Corporate Training

(L)earning (M)ade (S)upportive Through LMS Data 

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This post is provided by guest blogger, Sejdije Fejza, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

In this article, researchers from the University of Queensland in Australia analyzed whether LMS data is useful in understanding learners and their needs. Video based learning management systems were assessed by monitoring how many times a student clicked on a video and the amount of time that video played. Exam results were also reviewed to determine whether LMS data can assist student learning. First, it revealed students’ preferences for learning. Additionally, students can reference back information or work on their own time. They also revealed that shorter videos and content receive the best results when instructing through this LMS. 

This source is helpful for organizations who are deciding what factors to assess in their LMS to support student learning. If individuals adopt this form of analysis to support learning, it is important that they carefully choose the best LMS features to assess. This will avoid limitations in data. For instance, it’s important to consider how engaged students are when watching a video. Therefore, the number of times clicked on a video may not necessarily correlate to whether the viewer is actively paying attention to the video to assist in their learning. 

Reference 

Maloney, S., Axelsen, M., Galligan, L., Turner, J., Redmond, P., Brown, A., Basson, M., & Lawrence, J. (2022). Using LMS log data to explore student engagement with coursework videos. Online Learning, 26(4), 399–423.

Assessing Micro-Learning in a Healthcare Education Environment

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This post is provided by guest blogger, Theresa Anderson, graduate student University of St. Francis, MS Training and Development program.

This article on the healthcare education micro-learning environment measure (HEMLEM) is a research article aimed at creating an evidence-based measurement tool for assessing clinical micro-learning environments across several healthcare professional student groups. The authors suggest there may be gaps between what healthcare professional students should be learning and what they learn. The authors took a mixed methods approach to create a micro-learning environment measure. They acknowledge that teaching quality, staff attitudes, and behaviors are critical for a good micro-learning environment. 

The article is helpful for anyone attempting to measure how micro-learning within the education of a healthcare professional environment affects students’ learning. The authors created a measurement tool through a step-wise approach: literature analyzing existing tools, generating new items through thematic analysis of student experiences, the Delphi process involving healthcare educators, piloting the prototype, and item reduction. The item reduction tool was a twelve-question survey of the students with differing healthcare professions. HEMLEM seems to be an efficient way to measure success or what needs to be improved in a micro-learning environment. 

References

Isba, R., Rousseva, C., Wolf, K., & Byrne-Davis, L. (2020). Development of a brief learning environment measure for use in healthcare professions education: The healthcare education micro learning environment measure (HEMLEM). BMC Medical Education, 20(110). https://doi.org/10.1186/s12909-020-01996-8

The Training Debate: Online vs Face-to-Face or BOTH!

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This post is provided by guest blogger, Debra Eungard, a graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

Online learning vs face to face training by Georgina Cooke (2023) is a thought-provoking article.  In the article, Ms. Cooke (2023) discusses the difference between online learning compared to face-to-face learning and goes on to discuss a blended model. She digs into the notion that today’s workforce leans toward online design. Ms. Cooke (2023) gives the reader advantages to online learning that are beneficial to both the company and the employee involved with the training.  She concludes the article by expounding on the benefits of a blended program.  She advises the reader that there are strategies and approaches that can make the blended model the most attractive for all involved.   

The article is an interesting read for both the training department and the employee in that it brings to the forefront the difference between all the different models.  Ms. Cooke (2023) gives clear and concise definitions with tips and strategies that can be implemented.  From the organization’s perspective, this article can be useful when organizing or creating content for remote training, face-to-face, or a blended model.  It allows them to research which model fits their staff’s needs. This article can also be helpful for the remote staff going through the training.  The author explains the importance of all three methods and makes it easy to understand why a company moves towards one approach compared to the other models.

Reference:

Cooke, G. (2023, April 5). Online learning vs face to face training. Elucidat. https://www.elbothucidat.com/blog/online-learning-vs-face-to-face-learning/

Purposeful Tech Teaching

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This post is provided by guest blogger, Sejdije Fejza, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

In this article published by Society for Human Resource Management, Nicole Lewis (2022) explains that one inhibitor of employee retention is the employee not achieving a sense of growth in the workplace. Additionally, the pandemic promoted quantity of training. However, employees are looking for quality and relative purpose. Lewis (2022) presents the solution of alignment. This means that learning designers should first identify the performance gaps within the company or individual employee. Once needs are identified, the trainer should work to keep learning related to those needs through other technological strategies such as virtual reality and contextually relevant platforms such as YouTube. 

Individuals will find this article useful if they are teams who are researching best practices in learning strategies. Others include institutions or designers who may have already provided too many resources and are now looking to decrease learning inventory in the efforts to become more aligned. This source originated from the Society of Human Resource Management which is a source used by many in the field to retain their employees or refer to laws and other information relating to human resources and employee development. 

Reference

Lewis, N. (2022, September 14). Learning technologies will drive innovation and growth, study shows. SHRM. https://www.shrm.org/resourcesandtools/hr-topics/technology/pages/learning-technologies-will-drive-innovation-and-growth-study-shows.aspx 

Where’s the Tech in Informal Learning?

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This post comes to you courtesy of your convivial and continually-learning guest blogger, Daniel Liestman a master’s degree student in the Training and Development program at the University of St. Francis (Joliet, IL). 

Moore & Klein (2020) accept that most learning in the workplace is informal, but realize the bulk of resources are provided for formal training.  In a survey (N=385) and subsequent interviews (n=20) of trainers they found T&D professionals engage in informal learning to foster informal learning by passing along articles or link to targeted individuals.  Trainers also supply just-in-time job aids and tools.  In addition, they create and curate learning objects and related materials for just-in-case situations.  Alternatives not explored might include brown bag sessions or walking about and engaging with staff.  Fostering informal leaning is a resource-efficient approach to counter budget and staffing shortfalls while improving organizational performance.

IMHO (in my humble opinion), Moore & Klein (2020) address an intriguing topic.  The rub is that the suggestions in the survey and those offered in the interviews are pedestrian (email, help sheets, filing away digital objects, etc.)   How might technology be better deployed?  How might online organizations foster those watercooler moments?  Could corporate maker-spaces foster creativity and discovery to grow the bottom line?  How can informal learning be tracked and evaluated?  The profession seems to have a wing-and-a-prayer approach to informal learning.  The research would have been more satisfying had the authors dug more.  I do hope this is not as deep as they could go, and this is all that they can offer.  Perhaps these topics can be pursued in subsequent research?

Moore, A. L., & Klein, J. D. (2020). Facilitating informal learning at work. TechTrends, 64(2), 219-228. https://doi.org/10.1007/s11528-019-00458-3

Emerging Technologies and eLearning-Raising the Bar

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This post is provided by guest blogger, Danielle Victoriano, graduate student University of St. Francis, MS Training and Development program.

E-Learning is evolving to create the ultimate self-driven and self-paced yet interactive design. It is emerging into an interactive model that is intuitive for the learners’ needs. Is this what learners need and want? Will this aid them in achieving their goals? Mangalvedhe examines this in this 2023 article. The author examines how emerging technologies can influence and transform learning and development moving forward. In the article, the author examines how artificial intelligence, augmented and virtual reality, gamification, mobile learning and microlearning will change how we interact and respond within the learning model to a more profound level than we have in eLearning.

This is an excellent article for content creators and instructional designers that are seeking ways to provide interaction and take learning to an application level. The author examines in detail how each technology can be integrated into instructional design. Mangalvedhe (2023) also discusses how each technology can fulfill and appeal to the various needs of learners. Examples are provided to suggest how these technologies can be executed successfully in the created content. These examples will be a starting point to consider using these advanced technologies that workplaces are already utilizing to raise the bar of flexible and efficient learning while expediting the upskilling process.  

References

Mangalvedhe, A. (2023, January 12). The emerging technologies in Elearning. eLearning Industry. https://elearningindustry.com/the-emerging-technologies-in-elearning

Getting Trainees to be “In Their Element”

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This post is provided by guest blogger, Sejdije Fejza, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

In this article from The Organization Management Journal, researchers Praveen Kulkarni, Prayag Gokhale, Y.M. Satish, and Basavaraj Tigadi (2022) evaluated the effectiveness of gamification and employee motivation or productivity in the workplace. They found that the technology is effective only if the trainer applies relevant elements. These elements include examples such as trainees earning badges, placements on leader boards, or advancing to higher levels of training digitally. Additionally, for participants’ productivity to increase in the workplace, the game and elements must resemble the qualities and tasks that consist in the workplace itself.

This resource would be useful for trainers that are considering implementing games in their sessions. This article is an asset in creating a method of training that will help workers recognize progress in their learning and achievement. This will also allow companies to better align their training curriculum due to the need for the games to simulate the workplace. Thus, organizations can track the correlation between employee motivation in the game-based training and productivity in the job setting. Although this research is exclusive to software-based companies, the concept can be implemented in most settings to enhance organizational development.  

Reference:

Kulkarni, P., Tigadi, B., Satish, Y. M., & Gokhale, P. (2022, March 31). An empirical study on the impact of learning theory on gamification-based training programs. Organization Management Journal, 19(5). https://www.emerald.com/insight/content/doi/10.1108/OMJ-04-2021-1232/full/html 

‘Big Brother’ and the Wolves

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Image credit: http://anxiety-stresscenter.com/feeding-positivity/

This post is provided by guest blogger, J. Mike Condreay, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

There is a Cherokee legend that tells of two wolves.  The chief tells the tale of these two wolves who fight constantly.  One wolf represents evil, the other good.  When the young Indian asks who wins, the old chief responds, “The one you feed”  (Unknown, 2020). 

As a nuclear power training manager, every aspect of the training that we provide to our operators is regulated by the federal government through the Nuclear Regulatory Commission.  ‘Big Brother’ becomes one the wolves in my work life, the other being Continue reading →

9 Steps to Building a Business Model Canvas

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9 Steps to Building a Business Model Canvas

In a previous post, I spoke about the art and practice of strategic planning and how various models exist for helping organizations plan.

The Business Model Canvas is one such model that is available for use under the Creative Commons license. The original source of the tool can be found at Strategyzer.com. 

The Business Model Canvas was originally developed by Alexander Osterwalker. He then collaborated with Professor Pigneur and 470 other entrepreneurial thinkers in 45 different countries to innovate and refine the model using shared vision and insight.

The tool is called a “canvas” because the user builds their model on one piece of paper (or often one piece of large poster board or a large white board).

The Business Model Canvas is used today in organizations all around the world. The model helps organize all of the various aspects of an organization. As you build the model, you can also use it to brainstorm ways to change, innovate, or grow your organization.

How do you use the Business Model Canvas?

The nine steps are listed below in a step-by-step guide, but these steps can actually be completed in any order.

Step-by-Step Guide to the Business Model Canvas 

  • Step 1: Activities
  • Step 2: Resources
  • Step 3: Partnerships
  • Step 4: Customer (User) Segments
  • Step 5: Relationships with Customers (Users)
  • Step 6: Channels
  • Step 7: Costs
  • Step 8: Revenues
  • Step 9: Value Proposition(s)

I like to think of these activities as a series of questions to ask. I have provided some sample questions for you to consider at each step. As you build your canvas, ask other questions within each category that might expand, explore, or help you think differently about the category.

Step 1: Activities

The key activities are the “most important things a company must do to make its business model work” (Osterwalder & Pigneur, 2010). I suggest starting with activities because they are often the simplest items to list.

Ask these types of questions as you build the canvas:

What are the key activities that the organization is involved in?

What types of new activities or opportunities might we consider?

 

Step 2: Resources

The key resources are the “most important assets required to make a business model work” (Osterwalder & Pigneur, 2010). Think of resources as both tangible and intangible; human and technological; internal and external.

What are the key resources that are involved in creating value?

Do we need to seek new resources?

 

Step 3: Partnerships

The key partnerships are “the network of suppliers and partners that make the business model work” (Osterwalder & Pigneur, 2010). Consider partnerships that may be internal as well as external.

What are the key partnerships involved in helping the organization run, grow, provide products or services?

What new partnerships might we consider to expand or improve?

 

Step 4: Customer Segments

The Customer Segment “defines the different groups of people or organizations an enterprise aims to reach and serve” (Osterwalder & Pigneur, 2010).  In their book, Osterwalder & Pigneur (2010) list several types of customers such as: mass market, niche market, segmented, and diversified.

Who benefits from our organization’s products or services?

Who might benefit?

What additional segments might we consider?

 

Step 5: Customer Relationships

The customer relationship “describes the types of relationships a company establishes with specific customer segments” (Osterwalder & Pigneur, 2010). As you think about relationships, also consider whether or not these relationships are personal, automated, or could be fostered in different ways.

What type of relationship do we have with each of our users?

How can we create sustainable relationships?

 

Step 6: Channels

Channels are “how a company communicates with and reaches its customer segments to deliver a value proposition” (Osterwalder & Pigneur, 2010). These channels could be how you are advertising or reaching your market of customers.

What channels are used to deliver the value?

Are there new ways to reach our users?

 

Step 7: Costs

“The cost structure describes all costs incurred to operate a business model” (Osterwalder & Pigneur, 2010).

What are the cost structures?

How can we reduce cost?

 

Step 8: Revenues

A revenue stream “represents the cash a company generates from each customer segment” (Osterwalder & Pigneur, 2010).

What are the revenue streams?

Do we need to build new revenue streams?

 

Step 9: Value Proposition(s)

The value propositions are “the bundle of products and services that create value for a specific customer segment” (Osterwalder & Pigneur, 2010). I suggest reviewing value propositions at the end of the process, but it might also be useful as step one.

What is it about our organization that sets it apart from other initiatives?

Where might we expand?

 

Remember, the steps presented here can be completed in any order.

As you build your canvas, consider posting it on the wall so that a team of individuals can work on the canvas together. Osterwalder & Pigneur (2010) suggest using sticky note paper or white board markers. The canvases often include both words and pictures within each step of the model. It can be useful to draw arrows or connections where applicable.

Happy planning!

References:
Osterwalder, A. & Pigneur, Y. (2010). Business model generation. Hoboken, NJ: Wiley.

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Regarding Assessments, It Is A Question of Strength…

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This post is provided by guest blogger, Paulette Richardson, graduate student, University of St. Francis, MS Training and Development Program.

In her article titled, “Improving Assessment in E-Learning Programs”, Mary Burns (2018) notes that “assessments drive instruction” (para. 1).  The idea is that what gets measured gets taught (Burns, 2018).  The article explains further that assessments are typically not Continue reading →