E-learning: Web-Based Training

February 24, 2012 By Comments

Web-based training, also referred to as e-training or e-learning, is a tool that allows learning to occur anywhere in the world with the help of the Internet and the use of a computer. Web-based training is self-paced, according to the speed at which the learner can learn. The material presented is live, and so it is current. Today’s technology allows web-based training to simulate classroom training. Web-based training can include three-dimensional conferencing and interaction and discussion. These techniques allow web-based training to be an effective form of teaching for today’s workforce.

Different Types of Web-Based Training

Different types of web-based training can be used in different circumstances and conditions. Facilitated online learning is a type of web-based training where there is a facilitator who guides learners and provides them with support during the training course. This type of training is usually used at universities. Self-paced, web-based learning includes formal lessons which are delivered at a pace determined by the learner. There is no facilitator to guide the learning process. Online tutorials consist of documents that are available on the Internet which can be downloaded and read by the learners. Web-based electronic performance support systems teach material through visual simulation rather than written material. It is similar to an online tutorial except that the material is shown rather than written.

Some Advantages of Web-Based Training

Web-based training allows employees to learn new things at their own pace and convenience. Employees can access training programs from anywhere in the world. With the help of web-based training, organizations can train their employees with minimal cost and lost work time.

Some Disadvantages of Web-Based Training

The only interaction that is taking place is through the computer. As humans, we feel more comfortable when we are in the company of people and it also enhances our learning, as others ask questions which might answer things for us. Developing web-based training takes time, technical requirements, and expert knowledge.

By Shirley J. Caruso, M.A., Human Resource Development

Filed Under: Adult Learning, E-Learning, featured, Web Based Training Tagged With: , ,

Best Education Sites Online-E-Learning

November 5, 2011 By Comments

The web has changed the way one sees educations. It’s now possible to connect with your fellow classmates, teachers, and see what’s going on your campus through the web. The future looks brighter with the increasing use of technology.

Schools That Rule the Web
Created by: Best Education Sites

Filed Under: E-Learning Tagged With: , , , ,

The Pros and Cons of Instructor-Led and Web-Based Training

May 2, 2011 By Comments

A need for training exists when there is a gap between the desired performance (what a person is required to do in order to perform his/her job competently) and the actual performance (how a person is performing his/her job presently). This gap is referred to as a skills gap. In other words, a skills gap is the difference between the skills, knowledge and/or abilities needed for the job and the skills, knowledge, and/or abilities possessed by the employee. For an organization to have a competitive edge against its competitors, it must be able to improve existing skills, knowledge and abilities, and acquire new ones.

Training and development is the keystone of a successful organization’s operation. There are a many training methods today that are easily available, but organizations must consider the time and costs involved, and whether the curriculum and course oriented match the needs of the organization. That is why it is very important to realize all pros and cons of these methods:

Option Pros Cons Best for Not recommended for
Instructor – Led Classroom Training High quality delivery; Immediate Q & A; Leverage student questions. Costly student/trainer expense; Costly one-to-few training; Training often too soon/too late; Trainer must be knowledgeable of multiple applications Multiple students of similar skill level; Training in single location; Observable performance Interpersonal skills/feedback; Highly interactive knowledge sharing. Students of widely-varying skill levels; Training for large system/process rollout; Consistency across learner groups.
Asynchronous Web – Based Internet/Intranet Training. Just-in-time training; No travel costs; Self-paced learning; Remedial training at no cost; Consistency; Possible increased retention; Easily distributed/updated training materials. Self-directed motivation can be problematic; Lack of classroom collaboration; May be viewed as “done on your own time”. Basic training; Students in multiple locations; As part of instructor-led training course. Observable interpersonal skills/feedback; Real-time knowledge sharing.
Synchronous (real-time) Web – Based Internet/Intranet Training High quality delivery; Immediate Q & A; Leverage student questions; Rapid, low-cost content.  Cost-per-student higher than asynchronous training; Network connection needed. Basic training; Students in multiple locations; Highly interactive knowledge sharing; Hands-on application training.  Students of widely-varying skill levels Observable interpersonal skills/feedback

By Shirley J. Caruso, M.A., Human Resource Development

Filed Under: Adult Learning, E-Learning, Employee Performance Tagged With:

Developing Content for E-Learning

February 3, 2011 By Comments

Various pedagogical approaches that are helpful in content development (defining modules or sections of educational material) for e-learning include Laurillard’s Conversation Model, Gilly Salmon’s Five-Stage Model, and cognitive, emotional, contextual, and behavioral perspectives:

  • Laurillard’s Conversation Model emphasizes the interactions that take place between teacher and learner, and between experience and theory. 
  • Gilly Salmon’s Five-Stage Model stresses greater interaction and group participation. 
  • Cognitive perspective focuses on how the brain works, emotional perspective focuses on the motivation of the learner, contextual perspective focuses on the environment and interaction with other people. 
  • Behavioral perspective focuses on the outcomes of the learning objectives.

Resources

http://www.eadulteducation.org/e-learning/moving-with-the-e-learning-trend/

Filed Under: Adult Learning, E-Learning

Moving with the E-Learning Trend

September 9, 2010 By Comments

Human Resource Development (HRD) practitioners have historically relied on instructional technologies such as classroom-based learning, but organizations are turning more and more to e-learning interventions with a focus on cost savings. 

Human Resource Development Defined

Human Resource Development (HRD) is defined as a practice that combines training, organizational development, and career development efforts to encourage improvement of individual, group, and organizational performance.  The purpose of HRD is to enhance employee performance and productivity, which leads to employee and customer satisfaction and an increase in the profitability of the organization.  The roles of HRD practitioners within this definition vary depending on the organization for which they work. 

Learning Organization Defined

A learning organization is defined as an organization that facilitates the learning of its members and continuously transforms itself through various learning opportunities.  Learning organizations develop as a result of the pressures to remain competitive in the business environment (Wang & Ahmed, 2003). 

Creating E-Learning Content

When developing an instructional design plan to create e-learning content, pedagogical approaches need to be evaluated. Pedagogical elements help define modules or sections of educational material. Simple pedagogical approaches make it easy to create content, but they are often lacking in rich learning experiences for the learners.  Although complex pedagogical approaches offer engaging learning experiences for learners, they can be difficult to structure and slow to develop.  Discovering an ideal pedagogy will allow practitioners to create educational materials for e-learning effectively while at the same time provide engaging learning experience for learners.

Pedagogical Approaches

Various pedagogical approaches that are helpful in content development (defining modules or sections of educational material) for e-learning include Laurillard’s Conversation Model,  Gilly Salmon’s Five-Stage Model, and cognitive, emotional, contextual, and behavioral perspectives:

  •  Laurillard’s Conversation Model emphasizes the interactions that take place between teacher and learner, and between experience and theory.
  • Gilly Salmon’s Five-Stage Model stresses greater interaction and group participation. 
  • Cognitive perspective focuses on how the brain works, emotional perspective focuses on the motivation of the learner, contextual perspective focuses on the environment and interaction with other people.
  • Behavioral perspective focuses on the outcomes of the learning objectives.

Summary

The pressure is on HRD professionals to maximize training value by developing fast moving information.  And although the push is on, e-learning is not always the best intervention.  HRD professionals must decide when the emphasis on learning effectiveness through more traditional methods outweighs the demand for access and speed.

By Shirley J. Caruso, M.A. Human Resource Development

Filed Under: E-Learning, Instructional Design, Resources & Tools Tagged With: , , ,

Instructional Strategies for Psychomotor Skill Learning

September 3, 2010 By Comments

Learning strategies are devices employed by learners to assist in the acquisition of knowledge and skills.  Instruction should guide the learner in the choice of appropriate learning strategies for particular learning tasks.  Facilitating the learning of declarative knowledge, concepts, procedures, principles, problem solving, cognitive, attitudes, and psychomotor skills begins with decisions on what content should be presented, how it should be presented, and in what sequence the instruction should follow (Smith and Ragan, 2005).  Ideally, an instructional strategy should be as generative as possible while still offering motivational support for learners.

Micro-Level Instructional Strategies

Lesson (micro)-level instructional strategies should include an Introduction, Body, Conclusion, and Learning Assessment.  Because adult learners need to know why they need to learn, strategies that deploy attention, arouse interest and motivation, establish instructional purpose, and provide a preview of the lesson should be included in the Introduction.  Strategies that facilitate the recall of prior knowledge, process information, focus attention, facilitate learning, provide practice, and give feedback should be included in the Body.  The Conclusion should include a summary and review, strategies to assure the transfer of knowledge, and exemplification of the usability of the new knowledge.

Exemplification is necessary to demonstrate to adult learners how this new knowledge can be applied in their workplace or daily lives.  Assessment of performance, feedback and remediation should also be included.

Learning Strategies and Assessment of Psychomotor Skills

The distinctiveness of the beginning and end points of psychomotor skills can be categorized as discrete (a single step or few steps) and continuous (having subtle beginning and ending points).  Closed skills (no active influence from the environment) and open skills (influenced by the environment) are another means of categorizing psychomotor skills (Smith and Ragan, 2005).  Learners can be assisted in acquiring the new psychomotor skills by employing learning strategies such as visualization of performance, mnemonics, and analogies.

Assessment of cognitive as well as psychomotor tasks is conducted through observation using a performance rating.  Feedback should include a clear understanding of how well the learner performed the task.

Summary

Instructional strategies certainly have their advantages in assisting learners in the acquisition of knowledge and skills.  Instructional designers should carefully perform a task analysis, analyze learners, and the analyze the context when designing instruction to make a determination to facilitate the use of strategies with more direct prompting of learning strategies or more direct and complete instruction.  If inhibitors to use of strategies are present (learners have low skill in strategy use, learners are not motivated, learners do not recognize the applicability of the strategy, learners lack awareness of their own cognitive capabilities, learners are unaware of the learning task, learners have no prior content knowledge, etc.) the instructional designer may need to develop a technique to improve them or choose strategies with more direct prompting or instruction that is more direct.  A continuing goal of the instructional designer is to apply the different types of instructional strategies to best achieve the different types of learning.

References

Smith, P. L. & Ragan, T. J. (2005).  Instructional design (3rd ed.). Hoboken, New Jersey:  Wiley Jossey-Bass Education

By Shirley J. Caruso, M.A. Human Resource Development

Filed Under: E-Learning Tagged With: , , ,

Employee Performance

September 2, 2010 By Comments

The transfer of knowledge to or from an individual, to or from groups, and to or from organizations can be instrumental in enhancing the overall performance of an organization.  Organizations can benefit from enhanced employee performance by realizing increased productivity and profitability.

Informal Workplace Learning

One way that valuable knowledge in the workplace is acquired is through the informal learning experiences of the everyday work life of employees.  This type of adult learning is referred to as being embedded and can be obtained or learned through self-directed learning experiences or passed down from our colleagues. Job-embedded learning refers to learning that occurs while on-the-job.  Because learning occurs while on the job, integrating the new knowledge becomes second nature.  Furthermore, job-embedded learning maximizes time because learning occurs while on-the-job.  Finally, job-embedded learning is beneficial because it promotes immediate application of what is learned and costs less, in most cases, than conducting formal training.

In terms of adult learning in the workplace, the focus is on performance.  Informal workplace learning needs to be recognized and fostered by organizations.  This may be accomplished through mentoring, coaching, or consulting subject-matter experts.  Technology can also be used to facilitate the informal transfer of knowledge by including virtual-learning support groups, instant messaging, expert networks, and mentor and coaching networks. The goal would be to create a marriage in which formal learning events and the serendipitous learning moments are given equal value.

Internet technology has significantly enhanced informal workplace learning. Embedding learning into work through e-learning and web based training has a powerful positive impact on performance and innovation.  Making learning available to learners when on a day-to-day basis and allowing them to learn in a more collaborative way fosters better decision making which leads to innovative solutions.

Careers in Human Resource Development

The purpose of Human Resource Development (HRD), more recently referred to as Human Performance Technology (HPT), is to enhance employee performance/productivity, which leads to employee and customer satisfaction and an increase in the profitability of the organization.  HRD is a practice that combines training/adult learning, organizational development, and career development efforts to encourage improvement of individual, group, and organizational performance. 

Many colleges and universities offer both undergraduate and graduate degrees to students pursuing careers in human resource development.  A few of the colleges and universities and the programs they have to offer are as follows:

  • Northeastern Illinois University provides quality educational experiences to both graduate and undergraduate students pursuing careers in human resource development with an emphasis on training design, needs assessment, adult learning, evaluation, and consulting.  
  • The HRD program at Vanderbilt Peabody College prepares graduate students to design, implement, manage, and evaluate training programs in for-profit and non-profit organizations. In addition to designing and delivering effective instruction, Vanderbilt Peabody College also prepares students to facilitate organizational change and design ways to improve the quality of work life and increase productivity as an HRD professional. Graduates work as organizational consultants, corporate trainers, directors of human resource development, and program evaluators.
  • The University of Phoenix offers a BS in Business/Human Resource Management and a MS in Business Administration with a specialization in Human Resource Management (MBA/HRM) designed to meet the needs of a broad but unique population – the working adult manager or supervisor who could benefit from a graduate business education.
  •  The IPT department of Boise State University offers an on campus and online graduate program leading to a certificate in Human Performance Technology (HPT). The graduate certificate in HPT is intended for individuals who want to increase their skills and credentials in HPT. The program emphasizes the practical application of process models, tools, and techniques to workplace performance improvement situations. The 16-credit program is made up of four existing master’s degree courses that are delivered both on campus and online.

Professional Organizations for Workplace Learning and Employee Performance

Professional organizations provide HRD professionals with career development opportunities.  These organizations work to bring professionals together in conference, workshops, and online.  A few of the professional organizations and the services they have to offer are as follows:

  • ASTD (American Society for Training & Development) is the world’s largest association dedicated to workplace learning and performance professionals. ASTD’s members come from more than 100 countries and connect locally in more than 130 U.S. chapters and with more than 30 international partners. Members work in thousands of organizations of all sizes, in government, as independent consultants, and suppliers.  ASTD provides resources for learning and performance professionals, educators, and students—research, analysis, benchmarking, online information, books, and other publications; brings professionals together in conferences, workshops, and online; offers professional development opportunities for learning practitioners, from a Job Bank and Career Center, to certificate programs and the only credential offered in the field: the Certified Professional in Learning and Performance (CPLP); serves as the voice of the profession to the media and to public policy makers in the U.S., and collaborates with other associations, organizations, and educational institutions to advance the profession; and recognizes excellence and sets the standard for best practices in learning and performance.
  • The Chicagoland Chapter of the American Society for Training & Development (CCASTD) provides its members with the tools and resources necessary to ensure their own ongoing development, and deliver exceptional value to their organizations in the area of workplace learning and performance.
  • The Society for Human Resource Management (SHRM) is the world’s largest association devoted to human resource management. Representing more than 250,000 members in over 140 countries, the Society serves the needs of HR professionals and advances the interests of the HR profession. Founded in 1948, SHRM has more than 575 affiliated chapters within the United States and subsidiary offices in China and India.
  • The International Society for Performance Improvement (ISPI) is the leading international association dedicated to improving productivity and performance in the workplace. ISPI represents performance improvement professionals throughout the United States, Canada, and 40 other countries. ISPI’s mission is to develop and recognize the proficiency of our members and advocate the use of Human Performance Technology. Assembling The Performance Improvement Conference and other educational events like Principles & Practices, publishing books and periodicals, and supporting research are some of the ways ISPI works toward achieving this mission. 
  • The role of Chicago International Society for Performance Improvement (CISPI) is that of creating a performance culture by presenting and developing innovative ideas in the field of HPT and educating the business audience about the important role of HPT.  CISPI is the premier forum in the Chicago area for improving organizational and individual performance. Since 1963, we have helped members find ways to increase workplace productivity. CISPI is the Chicago chapter of the International Society for Performance Improvement.
  • The Society of Human Resource Professionals (SHRP) serves the needs of the HR profession by providing the most essential and comprehensive set of resources.  SHRP advances the profession and the capabilities of the professional, so that HR professionals become more effective partners in developing and executing organization strategy.  SHRP’s membership includes practitioners in all HR disciplines and professional levels and encompasses all industries in the Chicagoland area. SHRP also welcomes student members who are preparing for a career in Human Resources.

Summary

HRD Professionals are responsible for encouraging employees to participate in performance management and customer satisfaction.  This is accomplished by creating and implementing a system that identifies competencies, established goals, and projects the expected outcome.  Establishing a problem solving procedure and setting standards for employee performance are two crucial strategies for the improvement of organizational performance.

By Shirley J. Caruso, M.A. Human Resource Development

Filed Under: Adult Learning, E-Learning, Employee Performance, Instructor Resources, Resources & Tools, Web Based Training Tagged With: , ,
 
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