Integrating Web Based Training (WBT) and classroom training
Training approaches and methodologies are changing dramatically under the combined influence of two sets of factors:
1. The Information Technology revolution.
2. The centrality of the “knowledge worker” in the “learning organization” approach to programme cycle management.
Information Technology revolution.
IT revolution has modified substantially the way people work. The
new work force require new competences in order to use efficiently computers in
administration activities and in communications with internal and external
stakeholders, like suppliers, partners, beneficiaries, etc.
IT revolution has also changed the way training is delivered, as computers are
increasingly used for transmitting knowledge. This is the process that is
generically denominated as E-learning. The vast movement towards E-learning is
clearly motivated by the many benefits it offers. Key advantages of E-learning
are flexibility, convenience and the ability to work at one’s own pace. The
Internet offers the possibility to anyone, with a computer and a fast-enough
internet access point, to participate to training programmes offered on-line
from everywhere in the world.
Perhaps the single most influential factor for the trainer or organization in adopting e-learning is the reduced overall cost. The elimination of costs associated with instructor’s salaries, meeting room rentals, student travel, lodging, and meals are directly quantifiable. The reduction of time spent away from the job by employees may be the most positive outcome. Increased retention and application to the job averages an increase of 25 percent over traditional methods. Consistent delivery of content is possible with self-paced e-learning (known as “asynchronous”). Expert knowledge is communicated, but more importantly, captured, with good e-learning and knowledge management systems. Proof of completion and certification, essential elements of training initiatives, can be automated.
Unlike classroom training, users may repeat the E-learning course without duplicating the cost. It is commonly accepted that the initial cost of an E-learning implementation is expensive (one-off development cost), but that the cost of training (per user) goes down exponentially as more learners use the E-learning course material. When using E-learning simulations to assess learning progress, the instructor is assessing the actual competence of the user to perform a transaction and not merely knowledge of the system.
Other advantages of E-learning are the ability to communicate with fellow classmates independent of metrical distance, a greater adaptability to learner's needs, more variety in learning experience with the use of multimedia and the non-verbal presentation of teaching material. Streamed video recorded lectures and MP3 files provide audio amid visual learning that can be reviewed as often as needed.
Along with increased retention, reduced learning time, and other aforementioned benefits to students, particular advantages of e-learning include on-demand availability that enables students to complete training conveniently at off-hours or from home. E-classes are asynchronous and this allows learners to participate and complete coursework in accordance with their daily commitments. This makes E-learning an available option for those who have other commitments such as family or work or cannot participate easily, for e.g. disabled. There are also transportation costs and time benefits with not having to commute to and from campus. Self-pacing for slow or quick learners reduces stress and increases satisfaction. Interactivity engages users, pushing them rather than pulling them through training. Confidence that refresher or quick reference materials are available reduces burden of responsibility of immediate mastery.
The single biggest benefit of Web Based Training is that training content is easily updated. In today’s fast-paced project/programme purpose environment, training programs frequently change. With other forms of training when there are changes, the media must be reduplicated and distributed again to all the students. With WBT, it is a simple matter of copying the updated files from a local developer’s computer onto the server-computer. The next time students connect to the Web page for training; they will automatically have the latest version.
The centrality of the “knowledge worker” in the “learning organization” approach to programme cycle management.
As organizations
are increasingly asked to operate in a competitive environment they tend to
focus on “outcome centred” management approaches. This implies the capacity to
move from centralized bureaucratic structures to interrelated but
self-governing programme/projects teams. A consequence of this shift of
managerial focus is that managers need to foster an organizational process so
that the employees learn from the programme/project results and can contribute
to sharing the information required to better plan future actions. A further
consequence is the growing need of staff, within the organization, able to
access and use organizational knowledge and to contribute to further
capitalization and sharing of new knowledge.
In knowledge-based organizations, learning is no longer restricted to the
initial start up phase of new workers, but becomes a continuous process that
moves along the implementation of tasks assigned in programme/project
implementation. On the other hand, computers and Internet make possible new
ways of capitalizing and sharing such knowledge. So the two factors of change
reinforce each other, and their combined influence is rapidly changing work and
learning environments. Learning organizations are those that have in place IT
supported systems, mechanisms and processes, that are used to continually
enhance their capabilities and those who work with it or for it, to achieve
sustainable objectives - for themselves and the communities in which they
participate.
The increased role of communication in programme management
Information technologies and learning processes within the organizations make the role of “communication” much more important within programme/project management activities. From this perspective, communication is seen in a wider sense than the usual one. In this extended perspective, “communication” is not just an “exchange of information”: it includes all human interactions that make it possible to follow the steps of planning, implementing and evaluating projects. Communication is not the be-all and end-all of project management: technical aspects of planning, budgeting, procurement, etc. are equally important. But it is good human interaction (i.e. communication) that ensures objectives are pursued, stakeholders are motivated, teams work according to plans in a spirit of solidarity, the organization and its persons are empowered and a process of continuous learning is activated in the organization.
On the one hand, this new importance of communication implies that more training should be given on communication skills and mastery of communication tools. On the other hand, it is training itself that in learning organizations becomes a form of internal communication. The new training function is much more than just the traditional role it once played in organizations. Knowledgeable about needs assessment and familiar with the latest training technologies, training professionals assist the organization in communicating its mission, goals, and objectives, as well as facilitating the achievement of the mission. More and more organizations are allowing the training function to act as an independent project/programme purpose, receiving its funding from other functions. Though this is not yet the norm, the movement towards having the training department function like a project/programme purpose is growing rapidly.
Although PPD is a relatively small reality operating in a small remote region, it is responding to the most impelling challenges of world development policies and its scope can potentially have tremendous impact.
These are the main reasons why PPD is operating in the frontline of todays development priorities:
· Because it is operating in Afghanistan, one of the places in the world where the international community is particularly committed to generating partnerships for the promotion of peace, democracy and development and where the partnership of the local population is an indispensable prerequisite for success.
· Because it caters to professionals in high demand in the development sector. The daunting challenges of development in Afghanistan require high profile development professionals in a context where conflict has impeded for decades even basic education, so where the scope for capacity development activities is maximum.
· Because it operates in a decentralized environment. The mountainous terrain, the lack of roads and infrastructures, security risks and the lack of economic resources make it difficult to concentrate training in a few centres. The challenge is therefore to use capacity building methodologies that can disseminate knowledge in remote areas, while preserving an integrated well-coordinated approach.
The approaches used by PPD in such a challenging context can therefore have high value as models for replication in different contexts. We therefore recommend the development of a PPD web site for capitalization and dissemination of the experience of PPD beyond its present target of beneficiaries.
Dissemination of results is not the only reason why we recommend the development of a PPD web site. It is also evident that a mixture of residential classroom training and WBT (Web based Training) can facilitate PPD in achieving its objectives more efficiently and effectively. In particular, it will offer the following advantages:
· The possibility of storing and giving easy access, for successive learners, to training resources produced for and by training programmes.
· The possibility of continued assistance and guidance to trainees, post- residential workshops, through updating of knowledge resources. Although in many cases, trainees might not access web resources directly from their offices or homes, its availability on the web will make a fundamental difference- on external Internet access points and PPD centres themselves. It will, thus, be possible for trainees to promote dissemination of training results without the direct involvement of PPD personnel.
· The possibility of offering specifically tailored training programmes to beneficiaries who cannot presently access residential workshops due to costs or due to the impossibility of prolonged absence from the workplace.
· The possibility of using the web site as a means to facilitate the external communication of PPD so as to clarify its mission to partners and other stakeholders and generate consensus for its activities.
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Recommendation: Developing a PPD web site with knowledge resources for Integrating Web Based Training (WBT) and classroom training in PPD.
The objectives:
1. To achieve the present objectives more efficaciously and efficiently by availing fully the advantages of e-learning.
2. To capitalize and disseminate the knowledge produced and collected during its activities and making it available beyond the present target of beneficiaries.
1. To build a PPD web site;
2. To train a group of PPD professionals capable of maintaining and developing the Web Site.
3. To prepare and offer a pilot training programme for distance learning based on e-learning methodologies;
4. To train a group of PPD professionals to use the Web site for providing e-learning methodologies that integrate and support classroom training and external consultancy activities.
See below for activity details.
Consultancy (for building the web site) and training (for teaching how to build the web site and how to use it for supporting capacity building activities) will be an integrated package.
Leading the local team will be conducted in such a manner such that it is at the same time a process of transfer of knowledge as well as competence. At the end of this action, there will be a core group of AKF professionals who will be able to lead others in the same way as the consultant leads during the action.
The consultancy itself may be considered as a process of “mentoring”, i.e. the facilitation of an individual's learning process, enabling the individual to take ownership for his/her own development. This process of mentoring aims at offering clear thinking space, challenge assumptions and help the individuals in utilising their potential.
In training, priority will be given to On-the-job-training (OJT). The process of transferring knowledge will be gradual. At the beginning, the consultant will take leadership of the things that the present team is not yet capable of doing. Later he will be mainly concerned with transmitting the competences (by supporting the others’ in performing their roles, so that better results are achieved). Finally, the teams will no longer need the presence of the external consultant (although he will continue to generate added value to the activities, his presence would not be indispensable for the organization in achieving communication objectives).
It is proposed that this action be integrated with the other action proposed: Communication for results based programme management since the synergy between the two would reduce costs and allow reciprocal reinforcement.
The four steps of the action are logical phases rather than chronological ones.
1. To build a PPD web site
An organization’s
website is a permanent promotion and advertisement that is available 24 hours a
day, seven days a week, 365 days a year. Websites can be as big or as small as
the organization wants to make them, and offer as much—or as little—information
as the organization wants to offer.
An organization’s
website is its window that the world can use to look into it; a sort of show
case e world to know about it. It is important for an organization to know just
what the public sees and how this can be interpreted—or misinterpreted. In most
cases, your website is the only “view” a donor/ sponsor/ beneficiary will ever
have of your organization. Unless they come to your office and take a tour, they
will never feel the organisation or know what is actually going on.
A web site is a powerful tool; one that organizations are beginning only now to
understand how to use effectively. This is especially true in terms of internal
and external communication.
Designing the web site for PPD will involve close cooperation with its managers who will give indications regarding the following questions:
· Is it an information site? Does it explain what the organization is, what they do or make and does it go into detailed descriptions of all services and product lines?
· Do they use it for direct interaction with stakeholders and beneficiaries? Is it possible to order a service online?
· Is it designed to create a “good” impression of the organization? Does it highlight the organization and its employees in terms of its professional accomplishments and developments?
· Does the site feature the people who make up the organization? If so, does it limit itself to top management or are other employees also included?
· Is it aimed only at people who use the services of the organization?
· Do people have to be experts, or at least extremely familiar, with what the organization does in order to understand the information on its web site or is it written so that anyone who can read can figure it out?
· Does it contain information—news releases—about what the organization is doing?
As the scope of the Web site is clarified, a web site communication plan is prepared and the information needed is made available in an organized and easily accessible manner.
Since we are thinking about the PPD web site also as a medium of Web Based Training, we presume that we will create a section where knowledge resources are stored and made accessible to intended users.
These resources will include:
· Description of work processes and workflows (like the programme management cycle, phases of project design, implementation and evaluation, phases of team building, etc.);
· Description of development actions and their main components (like the activities required for successful capacity building programmes, for promoting community participation, etc.);
· Description of specific tasks related to specific professional figures (like preparing project proposals, preparing project reports, etc.);
· Templates for facilitating specific tasks (like preparing financial reports, preparing communication plans, etc.);
· Guidelines for setting the quality standards of specific tasks (like how to communicate an idea effectively, How to Build a Trusting Climate, etc.)
· Checklists indicating all the components that have to be considered in the execution of a certain work or the preparation of a certain document (like check list of security arrangements);
· Description of good practices that can be used as models;
· Policy documents;
· List of development partners and other stakeholders with whom it is possible to generate synergies;
· Other tools for development projects and programmes
2. To train a group of PPD professionals capable of maintaining and developing the Web Site.
This will be a consolidation and an extension of the activities already started at PPD in July 2007.
Topics will include:
· Getting Started
· Text
§ Headings
§ Paragraphs
§ Lists
§ Forced Line Breaks
§ Horizontal Rules
§ Character Formatting
· Linking
§ URLs
§ Links to Specific Sections
§ Mail to
· Graphics
§ Putting Images on a page
§ Alternate Text for Images
§ Animated Graphics
§ Background, text, and link Color
§ Background Graphics
§ Linking with graphics
§ Image Maps
· Fill-out Forms
§ Getting Started
§ Form Method/Action
§ Single or multiple fields
§ Larger Fields
§ Checkboxes
§ Radio Buttons
§ Pull-Down Lists
§ Scroll-Down Lists
§ Reset Form
§ Submit Entry
· Frames
· Troubleshooting
· Site management
3. To prepare and offer a pilot training programme on distance learning based on e-learning methodologies.
The pilot programme will be tailored to AKF personnel of Bamiyan region and will concentrate on “programme communication management”. The content of this programme will be extrapolated from the workshops already conducted in PPD on this topic.
It would be desirable if this action were integrated with the other action proposed titled: Communication for results based programme management.
4. To train a group of PPD professionals to use the Web site for providing e-learning methodologies that integrate and support classroom training and external consultancy activities.
This activity will not require formal training. It will be the group of PPD professionals who will assist the external consultant in the other activities and will gradually learn “how to do” the tasks in which they were initially “assisted” and will then move on to become partners. (see methodology above)
If the other action proposed titled: Communication for results based programme management is undertaken simultaneously, this action will not require additional payment for the external consultant.
The time and the internal resources allocated by PPD to this action depend on the choices of PPD Senior Management. Naturally, the project scope is best achieved by an adequate allocation of resources. But special care will be taken such that the development of the web site facilitates and does not slow down or burden other ongoing activities.