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HRM635 Week 4 Discussion

Unit 4: Discussion

Introduction

The purpose of unit discussion is to have an open dialogue that helps to expand your understanding of the course material as well as demonstrate your critical thinking abilities. While less formal than unit assignments, your posts should be supported with scholarly research. Participation throughout the assigned unit is encouraged so that you can participate in the give and take of a natural dialogue.

Unit Learning Outcomes

ULO 4.1 Evaluate on-the-job, off-the job, traditional and non-traditional training methods.
ULO 4.2 Evaluate technology-based training options.
ULO 4.3 Evaluate relevant scholarly research and synthesize research to complete required assignments.

Directions

Initial Post

Conduct scholarly research to provide a detailed response to one of the questions listed below.

4. Analyze the pros/cons of on-the-job and off-the-job training. Some might argue that on-the job training can result in employees who are poorly trained, and it should be avoided whenever possible. Others might argue that off-the-job training can be ineffective because it is generic in nature. In your response, consider the pros/cons of each and when one might be more effective than the other.

PowerPoint Presentation for
Managing Performance through Training and Development

Adapted by

Alan Saks

University of Toronto

5-1

Chapter 5
Off-the-Job Training Methods
Copyright © 2019 by Nelson Education Ltd.
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Learning Outcomes
After reading this chapter, you should be able to:
Explain the difference between instructional methods and instructional media
Compare and contrast the use and effectiveness of different instructional methods
Explain how to design a simulation with high physical and psychological fidelity
Copyright © 2019 by Nelson Education Ltd.
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Learning Outcomes
Choose an appropriate instructional method for a training program
Discuss the implications of an aptitude-treatment interaction for training
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Introduction
Instructional methods are the techniques used to stimulate learning
Off-the-job methods take place outside the work setting, usually in a classroom
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Introduction
In Canada and the United States, instructor-led classroom training remains the primary and most popular method of providing training
A survey of Canadian workers found that over one-third of them consider in-house, instructor-led workshops the most valued type of training
Copyright © 2019 by Nelson Education Ltd.
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Instructional Methods
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Instructor-led training remains the primary method of providing training in Canada and the U.S.; however, it has been on the decline in the last decade
In 200, 80 percent of all training was delivered in the classroom; today it represents 58 percent
95 percent of Canadian organizations use instructor-led classroom training (Conference Board of Canada)
Over one-third of Canadian workers found instructor-led workshops to be the most valued type of training
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Lectures
A training method in which the trainer presents to trainees the content to be learned
Lectures are an effective method for training several types of skills and tasks
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Advantages: large amounts of information can be provided to large groups in a short period of time at minimal expense (efficient), key points can be emphasized and repeated, trainers can be assured that all trainees are hearing the same message, and lectures can also explain what is to follow in the rest of a training session
Drawbacks: not as effective for the development of skills or for changing attitudes; the lecture doesn’t accommodate differences in trainee ability, and all trainees are forced to absorb information at the same rate; trainees are forced to be passive learners with little opportunity to connect content to their own work environment or to receive feedback on their understanding of material
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Discussion Method
Two-way communication between the trainer and trainees as well as among trainees
It is one of the primary ways to increase trainee involvement in the learning process
Copyright © 2019 by Nelson Education Ltd.
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Group discussion serves 5 purposes:
Helps trainees recognize what they do not know but should know
Provides an opportunity for trainees to get answers to questions
Allows trainees to get advice on matters of concern to them
Allows trainees to share ideas and drive a common wisdom
A way for trainees to learn about one another as people
Advantages include facilitating the exchange of ideas and developing critical thinking skills as well as social and interpersonal skills
However, not effective with large numbers of participants who remain silent or are unable to participate
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Case Study Method
A training method in which trainees discuss, analyze, and solve problems based on a real situation
Case studies develop analytical ability, sharpen problem-solving skills, encourage creativity, and improve the organization of thoughts and ideas
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Objectives of case studies: introduce realism into the trainees’ learning; deal with various problems, goals, facts, conditions, and conflicts that often occur in the real world; teach trainees how to make decisions; and teach trainees to be creative and think independently
Case studies teach trainees to think for themselves and develop analytical and problem-solving skills while the trainer functions as a catalyst for learning
Often used in business schools to teach students how to analyze and solve realistic organizational problems
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Case Incident Method
A training method in which one problem, concept, or issue is presented for analysis
One of the most accessible ways of adding an experiential or real-world component into a lecture
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No more than one page in length; designed to probe one specific problem, concept, or issue
An accessible way of adding a real-world component into a lecture
Useful when the trainer wants to focus on one topic or concept; because they are short, trainees can read them during a training session and valuable time is not taken up by differences in trainees’ reading speeds
One challenge may occur when some trainees are bothered by the lack of background material, especially for trainees with limited knowledge and work experience
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Behaviour Modelling Training (BMT)
Trainees observe a model performing a task and then attempt to imitate the observed behaviour
It is based on social cognitive theory and observational learning
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Builds on material from Chapter 2 regarding the four elements that are critical for observational learning: attention, retention, reproduction, and reinforcement
One of the most widely used and researched training methods
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Behaviour Modelling Training (BMT)
Behaviour modelling is based on four principles of learning:
Observation (modelling)
Rehearsal (practise)
Reinforcement (reward)
Transfer
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Observation (modelling)—participants observe a model performing a specific task (live or on video)
Rehearsal (practise)—participants practise the behaviour, one step at a time
Reinforcement (reward)—task is mastered and reinforced with feedback following the performance of each step
Transfer—transfer the learning on the job
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Behaviour Modelling Training (BMT)
The effect on skills development is greatest when learning points are used and presented as rules to be followed and when training time is longer
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Behaviour Modelling Training (BMT)
Transfer of learning on the job is greatest when models displaying positive and negative behaviours are used, trainees are instructed to set goals, trainees’ superiors are trained, and rewards and sanctions are provided for using or failing to use newly learned skills on the job
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Behaviour Modelling Training (BMT)—Mixed Modelling Strategy
A mixed modelling strategy shows trainees what should be done (a positive model) as well as what should not be done (a negative model)
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This strategy has been shown to be more effective for behavioural generalization (using the trained skills on a task that was different from the training task) than exposing trainees to a positive-only model that only shows what should be done
Refer to The Trainer’s Notebook 5.1 found on page 158
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Role Play
Trainees are given the opportunity to practise new behaviours in a safe environment
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Useful for acquiring interpersonal and human relations skills and for changing attitudes
Used in programs such as communication, sales, team building, and leadership development
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Role Play
Three phases in the role-play experience:
Development
Enactment
Debriefing
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Development—role play must be developed to achieve its objectives
Enactment—trainees are provided with the role-play information, scenarios, and assigned roles (role players and sometimes an observer)
Debriefing—most important phase of a role play (lasting 2–3 times longer than the role play) where participants discuss their experiences and the outcomes of their role play
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Reverse Role Play
Reverse role plays occur when trainees put themselves in another person’s position
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By playing the role of another person, trainees can develop empathy for others and learn what it feels like to be in a particular role
Also refer to The Trainer’s Notebook 5.2, Steps for Effective Role Plays, on page 160
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Multiple Role Play
When a role play involves groups of trainees acting out various roles
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Simulations
The use of operating models of physical or social events designed to represent reality
They are models or active representations of work situations that are designed to increase trainee motivation, involvement, and learning

Designed to increase trainee motivation, involvement, and learning
Sometimes used when training in the real world might involve danger or extreme costs
Widely used in business, education, health care, and the military
For example, Queen’s University’s clinical simulation centre is used to train medical students
Widely used in military and commercial aviation industries
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Simulations
Equipment simulators are mechanical devices similar to those employees use on the job, e.g., a flight simulator
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Simulations
A successful simulation involves four steps:
Preparing for the simulation
Delivering the simulation
Debriefing the simulation
Following up on the simulation
Simulations should have physical and psychological fidelity
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Games
Training methods that involve structured competition which allows trainees to learn specific skills
Games have rules, principles, and a system for scoring
They enhance the learning process by injecting fun and competition, generating energy, and providing opportunities for people to work together
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Games have rules, principles, and a system for scoring
Do not have to represent reality and are often designed to be entertaining
Business games can require people to compete to gain a strategic advantage; can be relatively simple and focus on a functional area such as marketing, HR, or finance
Games incorporate many principles of learning, inject fun and energy, and provide opportunities for people to work together
However, there may be a weak connection to training objectives and an overemphasis on winning (little evidence to suggest skill improvement or increased on-the-job performance)
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Games
To be effective, games should:
Be well planned and prepared
Linked to training objectives
Include a debriefing session so that trainees understand the purpose of the game and the critical skills and behaviours to be learned
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Action Learning
A method in which trainees solve real-world problems and accept responsibility for the solution
Problem-based learning requires trainees to solve real or simulated open-ended problems
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Requires trainees to identify problems; develop possible solutions; test these solutions in a real-work, real-time situation; and evaluate the consequences
Reginald Revans, originator of action learning principles, emphasizes that the learner develop skills through responsible involvement in real, complex, and stressful problems
Requires a commitment of energy and time from participants and their managers
More popular in Europe than North America, although some companies have adopted this approach (TD Bank Financial Group has a leadership development program in which action learning plays an integral part)
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Action Learning
The goals of action learning are to involve and challenge the trainee, and to move employees from passive observation to identification with the people and the vision of the organization
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Instructional Media
Not an instructional method; instead, the medium or media used to deliver the content and methods
Audio-visual methods include various forms of media used to illustrate key points or demonstrate actions or behaviours and include videos, DVDs, and slides to supplement lectures and discussions
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Provides the ability of the trainer to control the pace of training (a slide or video clip can be used to clarify a concept); trainees receive consistent information; videos can show what is difficult for a trainer to describe
Videos remain one of the most popular forms of instructional media
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Choosing an Instructional Method
Dependent upon training objectives and learning outcomes
Cost and resource availability
On-the-job application
Trainer skill and preferences
Trainee preferences and characteristics
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No straightforward answer to the question, What training method is the best?
It will depend on a number of factors including learning objectives, cost and resource availability, on-the-job application, trainer skill and preferences, and trainee preferences and characteristics
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Aptitude-Treatment Interaction
Situations in which the effect of a training method on trainees depends on trainee characteristics (e.g., aptitude, self-efficacy, demographics)
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Blended Training
The use of a combination of approaches to training, such as classroom training, on-the-job training, and computer technology
A blended delivery approach has a number of benefits
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Blended training combines classroom training, on-the-job training, and computer technology
Becoming more common as it provides a number of benefits: allows participants to learn in ways that work for them; allows multiple learning outcomes to be achieved; increases the possibility that training will be applied on the job
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Summary
Described and analyzed nine of the most common instructional methods, with instructional tips to maximize trainee learning and retention
Explored instructional media and how they can be used with instructional methods
Copyright © 2019 by Nelson Education Ltd.
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Summary
Reviewed factors with respect to what to consider when choosing training methods
Explored importance of combining methods and using a blended delivery approach
Copyright © 2019 by Nelson Education Ltd.
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Key Terms
Action learning
Aptitude
Aptitude–treatment interaction (ATI)
Audio-visual methods
Behaviour modelling training (BMT)
Blended training
Case incident
Case study
Discussion method
Equipment simulators
Flipped classroom
Games
Instructional media
Instructional methods
Lecture
Mixed modelling strategy
Multiple role play
Physical fidelity
Problem-based learning
Psychological fidelity
Reverse role play
Role play
Simulations
Copyright © 2019 by Nelson Education Ltd.
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PowerPoint Presentation for
Managing Performance through Training and Development

Adapted by

Alan Saks

University of Toronto

6-1

Chapter 6
On-the-Job Training Methods
Copyright © 2019 by Nelson Education Ltd.
6-2

Learning Outcomes
After reading this chapter, you should be able to:
Compare and contrast 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 apprenticeships for training
Copyright © 2019 by Nelson Education Ltd.
6-3

Learning Outcomes
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
Copyright © 2019 by Nelson Education Ltd.
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Introduction
On-the-job training takes place at the trainee’s workstation from a supervisor or experienced co-worker
This is the most common method of training, which has been practised for centuries
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On-the-job training occurs when a trainee receives instruction from an experienced co-worker or supervisor at his workstation (most frequently)
This type of training has been practised since at least the Middle Ages; however, the U.S. army formalized the concept during WW2
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Use of On-the-Job Training
Many approaches for on-the-job training (on-the-spot lecture, following an employee, job aids etc.)
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At McDonald’s, a more experienced employee or “buddy” works with a new member individually on the job
In addition, laminated visual aids are used to show the steps in a task at each station and as a form of visual reinforcement
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Use of On-the-Job Training
Useful for small businesses because of limited investment
43 percent of small and medium-sized firms use on-the-job training (e.g., mentoring)
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This is in contrast to formal training (classroom, seminars, and workshops) where only 2 percent of these techniques are in use
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On-the-Job Training Methods
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Problems with On-the-Job Training
Lack of planning or structure
Those assigned as “trainers” haven’t received training on how to be trainers
Poor employees teach undesirable work habits and attitudes
Trainer may be worried that trainee will take their job
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Frequently, traditional ways of doing things get passed on to new employees, which means that existing problems as well as poor attitudes and behaviours will persist
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Problems with On-the-Job Training
May require trainee to do the “dirty work”
Can be time consuming
May feel penalized—unable to meet goals when they are training
Results in training that is inconsistent, inefficient, and ineffective
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However, when on-the-job training is carefully planned and structured, it can be a highly effective and efficient method of training
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Problems with On-the-Job Training
When the process is carefully planned and structured, it can be a highly effective and efficient method of training
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However, when on-the-job training is carefully planned and structured, it can be a highly effective and efficient method of training
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Job Instruction Training
A formalized, structured, systematic approach to on-the-job training that consists of four steps:
Preparation
Instruction
Performance
Follow-up
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Incorporates the principles of behaviour modelling
Trainer demonstrates task performance on the job, provides trainee with opportunities to practise while the trainer provides feedback and reinforcement, then the trainer monitors the trainee’s performance on the job
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Job Instruction Training—Preparation
Putting the trainee at ease
Guaranteeing the learning
Building interest and showing personal advantage

Job Instruction Training—Instruction
Show trainee how to perform the job
Repeat and explain key points in more detail
Allow trainee to see whole job again

Job Instruction Training—Performance
Ask trainee to perform less difficult parts of the job
Allow trainee to perform the entire job

Job Instruction Training—Follow-Up
Trainee is left on own to perform the job
Trainer monitors trainee performance
Trainer provides support and feedback
Trainer indicates when and where to find help
Trainer gradually tapers off instruction as employee gains confidence and skill

Performance Aids
A device at the job site that helps an employee perform his job
6-17
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Can be signs or prompts; troubleshooting aids; instructions in sequence; a special tool or gauge; flash cards to help counsel clients; a picture; or posters and checklists
Performance aids support trainees when requiring the memorization of sequences and tasks can take too much training time, especially if the task is not repeated daily; are useful when performance is difficult, is executed infrequently, can be done slowly, and when the consequences of poor performance are serious; allow people to move on the job more quickly with performance aids; routine troubleshooting and repair responses can be performed much more quickly and with less frustration
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Performance Aids
6-18
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Job Rotation
A training method in which trainees are exposed to different jobs, functions, and areas in an organization
Job rotation is often used as part of an ongoing career-development program, especially for employees who are destined to management positions
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Broadens an individual’s knowledge and skills by providing multiple perspectives and areas of expertise
Often used as part of an ongoing career-development program, especially for employees destined for management positions
Also used in rotational leadership programs where new graduates and high-potential employees are developed
Also an effective way of cross-training employees by training them to perform each other’s jobs
An effective method of training employees who need to learn a variety of skills
Research indicates it results in improvement in knowledge and skills, but also has a number of career benefits (higher job satisfaction, more opportunities for career advancement, higher salary)
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Job Rotation
An effective way of cross-training employees whereby employees are trained to perform each other’s jobs
Stretch assignments are job assignments that aim to “stretch” employees by working on challenging tasks and projects that involve learning new knowledge and skills
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Apprenticeships
Training methods for skilled trades workers that combine on-the-job and classroom instruction
It is the primary method of training for skilled trades workers in Canada
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Practical on-the-job training component makes up 80 percent of the training and is used to teach the skills of a particular trade or occupation
Classroom instruction often takes place in colleges, focuses on technical training, and comprises a minor portion of the program (20 percent)
4 occupational sectors: construction (e.g., electrician, carpenter), motive power (motor vehicle mechanic), industrial (millwright), and service (baker, cook, hairstylist)
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Apprenticeships
In Canada, the apprenticeship system has 65+ regulated occupations in four occupational sectors: construction, motive power, industrial, and service
Apprenticeship training differs from other training methods in that it is regulated through a partnership among government, labour, and industry
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Benefits of Apprenticeship Training
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HR professionals have an important role to play in promoting and championing apprenticeship training in their organizations and educating their employers on the benefits of apprenticeships
Can be a very effective recruitment strategy that provides organizations with many benefits and can improve their bottom line
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Increasing Employer Participation
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6-24

Coaching
An experienced and knowledgeable person is formally called upon to help another person develop the insights and techniques pertinent to the accomplishment of her job
A one-to-one learning and development intervention that consists of four core elements
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Has become very popular in many organizations today
Programs have been effective in enhancing skills and improving performance in a wide range of areas, including interpersonal skills, communication skills, leadership skills, cognitive skills, and self-management skills
Involves the planned use of opportunities in the work environment to improve or enhance employee strengths and potential
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Coaching Core Elements
The formation and maintenance of a helping relationship between the coach and coachee
A formally defined coaching agreement or contract that includes personal development goals and objectives
Providing the coachee with tools, skills, and opportunities for growth and development
The fulfillment of the agreement and achievement of the objectives
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Plans or objectives—agreed-upon plan or set of objectives developed by employee and coach
Creating opportunities in the work environment—the work environment is the training laboratory
Strengths are enhanced and developed thorough dialogue, coaching opportunities, evaluation, and feedback
Highly effective for individuals: improves working relationships and job attitudes; increases the rate of advancement and salary improvements
Highly effective for organizations: productivity, quality, customer service, reduced customer complaints, retention, and cost reductions
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Coaching
To be most effective, a coach should provide coachees with continuous constructive and developmental feedback, and act as a behavioural model for good performance to demonstrate to employees the behaviour that they should exhibit
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Mentoring
A senior member of an organization takes a personal interest in the career of a junior employee
Provides career support and psychosocial support
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Once, mentoring was informal; however, organizations have come to recognize the value of formal mentoring programs
The focus of mentoring is career development of junior employees
Helps advance careers of underrepresented groups; transmits the culture and values to newer managers; and passes on the accumulated wisdom of seasoned leaders
Involves exposure to senior management activities that are valuable and beneficial for one’s growth and development
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Mentoring
Career support:
Coaching
Sponsorship
Exposure
Visibility
Protection
Challenging assignments
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Mentoring
Psychosocial support:
Listens
Counsels
Accepts and provides feedback
A role model for success
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E-Mentoring
E-mentoring occurs when mentors and protégés communicate using online technology such as social networks, and video- and teleconferencing
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Great advantage of allowing mentors to connect with mentees anywhere in the world
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Developing a Formal Mentoring Program
To be effective, mentoring programs should select mentors carefully; match mentors and mentees effectively; provide training to mentors and mentees; and structure the mentoring relationship carefully
In addition, mentoring programs must receive continued support from management
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Refer to The Trainer’s Notebook 6.2 on page 196
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Off-the-Job Methods
Advantages:
Use a variety of training methods and can tailor a program to needs and preferences of trainees
Trainer can control the training environment
A large number of trainees can be trained at one time
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6-33

Off-the-Job Methods
Disadvantages:
Can be much more costly than on-the-job
Takes place in an environment that is different from work environment; difficult applying training back on the job
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6-34

On-the-Job Methods
Advantages:
More cost-effective
Greater likelihood of application on the job
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On-the-Job Methods
Disadvantages:
Work environment is full of distractions
Potential for damage to expensive equipment
Disruption of service or slowdown in production
Safety can be compromised
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6-36

Combining Methods
Effective training programs often combine off-the-job and on-the job training methods
Mixing and combining methods to suit needs and objectives is most important
Blended approaches to training are often the best approach
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Summary
Examined common methods of on-the-job training
Explained how on-the-job training is often neither efficient nor effective and that it must be carefully planned and structured to be effective
Discussed how to use job instruction training
Reviewed performance aids and job rotation techniques
Copyright © 2019 by Nelson Education Ltd.
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Summary
Examined apprenticeship programs as the primary method for skilled trades training
Discussed coaching and mentoring as popular methods
Analyzed advantages/disadvantages of on-the-job and off-the-job training methods
Copyright © 2019 by Nelson Education Ltd.
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Key Terms
Apprenticeships
Career support
Coaching
Cross training
E-mentoring
Job instruction training
Job rotation
Mentoring
On-the-job training
Performance aid
Psychosocial support
Stretch assignments
Copyright © 2019 by Nelson Education Ltd.
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PowerPoint Presentation for
Managing Performance through Training and Development

Adapted by

Alan Saks

University of Toronto

7-1

Chapter 7
Technology-Based Training Methods
Copyright © 2019 by Nelson Education Ltd.
7-2

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 online education and electronic performance support systems are used for training
Explain how a virtual classroom works and how video conferencing, web conferencing, webinars, and webcasts are used
Copyright © 2019 by Nelson Education Ltd.
7-3

Learning Outcomes
Explain how social media, Web 2.0 technologies, mobile learning, and synthetic learning environments 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
Copyright © 2019 by Nelson Education Ltd.
7-4

Introduction
This chapter focuses on technology-based training methods:
How technology is being used for training
How to design technology-based training programs
The advantages, disadvantages, and effectiveness of technology-based training programs
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7-5

What Is Technology-Based Training?
Technology-based training involves the use of technology to deliver training programs (e.g., Web-based training, computerized self-study)
Traditional training does not involve using technology to deliver courses (e.g., seminars, lectures)
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7-6

In Canada, while instructor-led training is still the most widely used training method (95 percent of organizations), three-quarters of organizations offer some form of self-paced online learning or e-learning, which represents 14 percent of all learning time
77 percent of organizations report that e-learning is becoming more important strategically to their organization’s learning strategy
6

Computer-Based Training
Computer-based training is delivered via the computer for the purpose of teaching job-relevant knowledge and skills
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7-7

Can include text, graphics, and/or animation, and can be delivered via CD-ROMs, intranets, or the Internet
7

E-Learning
E-learning is the use of computer network technology such as the Internet or intranet to deliver information or instruction to individuals
It is a specific type of computer-based training in which learners can access training material from a personal computer, smartphone, or tablet
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7-8

E-learning is also known as Web-based instruction or WBI
E-learning is a specific type of computer-based learning and refers to the use of computer network technology
8

Training Methods
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7-9

Instructor-Led Training
Instructor-led training (ILT) involves training methods with an instructor or facilitator who leads, facilitates, or trains online
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Examples of ILT include online discussions and video conferencing
In some cases the instructor is very involved in the training and leads the process
In other cases the training is self-study and the instructor is available to answer questions and provide assistance
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Self-Directed Learning
Self-directed learning (SDL) is a process in which individuals or groups take the initiative and responsibility for learning and manage their own learning experiences
Copyright © 2019 by Nelson Education Ltd.
7-11

One of the main advantages of CBT is that it can be initiated and controlled by the trainee
The responsibility for learning shifts from trainer to trainee
It is becoming increasingly popular because traditional methods of training lack the flexibility to respond quickly to dramatic and constant organizational change and trainee needs
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The Benefits and Limitations of Self-Directed Learning
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7-12

Review some of the benefits and limitations of self-directed learning as discussed in Table 7.2
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Asynchronous Training
Asynchronous training is pre-recorded and available to employees at any time and from any location
Using multimedia training programs can include text, graphics, animation, audio, and video
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7-13

While the use of multimedia results in greater involvement on the part of the trainee, it is much more expensive to design and develop
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Synchronous Training
Synchronous training is live and in real time so it requires trainees to be at their computer at a specific time
Trainees from various locations can log on to the training at a set time and receive instruction from a trainer who facilitates a discussion, shows slides, answers trainees’ questions, and provides feedback
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It is live and in real time, so trainees must be available when required
It might involve chat sessions in which trainees log on at the same time and participate in a discussion
More sophisticated training programs involve log-ins from different locations and the trainer facilitates a discussion, shows slides, answers questions, and provides feedback
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Online and Distance Education
Online and distance education uses computer technology and the Internet to deliver educational content and courses (e.g., post-secondary courses)
Online courses can include text, graphics, and videos as well as quizzes, and downloadable materials
Recent developments include MOOCs and SPOCs
Copyright © 2019 by Nelson Education Ltd.
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Before computers, known as correspondence programs
With computer technology, students can take a variety of post-secondary courses and earn a degree or diploma through online education
Can benefit an employer who may have an employee take a program and earn credentials while not missing any work
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Electronic Performance Support Systems
Electronic performance support systems (EPSS) provide information, advice, and learning experiences to improve performance (e.g., a performance aid that utilizes technology on the job)
The goal of an EPSS is to provide whatever is necessary to aid performance and learning at the time it is needed
Copyright © 2019 by Nelson Education Ltd.
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A modern-day version of a performance or job aid that uses technology
Can provide support through assisting, warning, advising, teaching, and evaluating—employees can obtain information to help solve work-related problems
Particularly helpful for jobs that have high turnover or for tasks that are difficult, are performed infrequently, and must be performed perfectly
Other examples of EPSS include online reference tools
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The Virtual Classroom
A Web-based platform to deliver live, instructor-led training to geographically dispersed learners
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A common method of synchronous training
Allows trainees to participate in live discussions with facilitators and co-workers from any location
Provides significant cost savings and convenience (travel)
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The Virtual Classroom
The virtual classroom is made possible through the use of:
Videoconferencing
Web conferencing
Webinars
Webcasts
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Each of these methods will be described
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Video Conferencing
Links an expert or trainer to employees via two-way television and satellite technology
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Can involve the transmission of television signals via cable or through satellite technology
Whatever the means of transmission, the basic idea is that people at two or more locations are able to see, hear, and speak with one another
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Web Conferencing
A live meeting or conference that takes place on the Internet
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Trainees are connected to the trainers and each other via the Internet and participate from their own computer
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Webinars and Webcasts
Webinars are seminars that take place live over the Internet
Webcasts are live or recorded videos or audio broadcasts over the Internet
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A seminar or workshop that takes place over the Web (a Web-based seminar)
Can be a presentation, lecture, or workshop and can be interactive by allowing participants to ask and answer questions
Reduces the costs associated with renting a room, travel, and catering
Webcast is a live or recorded video or audio broadcast over the Internet primarily used for presentations
Webcasts are usually one-way communications that do not have an interactive component
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Social Media
Social media is the use of technology for sharing and exchanging information (e.g., LinkedIn)
Social media is increasingly being used for knowledge sharing and learning
Employees can share information and knowledge through the use of communities of practice

According to social constructivism, the goal of instruction should be to create interactive learning environments in which training participants learn from instructors, participants learn from each other, and the instructor learns from participants
Web-based instruction is well suited for fostering interactive learning environments
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Communities of Practice
(COPs)
Groups of employees who:
Share similar concerns and problems
Meet regularly to share their experiences and knowledge
Learn from each other and identify new approaches for working and solving problems
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Communities of Practice
(COPs)
The core principles of communities of practice are that learning is social and that people learn from each other while working together on the job
Some communities of practice meet regularly face-to-face, while others use technology to communicate
The technology used for knowledge sharing and communities of practices is typically known as Web 2.0 technology
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Web 2.0
Web 2.0 refers to Internet tools that enable communicating and sharing information and knowledge
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Web 2.0 technology allows anybody the ability to create and distribute knowledge and collaborate with others in the process
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Web 2.0
Facilitates generative learning, which is a self-initiated and learner-controlled form of collaborative learning in which individuals in a social network share ideas and information, and in the process solve problems and create new knowledge
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Involves much more than traditional approaches to learning in which trainees learn the material provided to them in instructor-led training programs
They initiate and control what they learn, when they learn, and how they learn
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Web 2.0 Technologies—
Blogs and Wikis
Blogs are websites that contain commentary and information on a subject
A wiki is a webpage or collection of webpages in which users share, contribute, and modify information on a topic
Copyright © 2019 by Nelson Education Ltd.
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Some of the most popular technologies
Blogs can include text, video, audio, and link to other individuals’ blogs and provide a network of conversations and the exchange of information on a particular topic, subject, or issue
Wikis can focus on particular topics and the content can be created and shared among the users of the website on an ongoing basis
Wikis enable relevant information to be obtained on demand and training material to be constantly revised and updated
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Web 2.0 Technologies—
Podcasts
Podcasts are short audio or video recordings that can be downloaded and played on a mobile device such as an iPod or smartphone
Copyright © 2019 by Nelson Education Ltd.
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Employees can access information on demand from any location at their convenience; for example, a sales team can learn about new products directly from the designers
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Web 3.0
Web 3.0 is a fundamental shift in how individuals will interact with the Web
It consists of three components:
The semantic Web involves technologies that can understand the meaning of data and create customized experiences
The mobile Web allows one to use the Web seamlessly across devices and locations
Immersive Internet involves the use of immersive technologies such as virtual worlds, augmented reality, and 3-D environments
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Web 3.0 is already on the horizon; expected to improve learning and performance and represent the future of learning
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Mobile Learning (M-Learning)
The use of mobile or portable technologies across locations for obtaining information and training
Mobile technology makes learning accessible across time, location, and device

These portable or mobile technologies can include iPods, smartphones, MP3 players, and other mobile technology
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Mobile Learning (M-Learning)
Can be used to deliver short videos or small amounts of bite-sized information to meet a specific learning outcome—microlearning
For example, Black & Decker field reps receive 2- to 3-minute learning modules directed to their PDA (personal digital assistant)
A downside of mobile learning is the potential for distractions that stem from the environment
Copyright © 2019 by Nelson Education Ltd.
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M-learning is effective for 2- to 6-minute sessions that address a single learning point or for summarizing previously learned material
Ideal for providing information and support for employees when they are away from the office
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Synthetic Learning Environments (SLEs)
Technology-based training media that augment, replace, create, and/or manage a learner’s experience with the world by providing realistic content with instructional features
Two examples of SLEs are virtual reality and augmented reality
Copyright © 2019 by Nelson Education Ltd.
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Virtual Reality
Virtual reality (VR) uses computers to create an artificial three-dimensional experience that simulates and re-creates an actual environment
VR can be used to simulate various conditions in which trainees can immerse themselves in highly realistic situations to solve real work-related problems
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Augmented Reality
Augmented reality (AR) is a technology in which computer-generated virtual imagery (e.g., graphics, text, and other visual elements) information is overlaid or superimposed onto a real-world environment in real time
It contains some aspect of reality and is designed to augment the real environment with information integrated into the individual’s real world
Copyright © 2019 by Nelson Education Ltd.
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Designing Effective Technology-Based Training Programs
Training programs should include active practice and conditions of practice (feedback) (Chapter 4)
Instructional methods found in Chapter 5 can be used—games, simulations, and role plays
Additional design factors include stories, customizing, personalizing the training, human interaction, and feedback
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Computer simulations and games are becoming common approaches
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Computer Simulations
Provide hands-on training for a particular task—designed to replicate the on-the-job experience
Provide trainees with a realistic experience on tasks that might be too dangerous to learn in the work environment
For example, Mr. Lube uses an online simulation for technicians to learn how to perform an oil change
Copyright © 2019 by Nelson Education Ltd.
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Computer simulations are also being used for soft-skills training for skills such as leadership, sales, customer service, and financial services
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Computer Simulations
Virtual worlds use computers to provide elaborate simulations that involve interactions among and between multiple trainees and objects
Copyright © 2019 by Nelson Education Ltd.
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Computer simulations are also being used for soft-skills training for skills such as leadership, sales, customer service, and financial services
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Games
Computer-based games are designed to engage trainees with realistic and entertaining experiences
Computer-based simulation games involve instruction delivered via personal computer that immerses trainees in a decision-making exercise in an artificial environment in order to learn the consequences of their decisions
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Games are different from simulations in that they are meant to be both entertaining and competitive and include common game features, such as rules
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Games are different from simulations in that they are meant to be both entertaining and competitive and include common game features, such as rules
39

Gamification
Should involve three key elements of games:
A story that provides the context and includes characters and settings that are relevant to trainees
Parameters that indicate the basic framework and rules for how the game is played
How trainees will be rewarded and how achievement will be recognized
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Games are different from simulations in that they are meant to be both entertaining and competitive and include common game features, such as rules
40

Role Plays
Role plays can be used in technology-based training programs
For example, Rogers Wireless Communications Inc. has interactive customer-service training programs for sales reps involving role plays
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Role playing can make training programs engaging and the lessons may improve employee performance
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Stories
Stories are used to engage trainees by providing stories that involve dialogue and characters
Characters can be created to be similar to the trainees and learning can occur as the characters solve problems in the story
Sprint and Volvo have used stories to train employees on how to deliver the company’s brand image when interacting with customers
Copyright © 2019 by Nelson Education Ltd.
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Have been used in e-learning to engage trainees
Abstract concepts and dry materials can be livened up with stories that involve dialogue and characters
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Customization
Customization involves tailoring instructional elements to meet trainee needs and preferences
Training content can also be customized to the needs of each trainee with the use of adaptive learning technology
The technology can change and adapt the training content and material so that the training is tailored to each trainee’s specific needs
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Can increase trainee satisfaction with the training and improve learning
Differences in e-learning preferences indicate that one type of e-learning program is not likely to meet the needs and preferences of all employees
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Personalization
Personalization refers to structuring the program so that trainees feel they are engaged in a conversation with the program—using conversational vs. formal language
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Human Interaction
Human interaction involves including human interaction—trainees are able to interact with the instructor and each other during the training program
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A potential problem of computer-based training for some is the lack of face-to-face interaction with an instructor and other trainees
Trainees may feel isolated and less motivated to learn
By including human interaction in the design of computer-based training programs, this challenge may be overcome through email exchanges, chat rooms, discussion boards, and group projects
45

Feedback
Feedback should be provided to trainees regardless of the nature of the training experience
It can be simple (the answer to a quiz is right or wrong) or more involved (an on-screen virtual coach who provides feedback on how to improve)
Copyright © 2019 by Nelson Education Ltd.
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Feedback needs to be provided to trainees
Can include a simple prompt or a virtual coach
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Learner control: degree to which the trainee has control over various instructional features during a training session, such as content, sequence, or pace of training
Self-pacing: trainees can work on training tasks as quickly or as slowly as they want
Learner-controlled practice difficulty: the extent to which trainees have control over the level of difficulty of practice opportunities during a training session
Adaptive guidance: an instructional strategy to assist trainees in making effective learning decisions
47

Benefits of Technology-Based Training—Organization
Standardization
Large numbers of trainees/same time
Track employees’ performance in training
Learning management system (LMS)
Travel and overhead costs saved
Copyright © 2019 by Nelson Education Ltd.
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Consistency: standardized and consistent training can be delivered to large numbers of employees across the organization and globe
Large numbers/same time: no limit to the number of employees who can be trained, as there are no space or instructor constraints
Track employees’ performance in training: key for mandatory programs that require certification or must attain a certain level of performance by law
Travel and overhead costs saved: travel, facilities, hotel rooms, meals, trainers, employee time off work to travel and attend training
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Less interpersonal contact and interaction—if individuals have a high interpersonal learning style, then CBT disadvantages that employee
Trainees with low computer literacy might resist and fear CBT
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Resistance from employees: some employees who are uncomfortable with computers might refuse CBT
Up-front development costs: extremely costly to develop multimedia programs—estimates of 200 to 300 hours of design and development to produce one hour of instruction
Full-motion colour and sound courseware would likely cost $200,000 for 30 hours of instruction
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Effectiveness of Technology-Based Training
Studies show it is slightly more effective (6 percent) for declarative knowledge; equally effective for procedural knowledge
Trainees were equally satisfied with both methods
The effectiveness for declarative knowledge was found to depend on a number of factors
Copyright © 2019 by Nelson Education Ltd.
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It is worthy to note that a blended approach that combines different instructional methods and includes classroom instruction and the use of computers and technology is most effective
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Effectiveness of Technology-Based Training
Computer-based training was more effective for declarative knowledge when:
Trainees are older
The instructional methods were different
Trainees were able to choose the training method
Trainees had greater learner control
The training included practice and feedback
The length of the training program was greater
Copyright © 2019 by Nelson Education Ltd.
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It is worthy to note that a blended approach that combines different instructional methods and includes classroom instruction and the use of computers and technology is most effective
52

Effectiveness of Technology-Based Training
Blended training, in which computer-based training is used to supplement classroom instruction, has been found to be 13 percent more effective than classroom instruction for teaching declarative knowledge, and 20 percent more effective for teaching procedural knowledge
Copyright © 2019 by Nelson Education Ltd.
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It is worthy to note that a blended approach that combines different instructional methods and includes classroom instruction and the use of computers and technology is most effective
53

Summary
Described the meaning of technology-based training, computer-based training, and
e-learning
Noted the differences between instructor-led and self-directed learning, synchronous and asynchronous training
Copyright © 2019 by Nelson Education Ltd.
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Summary
Discussed online and distance education, EPSS, virtual classrooms, video/web conferencing, webinars, and webcasts
Reviewed the use of social media, communities of practice, Web 2.0, and Web 3.0 technologies
Discussed mobile learning and its use for microlearning
Discussed synthetic learning environments (virtual and augmented reality)
Copyright © 2019 by Nelson Education Ltd.
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Summary
Described how to design technology-based programs and their advantages and disadvantages for trainees and organizations
Concluded with a discussion of the effectiveness of technology-based training compared to traditional training
Copyright © 2019 by Nelson Education Ltd.
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Key Terms
Adaptive guidance
Adaptive learning
Asynchronous training
Augmented reality
Blog
Communities of practice
Computer-based simulation games
Computer-based training
Customization
E-learning
Electronic performance support system (EPSS)
Gamification
Generative learning
Human interaction
Instructor-led training (ILT)
Knowledge sharing
Learner control
Learner-controlled practice difficulty
Learning management systems (LMS)
Massive open online courses (MOOCs)
Microlearning
Mobile learning
(m-learning)
Multimedia training

Key Terms
Online and distance education
Personalization
Podcast
Self-directed learning
Self-pacing
Social media
Small private online courses (SPOCs)
Synchronous training
Synthetic learning environments
Technology-based training

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