Much has been written in recent years about new methods of course delivery, flexible delivery and teaching using the WWW. This paper seeks to explore some of the key elements in assessing whether we have become overwhelmed with the promise of using the WWW for the development and delivery of courses at the expense of client satisfaction, sound educational principles and adding value to the educational and training arena. I will focus on training, both information technology (IT) and professional development training as delivered through staff development and training type programs as opposed to the delivery of courses in an academic environment although many of the issues will overlap.
Should we be looking at IT training and the use of the WWW as a complementary phenomena or as a dichotomy? Are we losing those human skills in training delivery and the value of human interaction by developing programs for the WWW? Should these programs be added to a traditional face-to-face training program or should they be used instead of this human interaction?
Can you really learn how to use the Internet via the Internet? Have we taken this too far - isn't it a bit like advertising an Introduction to Email using Email as the advertising medium. Computer based training has for many years provided a valuable resource for staff particularly those in different locations. Now the Internet and Intranets can and should take on this role.
How do we train our staff to maximise the use of the available technologies, to their best advantage?
Advances in hardware, software, computer networking, multimedia and the power and allure of the WWW means that while traditional classroom style delivery is still the most prolific, it is decreasing. Organisations are still cautious, as to how much of the delivery should be technology based. Video and computer based training (CBT) products have been available and popular for some time adding value when used appropriately.
Many companies are now saying that "just-in-time" training using the WWW allows an "information-pull" philosophy which lets staff access training materials in their own time, at their own place and in a location of their choice (Bushell, S 1996 p. 8). The most effective type of WWW training include a wide variety of hyperlinked reference material. Tools such as Sun's Java and Macromedia's Schockwave add interest rather than educational value. Virtual training colleges such as "Virtual University" and/or global internet campuses http://vetweb.net.au now exist although there is no physical location. As time and resources become scarcer training has become much more target-specific allowing staff to focus their time and attentions on what they actually need to know at a time that they need to know it ie. "just-in-time" and/or "just-what's needed". Traditional training programs should be replaced by modular, flexible programs focussed on specific needs using the most appropriate technology http://www.canberra.edu.au/cwis/ISD/training/home.html.
Prior to a new software implementation such as Windows95, the Internet provides an appropriate mechanism for rolling out upgrade training "just-in-time" not weeks in advance. Despite the pressure to produce an all encompassing application with all the possible bells and whistles, a WWW based training programs does not have to contain more than adds value and explains concepts. It offers great advantages over traditional diskette and CD-ROM training as there are limited costs in courseware reproduction/reprinting.
Materials that can be used later as a refresher and reference tool and that have a series of self-paced exercises provide the most flexibility. Given the fact that the content has to be created any-way for traditional face-to-face delivery, some organisations are looking at maximising their training dollar by looking to the WWW to provide the most flexible delivery possible. Cyber training allows for non-linear based programs allowing staff to jump around the program to suit their own needs. In a trial conducted by US technology provider Claremont Technology estimated that online training resulted in an estimated saving of US$150 per person in training costs and the availability of material (Bushell. S 1996 p. 12).
While the Internet offers many new ways to increase learning, link resources and share valuable internal and external sources, WWW training must still be developed along core competency lines and be value-added. It must serve a purpose. The Internet can be used to deliver training in a variety of ways including:
Some useful delivery methods for WWW based training programs include: computer based training; artificial intelligence, hypertext, embedded training, video clips and interactive CD-ROMs (Munger, P. 1996). Laurillard (1993) introduces categories of teaching media forms: audio-visual media, hypermedia, interactive media, adaptive media and discursive media. It is important to be familiar with a variety of teaching forms in order to develop WWW based training programs effectively. It is important to remember to analyse what the media will do to enhance the value of the training program.
Are we expecting our staff and indeed our students to have a level of IT literacy beyond what could be considered reasonable. We expect all University students to be able to use the Campus Wide Information System (CWIS), electronic mail, and to be able to access the wealth of information resources available through campus electronic database networks. If we run training programs via the WWW does this encourage or discourage staff from undertaking the program? At the University of Canberra we have recently implemented an Electronic Resource Library (ERL) network. We now, through our Library have access to a wide variety of electronic information resources not only on campus but remotely. Our Electronic database network has dramatically increased the availability of information via the WWW http://www.canberra.edu.au/cwis/resources/dbases.html.
Did we expect staff and students to have specialist skills to use our print based Library collection? We are now expecting our staff and students to use the Web based products for research without necessarily having basic IT literacy skills. In 1996 our Library Information Desk provided more than 3000 hours of individual training for staff and students in the use of our web based services. This cannot continue. We need to encourage staff and students to undertake training and to maximise their exposure to as many web based tools as possible. Our Student Training and Awareness Program encompassed a wide range of information and electronic research information. The 1996 program included the following programs: Generic demonstrations and tutorials featuring OPAC (3469 students participated), Electronic Databases via the Internet (673 students attended) and Faculty Based Resources (1153 students attended). In Semester One 1997, Introductions to the WWW and Email (Pine) sessions were piloted for the students as part of the expanded Student Training and Awareness Sessions with 390 students participating, a figure which we expect to dramatically increase one we advertise the programs availability.
Skill requirements of training and development positions like those in the IT industry are changing at a rapid pace. Between 1981 and1993 there was a 17% increase in the number of employees undertaking different types of skill improvement training in the workplace (Bassi, L et al p. 28). At the University of Canberra 530 staff undertook an IT based training program out of approximately 1080 staff.
It is not enough to provide clever technology you still need to manage the process. With downsizing, outsourcing, and business process re-engineering the current flavour of the month, training departments are under more pressure than ever to produce efficient and effective training solutions. Training must be more than ever be delivered in a customer service environment. Many training departments are now responsible for the purchase of training from external training providers. They are no longer seen as the sole provider of training but as a "broker" or "consultant" to arrange the delivery of the training service. "Training professionals face a daunting challenge in having to ensure that purchased training meets specific needs and that it's available when and where it is needed, at a price that makes sense" (Bassi, p. 35).
Training must be aligned to the organisations core mission statement and value added. Selecting the use of the most appropriate technology will enhance the value of the training program.
People and organisations must learn to learn. As organisations become more knowledge based they will promote and capture learning and development by maximising the use of technology. In a learning organisation training is seen as an integral part of the work based system rather than a developmental add-on. By using the WWW as a mechanism for delivering training, the ability to capture and share knowledge is increased - fundamental aspects that contribute to a learning organisation. "Technology should not be seen as a panacea. It is just another mechanism to enable faster and better quality exchange of information (Rylatt, A. 1994. p. 150). Virtual corporations or global learning villages provide opportunities for individuals and organisations to communicate through the WWW to share skills, experience, costs and activities.
Training professionals create structures within the learning organisation to support networks of both internal and external training providers. Training professionals have to be ready to explore new ways to organize internal and external networks of experts and resources in order to get the job done in a learning environment (Bassi p. 35).
Components of any training system should align to the organisations strategy, vision, mission and goals. They should include components of the "global learning village" particularly focussing on the use of the WWW. Ways must be developed to capture and share knowledge, as the work occurs and changes. For a learning organisation to maximise the opportunities available through the burgeoning WWW, it must be responsible for facilitating learning and for tying it into the organisational goals. They must ensure that all systems are designed to encourage, maximise and coordinate learning across all levels of the organisation (Bassi. P. 39).
The development of additional technologies such as intranets, multimedia technology and virtual reality allows participants to retrieve information when they want in a way that is most useful to them. These technologies allow for fundamental changes in the way we view learning and training, particularly in terms of global learning.
People shouldn't be trained in the latest technology but they should be trained to use technology in general. The WWW provides a medium for encouraging the habit of learning. Information is constantly new and exciting, WWW search tools and HTML development tools are only some of the changing variables. People can be encouraged to form the habit of learning by:
It is important to understand how technology affects learning, how people respond differently to technology and how you can enhance organisational learning (Marquardt, M. Nov 1996 p. 56). The use of Internet and Intranets and email provide a wide variety of options. We often forget that our trainers like our course participants are not necessarily at the forefront of the technology either. They too, need to be given opportunities to develop the skills and knowledge required to train in a technological environment. There are many ways that trainers can prepare to change their training methodologies from traditional to technical, such as seeking mentoring, external or internal training, and by undertaking some self-directed learning. Some trainers will need more direction and motivation to change than others. The impact of technological innovation is still a mystifying experience for some trainers particularly for those training in management or professional development areas where the application of technology is not immediately apparent.
Another option particularly for HRD professionals who might not immediately be able to see the advantages of technology to their programs is to undertake some on-line learning. There is a myriad of internet training sites springing up everywhere. A couple of examples are : http://www.state.lib.ut.us/internet/internet.htm and http://www.msn.com/tutorial/surfing1b.html.
Keeping up with on-line resources is in itself a full time task. Training and technology searches reveal thousands of sites. A comprehensive list of on-line sites can be found at the American Society of Training and Development's Home Page at http://www.astd.org.
The Internet provides a wealth of material for trainers and developers limiting the need for "re-inventing the wheel". New training programs should encompass the "best practice" of other organisations. Programs should focus on relevance to the organisation and customising training solutions rather than starting the development of each program from scratch.
There are throughout the training and development industry, those "technology junkies", who constantly look for new innovate methods for delivering training programs. All technology training programs need to add value and not just use technology for technologies sake. "Organisations who lead in the area of successfully implementing high technology are not necessarily the "biggest" but may well be the "smartest". These organisations do not get hooked on the features of the technology, but are more concerned with the outcomes of enhancing decision making, stimulating creativity, pioneering best practices and increasing job satisfaction" (Rylatt. A. 1996, p. 163).
New terms for technology trainers include "performance improvement specialists", "knowledge workers", "learning consultants" and/or "technology resource specialists".
You need to link your needs with the specific desired outcomes. Offer training that is needed by the organisation and the individuals within. Don't choose to offer what is simply the flavour of the month. If you choose to buy training from an external vendor, buy a solution not just a "training box" because it looks good. Buy programs that your staff really need and can build upon. Is the journal more important than the destination (Lato. K. p. 27)? Projects should be about linking needs and learning how to learn rather than learning the use of a particular technology. Technologies come and go but by constantly linking training to needs,particularly in the ever changing WWW environment, organisations will maximise the effectiveness of the training.
The WWW offers a new frontier in the delivery of training programs. It provides particular applications for the development and delivery of IT training programs as well as the professional development type programs. As long as appropriate methodologies are chosen for the development of programs, then they should be by nature value-added. Technology should not be used for the sake of utilising the latest and greatest but enhance the quality of the program by providing for flexible delivery and "just-in-time" applications.
Trainer development and organisational change are issues that also need to be addressed in the implementation of a WWW based training solution. Integration of training programs into a "learning organisation" will enhance the final result. The challenge for the future is not whether to use the WWW in the development and delivery of flexible learning programs rather when should they be used and to what extent?
Bushell, Sue. While you were in, ComputerWorld IT Casebook, November 1996 pp 8-12
Marquardt, Michael, Cyberlearning: New Possibilities for HRD. Training and Development, November 1996 pp. 56 - 57.
Bassi, L.J., Benson, G. and Cheney, S. The Top Ten Trends. Training and Development October 1996 pp. 28 - 42
Laurillard, D. 1993. Rethinking University Teaching. Routledge. London.
Lato, K. Learn to learn: Training on new technology. Journal of Object Orientated Programming, Vol 10, No. 1, March/April 1997.pp-24-27.
Munger, P. D. A Guide to High-Tech Training. Training and Development. December 1996. Pp. 55-57.
http://www.state.lib.ut.us/internet/internet.htm
http://www.msn.com/tutorial/surfing1b.html
http://www.trainingconsortium.com
http://homebrew.cs.ubc.ca/webct/
http://madduck.mmd.vcu.edu/wcb/wcb.html
Sally-Anne Leigh © 1997. The author assigns to Southern Cross University and other educational and non-profit institutions a non-exclusive licence to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The authors also grants a non-exclusive licence to Southern Cross University to publish this document in full on the World Wide Web and on CD-ROM and in printed form with the conference papers, and for the document to be published on mirrors on the World Wide Web. Any other usage is prohibited without the express permission of the authors.