Technology in Training

Using technology in training has improved educational institutions, companies and individuals’ ability to train the masses--whether it is the use of eLearning, teleconferencing, video games or mobile devices. The technology is becoming endless and people are hooked on technology more than ever with the availability of pc tablets, phones, MP3 players, and net books more people have these devices readily available and are constantly accessing and sharing information. As learning professionals and organizations with busy workers, technology can provide a means to deliver formal learning and encourage informal learning. Below are just a few technologies that can be applied in training.

Interactive video can range from delivering synchronous presentations using video teleconference equipment to short video clips on the internet that provide an overview and ask the viewer to practice what as taught. Using interactive video in the form of a game that can be utilized to instruct adults and children allows them a sense of accomplishment and instant gratification as they are able to conquer different levels in the game. The Rossiter and Co. Blog, sums it up nicely, interactive video games Edu-trains! Joy Tunes is an example of how this technology is being applied using an i-Pad app that instructs learners how to play an instrument.

Similar to the interactive video, computer-based simulations in the form of games or where the user can practice increases self-efficacy in declarative knowledge by 11%, procedural knowledge by 14% and retention by 9% according to a study conducted at the University of Denver (Stitzmann, 2011). Of course the study found that simulations were more effective if they were part of complement of other instructional methods (2011).

Webcast provides a live or recorded training or meeting that is transmitted over an internet connection (Bell, 2002). Webcasts provide the flexibility of synchronous or asynchronous training to thousands of learners with a single training presentation. It also allows for interactivity through chat, sharing video, documents, opening phone lines for conversation, whiteboards, or even breakout groups. The possibilities are endless with the right software and equipment, like a video camera that are found on most laptops and a VoIP headset.

Mobile learning has increased in popularity with internet access via mobile devices like phones, wireless access cards and computer tablets. In a 2006 survey of the eLearning Guild, the most important advantage of mobile learning was to accommodate the learner’s needs and increase their access (Wagner,2007). In the same survey, the importance of ensuring mobile learning is the appropriate manner of delivery based on content and not just ‘jumping on the bandwagon’ so that you can say you are using mobile learning (2007).

Podcasting, a form of mobile learning provides the opportunity for students to listen “on the go” to new information or information reviewed in the classroom. In a study conducted in Portugal, children and young adults were asked to use podcasts in learning and publish their own podcasts (Moura, Cruz, Carvalho, 2006). Overall the respondents shared when producing podcasts that it was easy to do; allowed them to analyze carefully different documents; learn to select relevant information, synthesize main ideas, organize ideas logically and produce texts (2006). With the ease of publishing and the positive response of learners to using them, the impact of podcasting in learning will continue to increase as learners need more flexibility in how and when they learn.

With the continued advances in mobile devices, recording equipment, rapid elearning software and increased internet access, the use of technology in learning has swiftly become the ‘norm’. Learning professionals should continue to learn more about all of the technology that can be used to improve the learners retention and experience.

References:

Bell, S. J. (2002). Discovering Cyber-Lectures. Library Journal, 127(7), 16.

Moura, A, Cruz, S., Carvalho, A. (2006). Pedagogical Potentialities of Podcasts in Learning: reactions from K-12 to university students in Portugal. Retrieved from http://iesfafe.academia.edu/AdelinaMoura/Papers/581481/Pedagogical_Potentialities_of_Podcasts_in_Learning_reactions_from_K-12_to_university_students_in_Portugal

Rossiter, K. (2011). Understanding the value of interactive video training. Rossiter & Co. Retrieved from http://www.rossiterandco.com/blog/news/understanding-the-value-of-interactive-video-training

SITZMANN, T. (2011). A META-ANALYTIC EXAMINATION OF THE INSTRUCTIONAL EFFECTIVENESS OF COMPUTER-BASED SIMULATION GAMES. Personnel Psychology, 64(2), 489-528. doi:10.1111/j.1744-6570.2011.01190.x

Wagner, E. (2007). Mobile matters: Why learning professional need to care. Educause. Retrieved from http://www.educause.edu/library/resources/mobile-matters-why-learning-professionals-need-care

When an organization determines they have a problem, they often call in training to fix it (Stolovtich, Keeps, 2004). Before a training professional develops training, it is important to conduct a needs assessment. The needs assessment helps to determine if the problem is a training-related problem or non training-related problem (Noe, 2010). By making this determination before training is development, it can save an organization time and resources. The needs assessment includes an organizational analysis, task analysis and person analysis. This applies to any organization. For instance, if we were to complete a needs assessment for the Men’s Wearhouse, we would cover these areas as follows:

Organizational Analysis

The organizational analysis aids in determining if the organization is ready for training and if training is supported based on the company’s structure, history, technology, culture, leadership, and managers through interviews, observations and reviewing pertinent literature (Noe, 2010). In the case of the Men’s Wearhouse, this was founded in the 1970’s by, George Zimmer, a man who wanted to bring custom suits to the masses at affordable prices (Men’s Wearhouse, 2012). This vision blossomed and as the business grew, the founder treated employees as family and because of this and their commitment to bringing people in on the ground floor and helping them build a career, they were included in the Fortune Magazine’s 100 Best Places to Work (PR Newswire, 2012). Company literature states that they are an “employee-centered” culture and “…Company's success is our commitment to promote employee growth through extensive and ongoing training programs” (Men’s Wearhouse, 2012).

As a patriarchal company that treats their employees as family, it would be important during a needs analysis to take plenty of time to first get the buy-in of the patriarch and then the “family” members at various levels of the organization.

Task Analysis

The task analysis determines the requirements needed to perform any given job. Task analyses focus on knowledge, behaviors, abilities and skills necessary to successfully perform the job. (Noe 2010). To determine what these requirements a training designer could review existing job descriptions or a complete a job tasks analysis. For Men’s Wearhouse, if a job description is not available, conducting a qualitative job analysis would identify the needs of the job through observations which would help to determine if the stated culture is as pervasive at it seems; and include interviews. The interviews would help to determine if employee growth is occurring through the existing training programs.

Person Analysis

The person analysis is also known as the individual analysis and focuses on identifying performance issues for workers already doing the job and whether they are caused by lack of knowledge, skills, behaviors , motivation, work-design and if they are ready for training (Noe, 2010). To gather the information required for the person analysis could include interviews and observations of managers and workers on the job; reviewing performance documentation or conducting surveys.

At the Men’s Wearhouse, it would be possible to use some of the findings from the Task Analysis by incorporate specific person-centered questions.


References

Employee-centered culture. (2012). Men’s Wearhouse. Retrieved from http://www.menswearhouse.com

Noe, R. A. (2010). Employee training and development (5th ed.). New York, NY: McGraw Hill.

PR Newswire. (2012). Men’s wearhouse name on Fortune’s “100 Best Companies to Work For” List. Retrieved from http://www.bizjournals.com/prnewswire/press_releases/2012/01/19/CL38237

Stolovitch, H. D., & Keeps, E. J. (2004). Training ain’t performance. Alexandria, VA: ASTD Press.