you do, but
probably not more about technology for training. In any case, their current knowledge
may make valuable contributions to the class.
Finally, acknowledge that the pace and rate of technological change represent great
challenges and opportunities for all concerned. As an example of this, you may wish to
point out that while the textbook makes several references to CD-ROMs and even
“diskettes,” many students will view these media as irrelevant (or even extinct), or at the
very least, quaint references to out-dated technology.
1. For In-Class Exercise 1, on page 248: Conduct this exercise in pairs if students
have a reasonable amount of experience. If they are less experienced, do in
small teams of 4–6, ensuring each team has a member who can offer and
describe a training program in sufficient detail to enable the rest of the team to
complete the exercise. Debrief.
2. For In-Class Exercise 2, on page 249: Divide the class into groups of 4–5. Have
each group answer the questions for the current class and present their analysis
in class. Summarize the analyses made by the various groups. As an alternative,
determine whether there are students who have done online training and ask
them to make presentations answering these questions in class. (Note: Revert to
the textbook suggestion of allowing the students to select a class for a course of
their choosing if you sense they might be reluctant to critique your class).
3. For In-Class Exercise 3, on page 249: Assign this activity as a group exercise
with a class presentation by each group. Alternatively, if you have engaged the
services of an HR professional as a guest speaker, you may also ask him/her to
respond to these questions as part of the presentation.
4. For In-Class Exercise 4, on page 249: Assign as an in-class group activity with
group representatives presenting and answering queries by classmates.
5. For In-Class Exercise 5, on page 249: Assign as a small team exercise (see
Lecture Outline, H – Designing Technology-Based Training, below).
a) This is best for classes where there are a large number of students with access to a
laptop during class. Using the class website (if available; if necessary create a google+
group or wiki page for the class), have students participate in live blogging during a
portion of the class to have them post their questions, comments, or observations about
the lecture of the day. Discuss how this tool can be helpful to encourage participation in
large classes. Discuss any disadvantages to this kind of participation.
b) For classes with a dedicated class website, discuss how the course website acts as a
form of web-based learning even in a traditional classroom. How has this helped
students compared to classes they take where this feature is not an option?
a) Ask one or more students in advance to select a web-based training program that
they have access to (ensure there are no confidentiality issues, etc.) and demonstrate it
to the class. Have the other students critique the elements of the course and identify
any recommendations for improvement.
b) Ask a student to bring in a current and popular video game or online game/simulation
(ensure it is appropriate for general audience). Have them demonstrate the
game/simulation. Ask students to identify elements of the game/simulation that are
similar or in keeping with design principles for computer-based learning. How do these
elements make the game/simulation interesting, entertaining, or effective? What
application does this have to web-based learning?
a) Have students identify the various design elements recommended for web-based
learning that are present in this course. Which are missing and how would these
enhance their learning experience?
b) Debate whether motivation to learn is more important than design features on your
course discussion board.
You may wish to make use of the Test Bank, PowerPoint slides, or at the end of a class,
ask a student to summarize the key points from the lesson.
Good teaching requires the practice of ongoing self-assessment and reflection. At the
completion of this lesson, you may find it helpful to reflect on the following and consider
whether or not you want or need to make any adjustments for subsequent lessons.
ADDITIONAL RESOURCES
Chapter Summary
Lecture Outline
COMMENTS ACTIVITY
A. Introduction
Unless you have been living in a cave Ask students to identify when, where, and
somewhere for the past few years, under what circumstances they have been
chances are you have had at least some involved in technology-based training, and
experience with technology-based record their answers on the board or
training! flipchart. Show definitions and compare/
contrast with traditional training. Discuss.
Web Links
The Shoe Club is a national retailer in Canada. It has locations in all provinces, with
several stores in major cities and rural locations. Customer-service training for staff has
traditionally been done at the closest major city by the regional trainer. However, it has
required a lot of travel and expense on the part of the trainees and a high workload for
the regional trainer, as there is often high turnover in the customer-service staff. The
company is considering moving to a web-based training program but doesn’t want to
lose the “personal touch” of the regional trainer.
a) What factors would make it attractive for the organization to move to a web-based
training program for its customer-service staff?
b) How would you ensure the “personal touch” is not lost in this training?
Answers
a) A variety of factors would make The Shoe Club a good candidate for using web-
based training. The store is national and has multiple locations. The store likely already
has a computerized network and supporting infrastructure to enable the use of web-
based learning. There are stores in rural locations where it becomes costly for the
trainee to travel to the major city for training. High turnover in the customer-service role
means the regional trainer is doing a lot of “repeat” training of the same content that
could easily be provided on demand through web-based learning. The customer-service
content translates well in web-based programs.
b) In order not to lose the “personal touch” in the training, the organization can design in
various elements including some synchronous portions where the trainer and trainee
could be online together; a web/video conference with the trainer at various points
during the training; or periods of time where the trainer can be available for on-demand
support. In addition, there can be the use of an asynchronous discussion board or chat
feature where the trainer can answer trainee questions.
The staff who are responsible for product-buying at The Shoe Club work primarily from
their home offices as well as travel extensively in Europe and Asia, visiting shoe
manufacturers. They have often struggled to stay on top of organizational changes,
information, and new business information, as they are not in the office very often. They
have asked if there are ways in which they can access training, new company
information, and yet not be required to attend sessions at the office or be “chained” to
their desktop computer.
a) As the training manager, how would you use Web 2.0 technologies to meet the
needs of the buyers?
Answers
a) Assuming that the buyers would all have some form of mobile device (Blackberry,
iPhone, etc.), they could definitely make use of Web 2.0 technology to stay up-to-date
with training and organizational information. The training manager could create a wiki
site for buyers to share current information amongst each other and have an RSS feed
to let each other know when new content has been added; they could tap into webinars
or podcasts of organizational messages or short training sessions sent to their mobile
device. Their mobile device would allow them to view PowerPoint slides and/or audio
portion. Accessing these tools via their mobile device would not restrict them to attend
training in the office or require them to be stuck at their desk in their home office. It
would also allow them access to these tools while travelling overseas. The addition of
photo and video technology on mobile devices would also allow them to link into video
conferences as required.
b) Yes, all of these tools could have application with the other staff in the organization;
however, it would be important to match the tool with the content and the audience to
ensure that it meets their needs. Not all staff need or want to learn in these ways.
Flashback Answers
Tähtöseni arinahani,
toiveheni päivin, öin,
tuika halki pilven tumman,
valoasi ikävöin!
Samponi.
Syystunnelma.
Ma vuoren harjalle nousen, kas, merellä myrskyää, ja aalto
rantahan roiskuu ja tuima on tuulispää!
Ja ma katson, ja kaikkialla
rajumyrsky se raivoten soi, —
ja mun rintani etsii rauhaa,
vaan ei sitä löytää voi.
Muistojen mailta.
1.
Maan povesta pulpahti puronen.
2.
Tyhjä sija.
Näin tuossa ennen tuskaa, ja kärsimystä näin,
näin huolta, ponnistusta omaisten, ystäväin.
Sairas soittaja.
Niin syvästi särki se äidin mieltä, kun koti oli kolkko ja autio,
kun äidin ylpeys, ilo, turva maan mustassa mullassa makasi
jo.
Turhaan.
Manan morsian.
I.
II.
Paimentytön kevätlaulu.
Tuliluulialei.
Ikävissä.
Paimenpojan laulu.
Kotilahteen suotaessa.
Kotilahden mökistä
jo nousee sininen savu
ja kotilahden rannalta
jo tuoksuu tuores havu.
Mistä kyynel!
Leppäkerttu ja tuomenterttu.
Ja tuoresna tuoksui se tuomenterttu ja leikkivä oli se
leppäkerttu.
Kansani tapaan.
Järven jäällä.
Köyhän koti.
Heilini.
Kevätkylmissä.
Kalevaisten karkelo.