CH-7-8 On-the-Job Training Methods – Managing Performance through Training and Development : Chapter Notes

This Document Contains Chapters 7 to 8 Chapter 7 On-the-Job Training Methods Essential Outcome After completing the lesson on this chapter, if nothing else, students should be able to identify the six primary methods of on-the-job training and comprehend how each can be used to help address performance problems in the workplace. In particularly, they should be able to differentiate between coaching and mentoring and be able to accurately describe the apprenticeship model in Canada. Chapter Learning Outcomes After reading this chapter, you should be able to: • compare and contrast the on-the-job training methods • explain how to train somebody using job instruction training • explain how and when to use performance aids, job rotation, and apprenticeship for training • compare and contrast coaching and mentoring, and explain when and how to use them for training • explain when to use on-the-job versus off-the-job training methods Key Concepts: HOW DOES THIS CHAPTER CONNECT TO THE WORLD OF TRAINING AND DEVELOPMENT? 1. On-the-job training is the most used method of workplace training. On-the-job training is often more convenient than sending employees for training away from their workplace and can also be less expensive. Since the training is delivered on-site, it usually has the advantage of being more realistic, and therefore increases the likelihood that skills acquired will actually be transferred to the workplace in the form of new behaviours. 2. On-the-job training is also the most misused type of training because it is often poorly planned or structured, often because those delivering the training have little or no training themselves on how to design or deliver effective training. 3. The most common on-the-job training methods are job instruction training, performance aids, job rotation, apprenticeships, coaching, and mentoring. Table 7.1 on page 206 lists and briefly describes these methods. 4. As is the case for the off-the-job training methods discussed Chapter 6, each of the on-the-job training methods has its own distinct advantages and disadvantages. The key is to select among the best approach (or approaches) based on the desired training objectives and other factors such as the skills and abilities of the trainers, suitability of the work environment for training, the number of trainees requiring training, and the available training budget. Student Motivation: WHY SHOULD STUDENTS CARE? Most students will have some direct experience with on-the-job training, especially those who have had part-time or summer jobs in the service industry where on-the-job training is very common (see McDonald’s example on page 211 and the White Spot example on page 215). In all likelihood, it will not difficult to find students in your class willing to share both their positive and negative experiences with on-the-job training. This first-hand experience will help most students relate to the topic in general and more specifically to the methods of job instruction training and the use of performance aids. Barriers to Learning: WHAT ARE SOME COMMON STUDENTS MISCONCEPTIONS AND STUMBLING BLOCKS? Other methods of on-the-job training may be less familiar to most learners in your classroom. For example, while most will likely be vaguely familiar with apprenticeships, few, if any, will have direct first-hand experience, and may have a skewed or inaccurate idea of how apprenticeships work or have biases either for or against apprenticeships. If you sense this, consider using the In-the-Field Exercise 1 on page 228 as a way to address and correct these preconceived notions. There may also be confusion about the similarities and differences of coaching versus mentoring (something that is commonplace even among professional trainers) The chapter does provide a good explanation of the two methods, and Discussion Question 1 on page 226 and In-Class Exercise 3 on page 227 may be useful in helping students distinguish between the two approaches. Engagement Strategies: WHAT CAN I DO IN CLASS? 1. For In-Class Exercise 1, on page 227: (See Student Motivation, above.) This exercise is valuable for harnessing and directing student motivation based on their direct experiences. Have students complete this exercise as a warm-up to the lesson. Ask them to work with a partner and interview each other using the questions in the exercise. Debrief by asking for a few experiences to be shared with the class. 2. For In-Class Exercise 3, on page 227: This exercise may be useful to help students appreciate the differences between mentoring and coaching. If using this exercise, consider asking them in the debriefing to comment on how what they are proposing differs from coaching. Conduct this exercise in small groups with the “proposals” written out in point-form on flipchart paper. Have each group present their proposal and then debrief around the challenges and benefits of mentoring programs. 3. For In-Class Exercise 4, on page 228: As an alternative to the suggestion in the Lecture Outline below, assign this exercise as a homework assignment, emphasizing the benefits of reflective practice. Divide the class into groups of 4–5, and have each group participate in a class discussion in the following lesson. Ask students to share insights they gained from completing the assignment. 4. For In-Class Exercise 5, on page 228: Assign this exercise as an individual homework assignment. Facilitate a class discussion around the questions in this exercise. 5. For In-Class Exercise 6, on page 228: This would be an excellent topic to include in the mini-training sessions assignment, suggested under Engagement Strategies in Chapter 6. Have students complete this as an individual assignment or a presentation. Suggestions for Large Class Exercises a) Create four signs, one for each apprenticeship trades occupational sector (construction, transportation, manufacturing, and service), and post these in the four “corners” of the classroom. Ask four “assistants” to help you facilitate this exercise. Create a list of occupations from each sector (if possible, at least one occupation per student in the class). The website www.careersintrades.ca has a comprehensive list of trade occupations for each of these four trades areas (see web link section for link). Provide each student with an index card or slip of paper with one of the occupations written on it. Have all students move from the centre of the room to the appropriate corner once they have identified which occupational sector. Some will be more easily identifiable than others. Have an assistant at each corner with a complete list of the occupations and the sector. Have students confirm whether they are in the right sector with the assistant. If they are not, they are to go back to the centre of the room and then find their sector. Continue until each sector is complete. Have students discuss the occupation they were given and why is makes sense for that occupation to be in an apprenticeship program. b) Create a Jeopardy!-style game to have students identify methods. Use various categories to show methods, advantages, disadvantages, and tips for trainers. Have students divide into two to four groups in the classroom and compete in the Jeopardy! game. Suggestions for Technology-Enhanced Classrooms a) Create a photo show of skilled trade occupations in the four sectors and have students identify the appropriate sector for each occupation. Go from easy to difficulty level in the photos. Start with easy ones which should be quite easy for most students to answer correctly and then move to more obscure occupations. b) Show some clips from television shows that include skilled trade occupations. Have students identify the occupation and sector and discuss how the occupation is presented. Discuss the potential impact of the presentation of this occupation. Discuss whether these are trades can have apprenticeships in Canada. For example: Reality shows such as Lumber Kings, Orange County Chopper (welders, tool and die, motorcycle mechanics) or Miami Ink (tattoo artists). c) Go to the NOC list on the Government of Canada website. Search for the occupation 5452 (coaches) and have students compare the list of qualities, roles, and requirements for the occupation of coach to those of volunteer “coaches” used in organizational coaching programs. What are the similarities and differences? Suggestions for Internet Classes a) On the course discussion board, discuss how mentoring can be valuable for the following: a student at university, a new employee, and a woman returning to the workforce after being home with children for several years. b) Have students search for articles related to on-the-job training and post one each to the website and discuss why it is relevant to the course. This can be a short assignment as well as a homework assignment. Assessment Tools 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. Reflections on Teaching: HOW CAN I ASSESS MY OWN “PERFORMANCE”? 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. 1. What worked in this lesson? What didn’t? 2. Were students engaged? Were they focused or did they go off on tangents? 3. Did I take steps to adequately assess student learning? 4. Did my assessments suggest that they understood the key concepts? 5. What (if anything) should I do differently next time? 6. How can I gather student feedback? 7. How can I use this feedback for continuous improvement of my teaching? Additional Resources Chapter Summary This chapter described some of the most common training methods of on-the-job training and serves as a complement to the off-the-job instructional training methods described in Chapter 6. We noted that on-the-job training is the most common method of training as well as the most misused. However, job instruction training that is carefully planned and structured can have a positive effect on employee learning and performance. On-the-job training can also involve the use of performance aids and job rotation. Apprenticeship programs combine on-the-job training and classroom instruction and are the primary method of training for skilled-trade workers. Coaching and mentoring are also popular methods of on-the-job training. The chapter concluded with a discussion of the advantages and disadvantages of on-the-job and off-the-job training methods. It was noted that effective training programs mix and combine different methods of on-the-job and off-the-job training as well as technology-based training methods, the focus of the next chapter. Web Links • “Big Dog and Little Dog’s Performance Juxtaposition”—a training and development website full of useful information, with particular application here on the subject of job performance aids: http://www.nwlink.com/ donclark/hrd/history/jobaid.html • “How Coaching Works”—a clever little (four-minute) animated video on the coaching process: http://www.youtube.com/watch?v=UY75MQte4RU • “A Guide to the Mentor Program Listings”—an overview of various mentoring programs and how they work: http://www.mentors.ca/mentorprograms.html • This site is a great place to start for anyone interesting in learning more about apprenticeship in Canada: http://www.apprenticetrades.ca/ • Government of Canada National Occupation Classification (NOC): http://www5.hrsdc.gc.ca/NOC/English/NOC/2011/SearchIndex.aspx Suggestions for End-of-Chapter Exercises For In-Class Exercise 2, on page 227: For learners with more depth of work experience, replace the student role with actual work examples of the student’s choosing. This should be an individual written assignment. Case Incident: Davco Machine Ltd. Answers 1. How does the case of Davco Machine Ltd. illustrate the imbalance in the labour market, and what are some of the key issues with the current apprenticeship system in Canada? Answer: In their answers, students should speak to the imbalance that exists our labour market, where skilled jobs go unfilled because of a lack of unqualified workers, while many people are out of work because they do not have the requisite skills for the jobs available. They might also note that the current apprenticeship approach (including the ratio requirements of apprentices to journeymen) is problematic, as this case illustrates. They should be able to appreciate that the apprenticeship system in Canada is in need of reform. The case of Davco Machine Ltd. highlights several issues related to the imbalance in the labour market: • Skilled Jobs vs. Unqualified Workers: There are numerous skilled job openings that remain unfilled due to a lack of adequately trained and qualified workers. At the same time, many individuals are unemployed because they lack the specific skills required for these positions. • Problems with Apprenticeship Approach: The current apprenticeship system, including the ratio requirements for apprentices to journeymen, creates challenges. For instance, companies may struggle to meet the ratio requirements while trying to balance their need for skilled workers with the need to train apprentices. • Need for Reform: The apprenticeship system in Canada is in need of reform to address these issues. The system needs to be updated to better align with current labour market demands and to make the training process more efficient and effective. 2. What changes are necessary to address the issues identified in the apprenticeship system, and how can both government and industry contribute to these improvements? Answer: Students should note that necessary changes need to come from both government and industry. The process of moving through the apprenticeship system needs to be streamlined, from intake through to completion, and companies need to do their part by committing to taking on (and retaining) apprentices in order to meet their current and projected labour force requirements. To address the issues with the apprenticeship system, the following changes are necessary: • Government Actions: • Streamlining the Process: The government needs to streamline the apprenticeship process from intake through to completion. This includes simplifying administrative requirements, improving access to training resources, and accelerating the certification process. • Support and Funding: Increased support and funding for apprenticeship programs can help reduce barriers for both apprentices and employers. • Industry Actions: • Commitment to Apprenticeships: Companies need to commit to taking on and retaining apprentices to ensure a steady flow of skilled workers. This involves creating more apprenticeship opportunities and providing a supportive environment for apprentices to learn and grow. • Addressing Ratio Requirements: Industry stakeholders should work with government bodies to address and possibly adjust the ratio requirements for apprentices to journeymen to make the apprenticeship system more flexible and practical for businesses. Case Study: TPK Appliances Answers 1. Evaluate the job instruction training Jacob received using the four steps of job instruction training. What were the key issues with the training process in this case? Answer: Students should be able to explain through the four steps of job instruction training that while in essence Jacob received some job instruction training, the preparation was inadequate and not well thought out; the instruction was rushed and too basic as evidently the supervisor apparently had no training in proper delivery of on-the-job training and was too busy to give it much thought; the performance stage did not include a variety of conditions that reflected the actual conditions of the job (for example, what to do when the machine malfunctions); and there was inadequate follow-up to check in for problems and to ensure performance. Using the four steps of job instruction training, the key issues with Jacob’s training are: • Preparation: The preparation was inadequate and not well thought out. There was insufficient planning and organization before Jacob began his training. • Instruction: The instruction was rushed and too basic. The supervisor, who lacked training in effective delivery of on-the-job training, did not adequately cover the essential aspects of the job. • Performance: The performance stage did not include a variety of conditions that reflected the actual job conditions, such as handling machine malfunctions. • Follow-Up: There was inadequate follow-up to check for problems and to ensure performance. The supervisor did not revisit Jacob’s progress or address potential issues after the initial training. 2. What problems with on-the-job training are illustrated by Jacob’s case, and what does this case suggest about the importance of proper training for even simple tasks? Answer: Students should note that this case illustrates many of the problems with on-the-job training in that it is often not treated seriously or given enough attention, and is often unevenly executed depending on variables including the skills and attitudes of the person delivering the training (often a supervisor or co-worker who may not have any training on how to train on-the-job). They should appreciate that this case illustrates that even seemingly simple tasks require an adequate amount of thoughtful training in order to ensure desired performance. Jacob’s case illustrates several problems with on-the-job training: • Lack of Seriousness and Attention: On-the-job training is often not treated with the necessary seriousness and attention, leading to ineffective training. • Inconsistent Execution: The quality of on-the-job training can vary greatly depending on the skills and attitudes of the trainer, who might not have formal training in teaching. • Inadequate Training for Simple Tasks: Even seemingly simple tasks require thoughtful and adequate training to ensure desired performance and avoid issues. 3. Based on the issues identified, how should the supervisor have improved the job instruction training for Jacob? Answer: It should be apparent that supervisor should have followed the four steps of job instruction training more thoroughly. Specifically he should have spent more time on the preparation, making Jacob feel more comfortable and confident. The instruction should not have been so rushed and should have included instruction on how to solve common problems that may be encountered when performing the job, which could have been included in the performance stage by simulating those problems and guiding the trainee through the process of dealing with them safely and effectively. Finally, students should note the importance of follow-up as a proactive aspect of training rather than a reactive one after a problem occurs or performance is seen to be inadequate. The supervisor should have improved the job instruction training by: • Thorough Preparation: Spending more time on preparation to ensure that Jacob was well-informed and comfortable before starting. • Detailed Instruction: Avoiding a rushed approach and including comprehensive instruction on common job problems, such as how to handle machine malfunctions. Simulating these problems during training would have been beneficial. • Effective Follow-Up: Implementing proactive follow-up to check in on Jacob’s progress, address any issues that arose, and provide additional support as needed. 4. Identify and explain the key elements of the four steps of job instruction training that were missing or inadequately addressed in Jacob’s training. Answer: This question could be combined with the previous one, with students identifying elements of the four steps of job instruction training as suggested above. Key elements of the four steps of job instruction training that were missing or inadequately addressed include: • Preparation: Lack of thorough preparation and planning. • Instruction: Rushed delivery of instructions and insufficient coverage of problem-solving techniques. • Performance: Lack of simulation of real job conditions and handling of common issues. • Follow-Up: Absence of effective follow-up to monitor performance and provide additional support. 5. Based on Table 7.1 on page 206, what performance aids could have been used to improve Jacob’s training, and how might these aids have supported his learning and performance? Answer: Students should reference Table 7.1 on page 206 and may suggest a performance aid that illustrated steps to take when adjusting equipment, or may suggest that Jacob could have been assigned a coach to work with him until he was comfortable and proficient with the operation of the machine he was operating. Performance aids that could have improved Jacob’s training include: • Illustrated Steps: A performance aid that outlines the steps to take when adjusting equipment would have provided Jacob with a clear reference for performing his tasks correctly. • Coaching: Assigning a coach to work closely with Jacob until he was comfortable and proficient with the machine could have offered additional support and ensured better learning and performance. Flashback Answers 1. Considering Table 6.1 on page 177, which off-the-job training methods would have been most appropriate for Jacob’s situation and why? What methods might have been less suitable? Answer: Off-the-job training methods that might have been used: • Refer to Table 6.1 on page 177. Possible off-the-job training methods suitable for this situation could have included a brief lecture on the fundamental features of the rivet machine; a more meaningful discussion (emphasis on two-way) with the supervisor before being left to work unsupervised; and more thorough behaviour modelling by the supervisor (or another co-worker). This situation probably does not readily lend itself to the case study, case incident method, or the role-play method. A simulation would work well, provided one was available. Games or action learning are not quite suitable, given other options available. Appropriate off-the-job training methods for Jacob’s situation include: • Lecture: To provide a fundamental overview of the rivet machine’s features. • Discussion: A meaningful two-way discussion with the supervisor to clarify expectations and address any questions. • Behaviour Modelling: Detailed demonstration of proper machine operation by the supervisor or a co-worker. Less suitable methods: • Case Study/Case Incident: Not directly applicable as Jacob’s situation required more practical, hands-on training. • Role-Play: May not effectively simulate the operation of the rivet machine. • Games/Action Learning: Not ideal given the technical and practical nature of the task. 2. How did the new supervisor’s lack of understanding of learning theories affect Jacob’s training? What principles and theories could have been applied to improve Jacob’s learning experience? Answer: Relevant learning principles, concepts, and theories: • Jacob’s experience as a seasoned employee from another section of the company (the warehouse) was not recognized or respected by the new supervisor, who appears to regard him as an “inconvenience.” It is evident that Jacob’s new supervisor had no training in learning theory. • He made no effort to discover or understand Jacob’s learning style, which then could have been used to help train him more effectively. Further, the supervisor did not know (or possible did not care) about learning theories—he spoke down to Jacob, did not recognize any transferable knowledge or skills, and rushed through the “training” as quickly as possible, indicative of the fact he had no knowledge of adult learning principles. • The supervisor could have easily practised even rudimentary aspects of conditioning theory simply by praising Jacob for successfully using the machine during practice. While he did demonstrate the proper procedure for using the machine, he rushed the observation, talked down to Jacob (possibly affecting his self-efficacy), and, perhaps most importantly, did not factor in the concept of adaptive expertise (described in Chapter 5), which might have prepared Jacob for dealing with the situation when the machine malfunctioned. The new supervisor’s lack of understanding of learning theories negatively impacted Jacob’s training. Key issues include: • Lack of Respect for Experience: Jacob’s experience was not acknowledged, impacting his motivation and engagement. • Unawareness of Learning Styles: The supervisor did not consider Jacob’s learning style, leading to ineffective training. • Ignoring Adult Learning Principles: The supervisor did not utilize adult learning principles, such as acknowledging prior knowledge or respecting Jacob’s learning needs. The supervisor could have applied: • Conditioning Theory: Providing positive reinforcement for successful machine operation. • Adult Learning Principles: Recognizing Jacob’s prior experience and using it to build confidence. • Adaptive Expertise: Preparing Jacob to handle machine malfunctions effectively. 3. How could active practice have been better incorporated into Jacob’s training? What strategies should have been used to enhance his learning and performance? Answer: Role of active practice: • Clearly, the supervisor did not provide Jacob with sufficient opportunities for active practice. A more effective trainer would have used attentional advice to explain the job in more positive terms, emphasizing the importance of proper performance for the purposes of quality and safety. He/she would have provided Jacob with some metacognitive strategies on how to perform the task safely and efficiently, and perhaps have provided Jacob with some goals related to speed and quality to help focus his work. The effective trainer might also extend the practice time using distributed practice and provided more effective feedback to Jacob during training, as well as when checking up on him at key points during his initial shift. Active practice could have been better incorporated by: • Providing Attentional Advice: Explaining the importance of proper performance for quality and safety. • Using Metacognitive Strategies: Offering strategies for safe and efficient task performance. • Setting Goals: Establishing goals related to speed and quality to focus Jacob’s work. • Distributed Practice: Extending practice time with intermittent training sessions. • Effective Feedback: Giving constructive feedback during training and follow-up checks. 4. How could error-management training (EMT) have improved Jacob’s training experience? What specific strategies could have been employed? Answer: Use of error-management training (EMT): • Error-management training might have been effective in this instance. If the supervisor was aware the rivet machine had a tendency to put rivets in crooked and to jam, he could have perhaps caused those conditions to occur and provide Jacob with guidance to deal with the inevitable problems. If causing those conditions was not possible, he could have at least prepared Jacob for the eventuality, and either trained him on how to handle the situation or provide him with an alternate strategy, such as calling in a more experienced machine operator from a nearby station to assist. Error-management training could have improved Jacob’s training by: • Simulating Common Issues: If possible, causing the rivet machine to malfunction to help Jacob practice handling such issues. • Preparing for Problems: Training Jacob on how to handle machine jams and crooked rivets. • Providing Backup Strategies: Instructing Jacob on alternate strategies, such as calling for assistance from an experienced operator if needed. Flash Forward Question Ask students to peruse Chapter 8 to get a sense of technology-based training, including computer-based training. In particular, suggest they review the section on disadvantages of computer-based training on pages 251-252, and ask them to consider this information in their response. They should speak to trainee characteristics including learning preferences and computer literacy, and organizational disadvantages including costs. Running Case Study: Dirty Pools Suggested Answers to Case Questions: 1. Why is on-the-job training an appropriate method for training pool operators in the context of the Dirty Pools case study? How might a blended learning approach enhance this training? Answer: Students should be able to conclude that on-the-job training is an appropriate way to train pool operators because the nature of the work lends itself to learning by doing (poolside, for example). They should consider a blended learning approach that also includes some off-the-job training as explored in Chapter 6. On-the-job training is appropriate for pool operators because their work involves hands-on tasks that are best learned through practical experience, such as performing duties poolside. This method allows trainees to learn in the actual work environment and apply their skills in real-time. A blended learning approach would enhance the training by combining on-the-job training with off-the-job methods. Off-the-job training could include classroom sessions or online modules that cover theoretical knowledge, safety protocols, and best practices, while on-the-job training focuses on practical application and real-world scenarios. 2. Based on Table 7.1 on page 206, what training methods are suggested for pool operators, and how do they align with the nature of the work? Summarize the four steps of job instruction training as described on pages 208-210. Answer: Students should refer to Table 7.1 on page 206 and they should explain that the nature of the work lends itself to job instruction training and may also suggest a role for coaching. They should be able to summarize the four steps of job instruction training as described on pages 208-210. According to Table 7.1 on page 206, job instruction training is well-suited for pool operators as it involves direct, hands-on training that aligns with the practical nature of their work. Coaching can also be beneficial, providing ongoing support and guidance as operators apply their skills in real-life situations. The four steps of job instruction training are: 1. Preparation: Preparing for the training by organizing materials, understanding the tasks to be taught, and ensuring a suitable training environment. 2. Presentation: Demonstrating the task or skill to the trainee, explaining each step clearly and providing a model for them to observe. 3. Performance: Allowing the trainee to perform the task under supervision, providing guidance and feedback as they practice. 4. Follow-up: Monitoring the trainee’s performance over time, offering additional support if needed, and ensuring that they can perform the task effectively and independently. 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. Chapter Learning Outcomes After reading this chapter, you should be able to: • explain the differences between technology-based training, traditional training, computer-based training, and e-learning • compare and contrast instructor-led training and self-directed learning as well as asynchronous and synchronous training • explain how a virtual classroom works and how video conferencing, web conferencing, webinars, and webcasts are used • explain how social media, Web 2.0 technologies, and mobile learning can be used for training • explain how to design effective computer-based training programs and their advantages and disadvantages for individuals and organizations • know when to use computer-based training and how to make it effective for learning Key Concepts: HOW DOES THIS CHAPTER CONNECT TO THE WORLD OF TRAINING AND DEVELOPMENT? 1. Technology-based training involves the use of technology to deliver the training, while traditional training does not. An extension of computer-based training, e-learning involves using the Web (Internet or intranet) as the medium for delivery. 2. Technology-based training may be instructor-led or self-directed, and delivered either synchronously or asynchronously. 3. Electronic performance support systems (EPSS) provide information, advice, and learning experiences to trainees in a “just-in-time” manner to facilitate learning when it is needed, as it is needed. 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. Technology-based training is moving towards Web 3.0, also known as the “semantic web”, and is driving rapid growth in Mobile learning (M-Learning). 6. When designing computer-based training, it is important to remember that technology is the medium for delivery and not the focus of it. Regardless of the delivery medium, effective training programs depend on good design that takes into account learning theory and preferences and the desired outcomes of the training. At the same time, computer-based training lends itself to the use of computer simulations, games, and other techniques that enhance learner engagement and interaction. 7. Like all training methods, whether on- or off-the-job, technology-based training has advantages and disadvantages to both trainees and the organization that must be taken into consideration. If designed appropriately for the training objectives and under the proper conditions, technology-based training can be extremely effective and will in all likelihood continue to grow both in popularity and use. Student Motivation: WHY SHOULD STUDENTS CARE? Most students, regardless of their age or background, will have at least some familiarity and most likely some direct experience with technology-based training. Many students will have direct (and perhaps current) experience with on-line or blended learning, and may very well be taking your course or others entirely or partly through technology-based means. As computers, smart phones, and tablets are now almost 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. Finally, it is likely that some of your students will be avid “gamers”, therefore the discussion around the trend towards “gameification” of computer-based training might be of particular interest to them. Barriers to Learning: WHAT ARE SOME COMMON STUDENT MISCONCEPTIONS AND STUMBLING BLOCKS? 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 ages 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. Some students in rural or remote locations may also lack access to reliable high speed internet services, although this connectivity issue is becoming less and less common-place. It might be helpful in this case, without identifying or referring to individual students, to note that this 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 reference to CD-ROMs many students will view these media as irrelevant (or even extinct), or at the very least, quaint references to out-dated technology. Engagement Strategies: WHAT CAN I DO IN CLASS? 1. For In-Class Exercise 1, on page 256: 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 256: 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 256: 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 256: Assign as an in-class group activity with group representatives presenting and answering queries by classmates. Summarize and debrief. Consider combining this exercise with the Case Study found on pages 251–253. 5. For In-Class Exercise 5, on page 257: Assign as a small team exercise (see Lecture Outline, H – Designing Technology-Based Training, below). Suggestions for Large Class Exercises a) This is best for classes where there are a large number of students with access to a laptop during class. Using the course LMS site (such as Blackboard). 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 course LMS site, discuss how this course utility acts as a form of web-based learning even in a traditional classroom. Ask students to compare and contrast the use of web-based supports for your class to classes they take where this utility is not used, or used to the same degree. Suggestions for Technology-Enhanced Classrooms 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? Suggestions for Internet Classes 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. c) On the course discussion board, discuss how Senge’s concepts of community of practice (Chapter 2) are evident and used in the design of this course. Assessment Tools 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. Reflections on Teaching: HOW CAN I ASSESS MY OWN “PERFORMANCE”? 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. 1. What worked in this lesson? What didn’t? 2. Were students engaged? Were they focused or did they go off on tangents? 3. Did I take steps to adequately assess student learning? 4. Did my assessments suggest that they understood the key concepts? 5. What (if anything) should I do differently next time? 6. How can I gather student feedback? 7. How can I use this feedback for continuous improvement of my teaching? Additional Resources Chapter Summary This chapter described technology-based training methods and serves as a complement to Chapters 6 and 7, which described on-the-job and off-the-job training methods. First, we described the meaning of technology-based training, computer-based training, and e-learning. Then we described the differences between instructor-led training and self-directed learning, and between synchronous and asynchronous training and on-line learning. This was followed by a description of different types of technology-based training including electronic performance support systems, video and web conferencing, webinars and webcasts, and the use of social media and Web 2.0 technologies. We then described how to design computer-based training programs (including the trend towards gameification) and their advantages and disadvantages for individuals and organizations. The chapter concluded with a discussion of the effectiveness of computer-based training. Web Links • Training Zone article on technology-based training: Excellent source of free training articles, but requires setting up a log-in account): • http://www.trainingzone.co.uk/features/Technology • EndNote Product Training website: A good sample of online tutorials as well as regularly scheduled live webinars: http://www.endnote.com/training/ Case Incident: Playing Video Games to Learn Answers 1. How does the use of gamification in computer-based training, as described on pages 247-248, enhance learner engagement and motivation? Provide an example of how role play in video games can be applied to this training approach. Answer: In answering this question, students should carefully review the section on gameification on pages 247-248. In particular, they should be able to identify that this case is an example of the use of role play in computer-based training and relate to how this approach can enhance learner engagement and motivation. Gamification enhances learner engagement and motivation by incorporating game-like elements such as points, levels, and rewards into the training process. This approach taps into the learners' intrinsic motivation and creates an interactive, enjoyable learning experience. Role play within video games can be applied to simulate real-world scenarios where trainees can practice decision-making and problem-solving in a risk-free environment. For example, a sales training program might use a role-playing game where trainees negotiate with virtual customers, making decisions that impact their success in the game and receiving feedback on their performance. 2. What are the key advantages of computer-based training for trainees and the organization, as discussed in the case? Also, what are some potential disadvantages for the organization? Answer: Students should be able to reference learner control and self-pacing as advantages to trainees, and training consistency, efficiency, and tracking as advantages to the organization. They should also be able to speak to disadvantages for the organization, including cost of development, although owing to the nature of the organization they may have had some in-house capacity for development and a technology-savy enough salesforce that computer literacy would not be an issue. Advantages for the organization: Training consistency: Computer-based training ensures that all trainees receive the same information and training experience. Efficiency: The organization can train large numbers of employees simultaneously and reduce the need for in-person training sessions. Tracking: The organization can monitor trainee progress and performance through the training platform’s reporting features. Disadvantages for the organization: Cost of development: Developing high-quality computer-based training programs can be expensive, though this may be mitigated by having in-house development capabilities and a tech-savvy workforce. Technology requirements: The organization must ensure that trainees have access to the necessary technology and support. 3. Considering the nature of the trainees described in the case, why is computer-based training particularly suitable for them? Answer: Building on the thoughts from the previous question, students should be able to infer that the training is likely very suitable for the trainees in this particular scenario as they are likely highly computer literate and comfortable with this type of learning and are therefore likely to be quite engaged with it. Computer-based training is particularly suitable for these trainees because they are likely highly computer literate and comfortable with using technology. Their familiarity with digital platforms and interactive learning environments means they are likely to engage effectively with computer-based training, which can capitalize on their existing skills and preferences. This comfort level enhances their ability to interact with and benefit from the training program, leading to better learning outcomes. Case Study: E-Learning at Flotation Ltd. Answers 1. What are some arguments for and against the decision to implement e-learning at Flotation Ltd.? How should the effectiveness of the e-learning approach be assessed considering the expectations of the company president? Answer: Students may have (and should be encouraged to have) varying opinions as to whether e-learning was or wasn’t a good idea. Some might argue that this sort of updating of training was necessary while others might take a “if it’s not broken” stance. Clearly there was an expectation of change related to training from the company president, but the conversation opportunity around whether or not the approach taken was the best one, and whether it was designed, introduced, and implemented effectively. Arguments for implementing e-learning might include the necessity of updating training to meet new technological standards or efficiency needs, while arguments against it might focus on the perspective that if the existing training system was effective, a change might not be needed. The effectiveness of the e-learning approach should be assessed by evaluating whether it was designed, introduced, and implemented effectively, and whether it met the expectations of the company president. This includes examining if the e-learning course was engaging, relevant, and delivered in a way that was well-received by the employees. 2. What potential issues arise from converting a classroom-based training program to an e-learning format? How might these issues affect the effectiveness of the e-learning course? Answer: Students should be able to pick up on the fact that part of the problem may have been that a training program that was designed for classroom delivery had been “tweaked” for on-line delivery, the result being an e-learning course that was not seen as very interesting, engaging, or effective. Converting a classroom-based training program to an e-learning format can lead to issues such as reduced engagement and interactivity. If the course was not specifically designed for online delivery but merely adapted from a classroom format, it may lack the interactive and engaging elements necessary for effective e-learning. This can result in a course that is perceived as uninteresting or ineffective, negatively impacting the trainees’ learning experience and outcomes. 3. What steps should be taken to evaluate the effectiveness of the e-learning program at Flotation Ltd., and how can the introduction of e-learning be improved for better acceptance and results? Answer: Students should point to the need for some detailed evaluation of the training program as well as the messaging around it. Additional promotion to increase participation might be worthwhile in order to generate a larger sample size to evaluate six months down the road. As e-learning is new to both Jenny and the organization, this less-than-perfect introduction should serve as a learning opportunity rather than a failure that results in abandoning e-learning altogether. A detailed evaluation of the e-learning program is necessary, including gathering feedback from participants to assess their experience and the course's effectiveness. Increasing promotion and encouraging participation can help generate a larger sample size for evaluation. Since e-learning is new to both Jenny and the organization, this initial imperfect introduction should be viewed as a learning opportunity to refine and improve the program, rather than abandoning it altogether. 4. What factors might contribute to employees’ resistance to e-learning, and how can these factors be addressed to improve acceptance of new training methods? Answer: Students might point to the fact that employees liked the classroom based training that they were accustomed to. Others might comment the natural tendency people have to resist change. Still others may point to some of the design and implementation flaws that were responsible for trainees not embracing the new delivery platform or feeling that the program lacked interest and value. Factors contributing to resistance might include a preference for familiar classroom-based training, general resistance to change, and flaws in the e-learning design or implementation. To address these issues, it is important to understand employees' preferences, provide adequate support and training for the new system, and ensure that the e-learning program is well-designed, engaging, and relevant to their needs. 5. What features of Web 2.0 should be incorporated into e-learning programs to enhance their effectiveness and engagement? Refer to Table 8.3 on page 245 in your response. Answer: Students should reference the features of Web 2.0 listed in table 8.3 on page 245. In particular they should cite the need for learner initiation and control, the use of variety of media, and opportunities for learners to engage with one another through social media as they work through the content. Effective e-learning programs should incorporate features of Web 2.0 such as learner initiation and control, the use of a variety of media to cater to different learning styles, and opportunities for learners to engage with one another through social media. These features help make the e-learning experience more interactive, engaging, and personalized, which can enhance learning outcomes and participant satisfaction. Flashback Answers 1. How did the strategy for introducing e-learning at Flotation Ltd. fall short in terms of training design? What changes could have been made to improve the effectiveness of the e-learning course? Answer: Training design and e-learning: • The strategy for introducing e-learning relied heavily on re-purposing existing training material designed for traditional classroom-based delivery. Little thought went into what changes in training design might be necessary for an effective e-learning course. • Refer to Table 5.3 on page 155. The e-learning course consisted entirely of passive learning (watching video clips of the trainer presenting “live,” augmented with text)—there was no inclusion of active practice (e.g., having trainees respond to quiz questions on key information before being able to proceed to the next learning point, or work on a web-based simulation as part of the course). Further, the training was hyped as a “big thing,” but little if anything was done to prepare trainees in advance (pre-training interventions), and it does not appear that the course incorporated any of the conditions of practice during training, such as overlearning, task sequencing, or feedback or knowledge of results (which could also have been at least partially accomplished by incorporating a quiz component). The strategy for introducing e-learning relied heavily on repurposing existing classroom-based training material without adapting it for online delivery. The e-learning course was entirely passive, consisting of video clips and text, and lacked active practice components such as quizzes or simulations. There was also a lack of pre-training interventions and conditions of practice like overlearning, task sequencing, and feedback. To improve effectiveness, the course should have incorporated active learning elements, prepared trainees in advance, and included various conditions of practice to enhance engagement and learning outcomes. 2. How could active learning and adaptive expertise be better incorporated into the e-learning course at Flotation Ltd.? What changes could be made to enhance the training? Answer: Use of active learning and adaptive expertise: • To make full use of these techniques, perhaps sales training was not the best course to start with, even though the vice president had a rationale for selecting this course. That said, it was still possible to incorporate active learning through the above-mentioned quiz technique or by including features in the course such as various role-play techniques that the trainee has to watch and then decide which technique is most appropriate for a given sales situation. • While challenging to incorporate adaptive expertise, the requirement to select the best option among many could possible also accomplish this. Active learning could have been incorporated through features like interactive quizzes or role-plays, where trainees actively engage with the material and make decisions based on different scenarios. Adaptive expertise might be facilitated by including decision-making tasks where trainees select the best options among various choices. Although sales training might not have been the ideal starting point, integrating these techniques could have improved the effectiveness of the training by making it more interactive and engaging. 3. What role do adult learning theories and theories of motivation play in explaining the challenges faced with the e-learning implementation at Flotation Ltd.? How can these theories inform improvements in the e-learning program? Answer: Learning theories and theories of motivation: • Several aspects of adult learning theory may explain some of the challenges, including resistance to change and a lack of intrinsic motivation related to perceiving the training as being helpful for solving actual problems. Trainees may have in the past been motivated to attend the live training for its entertainment value, as a change of pace from the “daily grind” of the job, or even as a “reward” (free coffee and donuts)—none of which were attached to the new e-learning version. Further, if the trainees lacked the expectation that the training would actually benefit them in some way or did not see a connection between the training and attainment of their goals (assuming they have goals, such as sales targets), then they will have very low training motivation and will not get much out of the course. • The implication is that in order for e-learning to be effective, it must be seen to be important (leading toward the achievement of desired goals) and be engaging (involve active learning and active practice). Adult learning theories highlight that trainees might resist change if the new training does not address their perceived needs or goals. The lack of intrinsic motivation could be due to the absence of engaging elements that were present in the live training, such as social interactions or incentives. To improve e-learning effectiveness, it should be designed to align with the trainees' goals, include engaging and active learning elements, and demonstrate its value in achieving desired outcomes. Ensuring that the training feels relevant and beneficial is crucial for increasing motivation and engagement. Flash Forward Question • To answer this question, have students review pages describing trainers and trainees in Chapter 9 on pages 270-274. Students might comment that while Sam has plenty of experience and subject-matter expertise, he lacked experience in designing and delivering web-based training. When assessing trainees, they should consider the factors of trainee motivation. Running Case Study: Dirty Pools Suggested Answers to Case Questions 1. What role could technology-based training play in the overall training strategy for pool operators at Dirty Pools? How might web-based instruction and social media contribute to meeting training objectives? Answer: There may be a place for technology-based training as a component of the total training package. Some training objectives could be met though web-based instruction and the use of social media as a platform for trainees to interact with each other could be highly beneficial. Technology-based training could serve as a valuable component of the total training package for pool operators. Web-based instruction could address specific training objectives efficiently, while social media platforms could facilitate interaction among trainees, promoting peer learning and collaboration. This approach could enhance engagement and provide ongoing support, contributing to a more comprehensive training experience. 2. What are some examples of technology-based training methods that could be used for pool operator training, and what are their potential advantages and disadvantages? Answer: Computer simulations and games are two examples of how e-learning could be used as part of the training. Technology-based methods could introduce some training efficiencies and consistency and might be more engaging to some trainees than traditional off-the-job training methods and/or on-the-job, however the time and cost factors of development and implementation need to be considered. Examples of technology-based training methods include computer simulations and games. Simulations can provide realistic scenarios for water testing, equipment operation, and maintenance, offering hands-on practice in a virtual environment. Games could enhance engagement, especially for younger trainees, but development and implementation costs need to be considered. While these methods can introduce efficiencies and consistency, they may require significant investment and resources. 3. How could computer simulations and gamification be used effectively in the training program for pool operators? What other elements might be beneficial to include in such a program? Answer: Students should speak to the potential value of computer simulations for training in water testing, water treatment, equipment operation and maintenance, etc. They could suggest gameification as an approach to training that could be appealing to the demographic that is likely to comprise many of the pool staff participating in the training program. Role plays and stories could be incorporated, and students should identify the value of customization and personalization of the computer-based training as well as the need for some degree of human interaction. Computer simulations could be highly effective for training pool operators in tasks like water testing and equipment maintenance, providing a realistic, interactive experience. Gamification could make the training more engaging, especially for trainees who are accustomed to digital platforms. Including role plays, stories, and interactive scenarios can enhance learning. Customization and personalization of the training content, along with incorporating some degree of human interaction, would further improve the effectiveness of the program and ensure it meets the diverse needs of the trainees. Instructor Manual for Managing Performance through Training and Development Alan M. Saks, Robert R. Haccoun 9780176570293,9780176798079