Blended Training

The BlendedTraining Toolkit● Get to grips with the principles and

methodology

● Your practical guide - packed with advice, templates and checklists

● All the key decision points covered and explained

● How to plan for success - and achieve results

Mike Levy and Dai Jenkins

The author and the publishers have taken all reasonable care to ensurethat all material in this pack is original, or is in the Public Domain, or

is used with the permission of the original copyright owner. However, anumber of ideas and practices have become widely known and used

within the training profession and their origin is not always possible totrace. If any person believes that material for which they own the

copyright has found its way into this pack without permission, willthey please contact the publishers who will act in good faith to

investigate and remedy any inadvertent infringement.

The information contained in this Toolkit was correct at the time ofwriting, and has been provided by the author and the publishers in

good faith.

The Blended Training Toolkitby Mike Levy and Dai Jenkins

with additional contributions by Anne Fanning

© Fenman Limited 2002

Published by Fenman LimitedClive House, The Business Park, Ely, Cambridgeshire CB7 4EH

Telephone: 01353 665533Fax: 01353 663644

E-mail: [email protected]: www.fenman.co.uk

Commissioning Editor: Angela WildeProduction Manager: Michael Stapleton

Copy Editor: Carsten Zuntz

Text pages typeset by Cambridge Publishing ManagementText pages printed by Fairway PSD

Cover layout by Elizabeth Matthews, RoystonRingbinder cover inserts printed by Nightingale Press, Royston

Ringbinders manufactured by Tennant PVC Limited, Nottingham

British Library Cataloguing in Publication Data.A catalogue record for this book is available from the

British Library.

ISBN 1 903310 34 2

FENMAN ® registered trademark

UNIT 1 TOOLS

Description of Blended Training.

Advantages in using a range of delivery mechanisms.

Your current approach and 1A How blended are you Blended Training. already?

1B Common trainingscenarios

THE BLENDED TRAINING TOOLKIT AT A GLANCE

Using the Toolkit to plan your project

UNIT 2 TOOLS

Skills needed to succeed with 2A How do you rate yourself?Blended Training – do you have them all?

Convincing yourself and 2B How to respond to others. resistance from the

learner

Resistance you are likely to 2C How to respond toencounter. resistance from the

company

Making a case for Blended 2D Benefits of onlineTraining to learners and learningclients.

UNIT 1 TOOLS

Answer different 1C Benefits of different requirements with a Blended delivery mechanismsTraining approach.

Looking at the needs of your 1D Pre-training surveylearners.

Planningyour project

Projectmanagement

Preparing thefeedback loop

Online orface-to-face?

Multiple-deliveryoptions

The safetyelement

Choosingdelivery

mechanisms

Your projectis ready for

delivery

The computer-based

element

Preparingyourself andyour learners

Brand,consistency and

blend

UNIT 3 TOOLS

Learners’ objectives – define 3A Required learningthem. outcomes

Analysis and design – 3B Merrill’s First Principlesplanning your course.

5 Star Instructional DesignRating (see Appendix)

Course objectives – align 3C Learning Needsthem with learners’ needs.

3D Equipment survey

What could go wrong? 3E Contingency planner

Instructional design model – 3F Instructional design construction. model

UNIT 4 TOOLS

Mechanics of Blended 4A Evaluating different Training. delivery mechanisms

Use your experience to help 4B How do you learn?your learners to learn.

Decisions about your project. 4C Decision points

Costing and compromise – 4D Cost assessment ideal versus real.

4E Reality check

UNIT 5 TOOLS

Computer-based training – 5A Your e-optionsadvantages and limitations in various situations.

Appropriate delivery 5B Synchronous versus mechanism – choosing. asynchronous

Assessing computer-based 5D Computer-based trainingtraining packages. checklist

UNIT 5 TOOLS

5F Can I use it online?

UNIT 5 TOOLS

Reliability of your systems – 5C Backup planning sheetcheck, and develop contingency plans.

5E Is the e-element reliable?

UNIT 6 TOOLS

What might slow you down? 6A Readiness checklist

Learners’ road map – 6B Learners’ road mappreparation.

UNIT 6 TOOLS

Branding, consistency and 6C Branding your logical delivery. programme

6D Consistency checklist

Blending your programme. 6E Smooth blend checklist

UNIT 6 TOOLS

Options for delivery. 6F Multi-delivery options

UNIT 7 TOOLS

Project management skills – 7A Your project managementassessment and best use. skills

Analyse, define and develop 7B Work Breakdownyour project. structure

7C Responsibilityassignment matrix

7D Gantt Chart

Find the assistance you need. 7E What people do you need?

7F Ingredients for successfulteamwork

Develop a flowchart for your 7G Blended Training projectprogramme and assess your flowchartgoals.

7H SMARTER and SWOT

UNIT 8 TOOLS

The importance of feedback. 8A Learner satisfactionquestionnaire

How to evaluate feedback. 8B Effectiveness assessment

Measure the success of your 8C Measures of successprogramme through the progress of your learners.

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STARTING POINT What is Blended Training? Has it anything to offer my learners,my clients or myself?

Can I do it?How do I show learners and clientsthe benefits of Blended Training?

CONTENTS

Foreword and sample case study vii

About this resource xii

List of tools xiv

A word about copyright xvii

How to use this resource xix

How to use the CD-ROM xx

Glossary xxiii

About the authors xxxii

Further reading xxxiii

1. The case for Blended Training

What is Blended Training? The main advantagesin using a range of delivery mechanisms. Are youalready practising Blended Training? How toanswer different requirements with a BlendedTraining approach. Looking at the needs of yourlearners.

2. Selling the benefits of Blended Training

Do you have all the skills you need to succeed withBlended Training? Convince yourself before youconvince others. What resistance are you likely toencounter? Making a case for Blended Training tolearners and clients.

3. Planning a Blended Training project

Define your learners’ objectives. Plan the analysisand design of your course. How best to align yourobjectives with your learners’ needs. What could gowrong? Constructing an instructional design model.

4. Choosing the right delivery mechanisms

Evaluating the mechanics of Blended Training.Use your experience to help your learners to learn.Decisions about your project. Costing andcompromise – ideal versus real.

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The Blended Training Toolkit © Fenman Limited 2002

5. The e-element in Blended Training design

Advantages and limitations of computer-basedtraining in various situations. Choosing the mostappropriate delivery mechanism. Assessingdifferent computer-based training packages. Checkthe reliability of your systems but developcontingency plans.

6. Blending your training

What might slow you down now? Preparing thelearners’ road map. Branding, consistency andlogical delivery. Blending your programme.Options for delivery.

7. Managing your project

Assess your project management skills and putthem to best use. Analyse, define and develop yourproject, and find the assistance you need. Developa flowchart for your programme and assess yourgoals.

8. Keeping control of your project

The importance of feedback. How to evaluate it.Measure the success of your programme throughthe progress of your learners.

Appendix

Blended Training case studies. Increasedproductivity through Blended Training. BlendedTraining and multinationals. The small-scale user.5 Star Instructional Design Rating.

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FOREWORD

The latest ‘big idea’ around the learning community, thebuzzword that seems to be on everybody’s lips, or keyboard, isBlended Training. ‘If you’re not blending, you’re nowhere’ washow one American head of training apparently put it, I wouldguess, a little cynically. Trainers can be forgiven for thinkingthey’ve been here before, heaving a deep sigh, and saying ‘Holdon a minute. It was all e-learning and CD-ROMs a couple ofyears back. Is that all finished with then? I think I’ll give this bigidea a miss, and wait for the next one’. So, do you need to knowabout Blended Training? Or is it just a passing fad, and will therebe another one along tomorrow?

The vast range of commentary on the subject only serves to addto the general confusion. There seem to be almost as manydefinitions of ‘Blended Training’ as there are practitioners, orexpert commentators. In any case, why ‘blended’? What is beingblended with what exactly? And why not ‘combined’, ‘merged’ oreven ‘united’? Aren’t they roughly the same thing?

After sifting through the generous swathe of available opinion asto what does and what does not constitute Blended Training, thewhole bewildering array seems to resolve itself into three maindefinitions. Blending, it seems, means either:

– blending old, traditional teaching methods with newtechnologies

– blending all existing teaching mechanisms, old and new, intoa single programme

– blending selected teaching methods to fit in with the goals,requirements and resources of a client organisation.

So which is right? Or more right than the others? The firstdefinition sounds more like ‘Combined Training’. We could callthe second definition ‘Merged Training’, and the third one (mypersonal favourite) ‘United Training’!

Is the term ‘blended’ just an arbitrary choice, thought up bysome corporate whizz-kid while creating a superior Bolognesesauce? Not quite, though the cooking analogy is relevant here.When we blend, we not only mix, we measure; and this is whatthe phrase is meant to convey. Judiciously selected and carefullymeasured amounts of learning, blended seamlessly together over vii


a fixed period, to deliver a superior training result. A skilled andmotivated workforce; or a particularly fine Spaghetti Bolognese!This emphasis on measurement and then evaluation is what ledone project manager confidently to assert that Blended Trainingis ‘All about Assessment’.

All well and good. But does it work? Well, thousands of largecorporations worldwide seem to think so. Having investedbillions in e-technologies in the past few years, many are nowcoming to the conclusion that, at least as far as in-work trainingis concerned, these technologies are not the magic solutions theywere once cracked up to be. In short, they are searching for newmodels. And this is how Blended Training stepped into thepicture. For many, it seems to be refreshing parts of the trainingprogramme that e-learning couldn’t reach.

So Blended Training is not just some corporate whizz-kid’s latestbright idea. In fact, it isn’t even new. The educational principlesbehind it have been around for a century or more. What isdifferent is that these principles are now being applied to thelatest technologies for training. In its simplest and most basicsense, Blended Training is a matter of looking around at all thetraining methods currently available, and, after someconsideration, selecting (or adapting) the most appropriate.Common sense, really.

Obviously, the best way of understanding what Blended Trainingcan do for you is to try it. To this end, we have reproduced a casestudy so you can see, before you embark on your BlendedTraining programme, how successfully Blended Training hasworked in Scotland. You will be able to see further case studies inthe Appendix.

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Case Studies

1. Scottish Enterprise Premier Adviser programme

This is an ongoing Blended Training programme for businessadvisers in Scotland.

Primary aimTo enhance and deepen guidance given to existing Scottishbusinesses, and especially to assist in the development of newones.

Learning outcomesThat the advisers should:

• Acquire new skills in absorbing and delivering business advice.

• Acquire e-learning skills.

Crucial success factorsTwo factors were identified as having been most crucial to thesuccess of the project:

• There was a compelling case for the initiation of such a project.

• There was complete management buy-in (in this case theScottish parliament).

Obstacles to successOne factor was identified as representing the chief obstacle tosuccess: resistance from the learners, many of whom werealready experienced business advisers. Some (though not all)had entrenched attitudes towards their jobs, and considered re-training pointless. There was also a marked resistance to e-learning.

This learner resistance was assuaged to some extent by thedevelopment of an official accreditation system. Participantswho achieved a certain standard at the end of the course,received a Diploma in Business Counselling, which counted for athird of a Masters Business Degree.

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Introduction to the courseThe programme was inaugurated with a one-day launch atwhich learners received:

• A complete programme outline, with synchronous eventsscheduled, and deadlines for the performance ofasynchronous tasks.

• An introductory workshop session on online learning modules.

• A course mentor, allocated to them.

• An outline of a Continuous Professional Development plan(CPD) – an online self-assessment tool with which to recordmonthly progress; in particular, how the learners weredeveloping their strengths and overcoming knowledge orperformance gaps.

The programmeThe year-long programme comprised:

• Access to 72 hours of online learning material.

• Support and advice online from a mentor.

• Occasional one-day workshops.

• Chat rooms.

• Monthly virtual classroom learning groups.

• Feedback and assessment via the mentor, to whom thelearners had to deliver their monthly CPD, workshopassessments, tests and case study assignments.

Trainers reported that after a period of about four months,learner resistance to the training programme was beginning todisappear, and that motivation and commitment improvedsteadily throughout the year.

CompletionThe course was completed with a ceremony at which successfullearners received their diplomas. Those experiencing difficultywere given a finite amount of extra time and support to achievethe standard for accreditation.

SummaryThe programme was recognised as an outstanding success, andexpanded and extended to hundreds more Scottish businessadvisers. In June 2002, 450 Premier Advisers were participatingin the programme, with 20–25 additional advisers joining everyfortnight.

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ABOUT THIS RESOURCE

This manual provides a comprehensive overview and in-depthanalysis of what Blended Training means; its general principles,its terms and methodology, its relation to e-learning, what itsuses are, how it can be applied, the range of mechanismsavailable to it, its design principles, and why it is proving souniversally successful. It is designed as a practical guide whichyou can follow step by step as you build and put into practiceyour Blended Training programme. At the front of the Toolkit isa flowchart to guide you through the whole Toolkit. Units 1 to 5focus on the analysis and design aspects of your project, thegeneral learning principles that lie behind Blended Training, andthe preparatory work that needs to be done to ensure all thebasic mechanisms are put in place. Units 6 to 8 are concernedwith the implementation of your design model, the skills you will need as a trainer, potential problems and pitfalls, andmethods of evaluation. The Appendix contains Case Studies ofimplementations of Blended Training and supporting material.

Whether your project is simply introducing a workforce to e-learning, or preparing them to design and launch a newinitiative, a Blended Training model provides the best approachto achieving these learning goals.

Along with general tips, we provide authentic case studies;examples of successful Blended Training in action, which willforewarn you about the kind of teething problems that need tobe ironed out on occasion. We also demonstrate the greatpotential of Blended Training for the business world as it iscurrently changing and developing.

With the rapid evolution of technology, particularly in thesphere of communications, and the increasing globalisation ofmarkets, companies are waking up to the fact that they need toinstil a culture of lifelong learning into their workforce. No moredo you acquire your job-skills in youth and early adulthood, thencarry on doing the same thing for the rest of your working life.Front-line staff and managers must constantly up date theirskills and acquire new ones, as years go by. Businesses large andsmall are beginning to ask, not so much ‘Can we afford to installand develop some form of in-work training?’ but rather ‘Can weafford not to?’.

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Good news for trainers, but be warned – you are increasinglybeing regarded as ‘fixers’ and ‘solution-finders’, and within astrictly-defined budget. The key advantage of a Blended Trainingapproach, for trainers and clients alike, is its built-inresponsiveness to need and change. This is what makes itattractive both to the large multi-nationals and to smallerbusinesses ready to dip their toes into the sea of e-learning, oftenin the face of deep-seated employee reluctance. Blended Trainingdeals with the situation as it exists, and modifies itself as it goesalong to meet developing needs. If the blend is not quite right, fixit! The fundamental principle of Blended Training is adaptability.

And this adaptability and flexibility, the very qualities thatrecommend it to client organisations across the board, are thesame qualities that will ensure that Blended Training staysaround for some considerable time to come.

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LIST OF TOOLS

1 The case for Blended Training 1A How blended are you already?: a checklist of training

delivery techniques1B Common training scenarios: a checklist1C Benefits of different delivery mechanisms: selecting the

appropriate delivery mechanism for learner and subject matter

1D Pre-training survey: to discover the learning styles, abilitiesand motivation of your learners.

2 Selling the benefits of Blended Training 2A How do you rate yourself ?: skills audit and SWOT analysis2B How to respond to resistance from the learner: an

action plan2C How to respond to resistance from the company: an

action plan2D Benefits of online learning: showing benefits to learners,

companies, trainers and training organisations.

3 Planning a Blended Training project3A Required learning outcomes: summarising your learners’

existing abilities and the knowledge and skills outcomesrequired

3B Merrill’s First Principles: Dr David Merrill’s First Principlesof Instruction

3C Learning Needs: sample questionnaire and action plan3D Equipment survey: checklist and action plan3E Contingency planner: be prepared for the problems most

likely to arise3F Instructional design model: to help you build the big

picture without getting bogged down in the detail of theindividual units.

4 Choosing the right delivery mechanisms4A Evaluating different delivery mechanisms: features of

various mechanisms4B How do you learn?: use your learning experiences to guide

others4C Decision points: checklist to help you avoid bottlenecks

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4D Cost assessment: support your case for introducing newdelivery mechanisms

4E Reality check: assessing your client’s and your learners’readiness, so that you can be clear about the feasibility ofyour programme.

5 The e-element in Blended Training design5A Your e-options: advantages and limitations of different

types of e-learning in various situations5B Synchronous versus asynchronous: choose the most

appropriate mechanisms for each situation5C Backup planning sheet: non-e versions of e-elements in

case you need a plan B5D Computer-based training checklist: how to assess the

merits and drawbacks of different CBT packages5E Is the e-element reliable?: a checklist for your learners and

yourself, and an action plan to ensure reliability5F Can I use it online?: which categories of existing materials

are suitable for online use?

6 Blending your training6A Readiness checklist: to help you anticipate issues which

might slow or block your progress6B Learners’ road map: to guide your learners through the

course and show them where they have a choice of ‘routes’6C Branding your programme: how to give identity and add

credibility to your programme and make every part of itclearly identifiable

6D Consistency checklist: to ensure the consistency of everypart of your programme

6E Smooth blend checklist: to ensure that all parts of yourprogramme are compatible and consistent

6F Multi-delivery options: a range of options for the deliveryof different types of training.

7 Managing your project7A Your project management skills: a checklist and action

plan of the skills you will need to employ and the actionsyou will need to take

7B Work Breakdown structure: a diagram setting out ahierarchical structure to order your activities and sub-activities

7C Responsibility assignment matrix: to identify clearly whichtasks are assigned to whom

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7D Gantt Chart: essential tool to establish a project timetableand responsibilities for key activities

7E What people do you need?: assess your need for technicaland teaching skills support

7F Ingredients for successful teamwork: questionnaire andaction plan to ensure support from all stakeholders in yourtraining project

7G Blended Training project flowchart: a typical example of aflowchart from start to completion

7H SMARTER and SWOT: analysis tools for assessing yourproject goals.

8 Keeping control of your project8A Learner satisfaction questionnaire: a feedback form

covering materials, technology and progress8B Effectiveness assessment: a feedback form covering

individual modules, with interpretative guidelines8C Measures of success: assess your progress and the

effectiveness of your course through the measuring ofyour learners’ achievements.

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A WORD ABOUT COPYRIGHT

1 Reservation of Rights

This Toolkit and its accompanying CD-ROM are copyright © Fenman Limited 2002. All rights reserved. No part of thisToolkit or its CD may be reproduced, stored in a retrieval system,or transmitted in any form or by any means including, but notlimited to, electronic, mechanical, photocopying, recording orotherwise without the prior permission in writing of FenmanLimited except strictly as permitted under paragraph 2 below.

2 Limited licence to Copy

2.1 THE LICENCE IN PARAGRAPH 2.2 BELOW:(a) ONLY APPLIES TO CUSTOMERS WHO HAVE

PURCHASED THIS TOOLKIT AND THEACCOMPANYING CD FROM FENMAN LIMITED(OR ITS DULY AUTHORISED AGENT ORRESELLER) and does not apply to anyone else. If you have purchased or otherwise obtained thisToolkit and/or its CD from the original purchaser,you do not have any licence to copy any or all ofthis Toolkit or its CD (even if you are a companyin the same group as the original purchaser orotherwise closely related to the originalpurchaser) and must apply to Fenman Limited ifyou require one.

(b) DOES NOT APPLY if this Toolkit andaccompanying CD have been made available toyou on hire or for the purpose of preview.

(c) IS CONDITIONAL UPON and only applies witheffect from payment in full of the purchase priceand all other sums due under the contract forsupply of this Toolkit and its CD.

(d) APPLIES ONLY TO PAGES OF THIS TOOLKITAND CD MARKED WITH AN ICON. Youmay not copy any other pages.

2.2 Subject to paragraph 2.1 above, you may make copiesof pages of this Toolkit and of its CD marked with an

icon and distribute them:

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(a) to employees of yours who are attending anycourse that is being run using this Toolkit, butnot to anyone else; or

(b) if you are an independent training consultant(but not otherwise) to employees of your clientwho are attending any course that is being runusing this Toolkit, but not to anyone else.

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HOW TO USE THIS RESOURCE

Although each unit deals with a separate aspect of BlendedTraining, and none is in any way more ‘important’ or‘significant’ than the others, there is a logical progression to theorder in which they are arranged. This Toolkit is a step-by-stepguide to building and implementing your own Blended Trainingprogramme. Having said this, however, it is not advisable toembark on an actual programme without having first assimilatedthe information and methods laid out in all the units. You may feelconfident, by the time you get to Unit 5 The e-element in BlendedTraining design, that you know all you need to know, and canimmediately jump in and start putting Blended Training intopractice; and then catch up with the subsequent units on dealingwith the learners, project management techniques and keepingcontrol of your project, when the time comes.

The drawback with this is that the detailed information andguidance given in these later units does feed back into the earlierunits. For example, information given in Unit 6 Blending yourtraining, on giving your learners a comprehensive ‘road map’ of howthe course will develop, should be taken into consideration duringthe analysis/design section in Unit 3 Planning a Blended Trainingproject. Similarly, the various mechanisms for learner and courseevaluation that are laid out in Unit 8 Keeping control of your project,also feed back into the delivery/assessment sections of that unit.

All the practical implementation mechanisms in these later unitsneed to be thoroughly assimilated and understood, as they willplay a big role in how you actually plan and deliver yourinstructional design model. In addition, the case studies laid outin the Appendix offer examples of successful ongoing BlendedTraining programmes, which should prove valuable ‘bestpractice’ guides when thinking through your own programme.

When beginning a long journey over uncertain terrain, it is wiseto know where you are going, and (at least roughly) how youintend to get there. This is unquestionably true for trainers; but itis true for your learners as well. Where they are going, how theywill get there, and when they will arrive, are questions to whichthey are going to want answers. The surest way to motivate yourlearners and maintain their commitment through to the laststage of their learning journey is to provide them with clear andunshakable answers to these questions from the outset. xix


HOW TO USE THE CD-ROM

How to load the CD-ROM

Remove the CD-ROM from its case and place it in the CD drive ofyour computer. Wait a few seconds and the contents of the CDwill be automatically displayed on your computer screen,

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Click this button to open all the OHTs and handouts contained inthis pack as PowerPoint® slides. (Note: if you don’t havePowerPoint® installed on your computer, go to the Help item onpage xxi.) You have all the OHTs and handouts ready to use asyou wish – without having to copy them on to acetate.

You can create your own PowerPoint® presentation and selectthe relevant overheads to use in it. You can add slides, changethe order, change the background or colours as you desire. To dothis, you must open the slides in PowerPoint® rather than thedefault screen in which they will automatically appear. Either:

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The PowerPoint® slides are designed for projection. If you wantto print copies of the OHTs and handouts, you are advised to usethe PDF version (below) because printing quality will besuperior.

Please ensure that your use of the pages is subject to theCopyright conditions on pages xvii–xviii of this resource.

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Searchable Adobe® Acrobat® file of the wholepack

Click this button to open a PDF file of all the pages in the pack.(Note: if you don’t have Adobe® Acrobat® installed on yourcomputer, go to the Help item below.) This file is handy forprinting the ‘OK to copy’ pages or to search for a particularexercise, concept or phrase electronically.

To make navigation easier in the PDF document, there are twotabs on the left-hand side of the PDF screen. The first is calledBookmarks. If you click here, you will see a listing of all theactivities in the pack. To move instantly to an activity, simplyclick on the number.

The second tab is called Thumbnails. Clicking here displays asmall image of each page, providing you with a fast visualreference without having to scroll.

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For PowerPoint®, click the Install PowerPoint® Viewer andfollow the instructions.

For Adobe® Acrobat® (PDF), click the Install Acrobat Readerand follow the instructions.

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Loading these programs on to your computer will enable youto read the files contained on this CD, but will only provideyou with limited editorial capabilities.

2. Loading the PowerPoint® or Adobe® Acrobat® files outside ofthe browser window.

If you wish to view the PowerPoint® slides or Adobe®

Acrobat® PDF pages outside of the automatic default window,you can change the settings following the instructions.

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GLOSSARY

Address In the context of the Internet, the codeURL (Uniform you use to take you to a particular website,Resource Locator): or to a particular area of a local intranet.

Typically, you would key this address intoyour computer browser software. Everysingle computer that connects to theInternet is given its own unique address.

Archive/s Computers can store large amounts of(archiving): information (data) which can be

systematically organised into ‘data sets’,such as ‘all materials relating to such-and-such course’. In online learning,‘archiving’ often refers to the practice ofcollecting a data set and putting it into anelectronic archive once it is no longerneeded on a day-to-day basis. It is the safealternative to deletion. Often messagesposted to a discussion board can becomeso numerous that they are time-wasting tohumans and computers alike. Archivingallows old messages to be safely removedwithout destroying them.

Asynchronous Electronic communications between (Virtual): different people working at different times

(and at their own pace) with the samelearning or communication resource. Forexample, e-mails are sent when the senderwants to, but read when the receiver isready to look at them.

Bandwidth: The range (width) of frequencies of a datatransmission system. It governs theamount of data that can be transmittedeach second from source to receiver. Lowbandwidth limits the traffic capacity ofcomputer communications systems suchas the Internet. So large amounts of data –a sequence of video images, for example –will move relatively slowly from source to

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receiver, and computer users will noticethe time it takes for the images to appear.

Blended Training: The integration within trainingprogrammes of appropriately used onlineelements alongside other elements likeface-to-face training events or printedworkbooks.

Browser: A piece of computer programming thatretrieves and interprets World Wide Webpages. The most common example of abrowser is Microsoft’s® Internet Explorer.Any piece of information that includes astandardised set of computer-readableinstructions (known as hypertext mark-uplanguage – HTML) can be read by yourbrowser. A computer file with a nameincluding the letters ‘.htm’ at the end willbe read as a Web page by a browser.

CBT: Computer-based training.

CD-ROM: A type of optical disk capable of storing upto 1GB of data. A single CD-ROM has thestorage capacity of 700 floppy disks,enough memory to store about 300,000text pages.

Chat room: This is a likely feature of a learningmanagement system, also commonlyfound in public websites on the Internet.Chat rooms use a particular sort ofinteractive computer software that letsindividuals working on their owncomputers at the same time send eachother messages (synchronously). In onlinelearning contexts, a ‘live’ chat room canbe useful for asking questions and for topicdiscussion amongst participants. Usually,you are offered a ‘message box’ into whichyou type your message (then send it), andin which a reply then appears.

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CILIP: Chartered Institute of Library andInformation Professionals.

CLAIT: Computer Literacy and InformationTechnology – a qualification.

Conferencing: Computer conferencing, where people cancommunicate live – in real time – or intheir own time (sometimes calledasynchronous communication). Computerconferences allow many-to-manycommunication – lots of people talking toeach other. Organisers of computer-basedconferences typically create severaldifferent ‘areas’ or ‘rooms’ (forums) forseparate topics or groups of participants.

CPD: Continuous Professional Development.

Discussion boards/ Major components of any serious learningMessage boards: management system, also a common

feature of public websites on the Internet.These are asynchronous versions of thechat room software. They accept and thendisplay messages ‘posted’ by any numberof individuals. These messages may beasking or replying to questions, seekinginformation, or commenting on othermessages. Previously posted messages aredisplayed in some sort of order, often bythe topic of a particular conversation(discussion) and by date of posting. A typical piece of discussion boardsoftware will have text editing andmessage managing tools, as well as thefacility to create several conferencing areas(or forums) and, within each conferencingarea, the means to create and edit severalsimultaneous conversations – these arecalled conference or discussion threads.

E-learning/ E(lectronic)-learning is a broad term E-education: increasingly being used to describe any use

of a computer, the Internet, digitalxxv


television and mobile telephones for thedelivery of training programmes andservices. Another phrase used is ‘onlinelearning’. The principle is to encompassthe essential elements of connectedlearning and support through IT-basedcommunication. ‘Web-based training’ and‘Web-enabled learning’ are forms of onlinelearning exclusively using Internet-compatible software.

E-mail The use of a computer or, increasingly, (electronic mail): a mobile telephone, to transmit messages

from one person to any number ofindividuals.

E-mentoring: The online equivalent of the face-to-facesupport co-workers often render to eachother. The word ‘e-mentoring’ is startingto be used where this formalised supportby co-workers is carried out in part orwholly by online means.

E-moderating: The electronic equivalent of conferenceorganising and management. An ‘e-moderator’ keeps an overall view onelectronic communication in an onlineconference, sometimes restructuring it tomake it easier to navigate, or intervening ifcontributors step too far out of line or goaway from the purpose of the conference.In training contexts, e-moderating takeson the dimensions of training, tutoring,and even counselling.

FAQ: Frequently Asked Questions. Postingprepared answers to questions whicheveryone asks, saves a lot of time andmeans that those answers are immediatelyavailable to the questioner.

Firewall: A system designed to preventunauthorised access to or from a privatenetwork or computer. Firewalls can be

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implemented in both hardware andsoftware, or a combination of both.Firewalls are frequently used to preventunauthorised Internet users fromaccessing private networks connected tothe Internet, especially Intranets. Allmessages entering or leaving the Intranetpass through the firewall, which examineseach message and blocks those that do notmeet the specified security criteria.

ICT: Information Communication Technology.

ILT: Information and Learning Technology –the application of ICT (above) to teachingand learning.

Instant Messaging: Instant messaging is basically a chat roomfor just two people. Instant messagingallows you to maintain a list of people thatyou wish to interact with. You can sendmessages to any of the people in your list,as long as they are online. Sending amessage opens up a small window whereyou and your correspondent can type inmessages that both of you can see. Most ofthe popular instant messaging programsalso provide a variety of other features,including creating your own custom chatroom with co-workers, looking at imagesstored on your co-worker’s computer andsharing files by sending them directly toeach other.

Internet/ The publicly accessible parts of the Net: global interconnection of businesses,

governments and all other computernetworks. The Internet works by giving anarbitrary but unique address to each andevery device that connects to it. This istermed its Internet Protocol (IP) address.To ‘talk’ to each other, every device thatconnects to the Internet uses the samelanguage – called ‘Transmission Control

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Protocol/Internet Protocol’ (TCP/IP).These unique addresses also need to beaccessible to all the other devices in theworld, otherwise you would have no wayof knowing they were there. Each devicemust go through a ‘network registrationprocess’. This is either done locally for youif you are using your company’s ownnetwork, or by signing up to one of thepublic providers of Internet accessservices. The Internet addresses of people andorganisations providing Internet-basedservices such as e-mail or home shopping(Internet hosts) are also organised around‘domain names’ which have to bepurchased and registered. Optical fibres,satellite links and telephone lines connectnetworks of computers. These connectionsare through special computers known as‘gateways’. When you send an e-mail, thisinformation is tagged with the electronicaddress of its destination computer, leavesits home network through a gateway, andpasses from gateway to gateway untilreaching its goal.

Intranet: An interconnection of computers andnetworks of computers provided by anorganisation for its own use and generallynot available to the public. It specificallyuses the same software that now drives theWorld Wide Web and requires you to use abrowser to search for and find particularitems of interest. Intranets can also allowany number of co-workers to sharedocuments, deliver other materials andexchange messages.

Learning A complex and specific set ofmanagement computer programs that are placed systems (LMS)/ on a server computer in order to Virtual learning provide a secure and wide-ranging environments (VLE)/ service for the delivery, support and

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Managed learning monitoring of online learning. This canenvironments (MLE)/ be within an organisation’s private Learning content intranet or extended to be accessible viamanagement the Internet. The phrase, ‘learning systems (LCMS): management system’ can include almost

any network-based computer software thatcan plan, record, deliver, support and audittraining activities. ‘Virtual learning environment’ usuallydescribes a specific software product thatprovides the basic functions for onlinelearning. The essentials are the delivery ofweb-based content, online assessmenttools, collaboration tools (such as e-mailand conferences) and the tracking andreporting of learners’ progress andperformance. The more powerful systems should includea publishing tool that provides a way tocreate structured online learning materialsusing content templates and tools, and cancreate an online catalogue of courses andlearning materials (perhaps bought asdiscrete computer-based trainingpackages) that can be selected and used byindividual learners. These are sometimesseparately identified as ‘learning contentmanagement systems’. The extension ofthese features to cover administration andmanagement information functions(usually built to be compatible withcurrent intranet management softwarestandards) has led some people to dub thisadditional functionality a ‘managedlearning environment’.

Netiquette: The Internet’s own code of personal goodmanners and decorum. Good mannersinclude not SHOUTING (capitals), nottelling people off or swearing, avoidingirony, not being racist or sexist, and theindication of feelings by text: :- ) is ‘I’mhappy’ or ‘I’m smiling’ and :-( is ‘I’m cross’or ‘I’m upset’.

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Online discussion See Threading.threads:

Server: Most computer networks and websites relyon a computer specifically programmed asa ‘server’. This will include all thecomputer programs necessary forindividual computers linked to it to ‘see’and ‘talk to’ each other. All e-mail systemsneed a computer to act as a ‘sorting office’.Servers are also used when anyinformation needs to be collected andstored centrally but remain accessible atthe same time to any number of individualcomputers.

Synchronous or These words describe ‘live’ electronic Real-time: communications, such as simultaneous

participation in computer conferencesonline. Contributors may be anywhere, indifferent offices, different cities anddifferent countries. People talking to eachother usually just see each other’s wordsor graphics on screen, but it is possible tosee each other’s faces with web cameras.

Threading: When you use a discussion board ormessage board, you will see that thedisplayed messages show a distinct patternof indentations and groupings. This is avisual depiction of polite conversation inwhich people may introduce a topic (a new‘thread’ of conversation) and to whichothers will reply (shown by a first textindentation). Subsequent discussion isrepresented by further rightwardsindentations – replies to replies and so on.Threading is the art of ensuring yourmessage is a direct reply to a specificmessage already in this pattern, andensuring it is actually posted to theappropriate place in the discussion.

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Videoconferencing: Conducting a conference between two ormore participants at different sites byusing computer networks to transmitaudio and video data. Each participant hasa video camera, microphone, and speakersmounted on their computer and can seeand hear the other participants in realtime.

WBS: Work Breakdown structure.

WBT: Web-based training.

Web cast: Broadcasting using the Internet (or, morelocally, an intranet). More general than anonline computer conference, as the webcast audience may be much greater thanthe number of actual participants.

World Wide Web/ Collections of computer files called WWW/ websites and web pages are identified The Web: by uniform resource locators (URLs). The

WWW is organised so its users can moveeasily from one resource (website) toanother. Users generally navigate theWWW using an application known as abrowser. Web pages are written using internationaland common computer programmingcodes. The oldest and most common ofthese is hypertext mark-up language(HTML). This is read by the browserprogram and appears on the user’scomputer screen as text, images, sound, orother information objects in the form of aweb page. Web pages can also contain links(sometimes called ‘hotlinks’) that connectdirectly with other web pages.

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ABOUT THE AUTHORS

Mike Levy is a respected contributor to Training Journal, DirectorMagazine, Education, Computing and Technology and the TimesEducational Supplement in his specialist areas of training andcomputing. Mike’s published works include Managing TheMillennium Bug (Gower Publishing, 1999), Successful Marketing(David Grant, 1997) and Stress Management Made Easy (LawpackPublications, 2001).

An experienced project designer and trainer, Dai Jenkins hasdevised and presented learning modules for The OpenUniversity’s Humanities Courses, in addition to working on anumber of specialist education projects in a variety of media.

In addition to being keen advocates of Blended Training, Mikeand Dai also enjoy collaborating on the writing and presentationof multi-media drama and education projects and workshops,and both have a keen interest in the stage.

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FURTHER READING

Books

• Approaches to Training and Development, 2nd edition, Laird D,Perseus Books, USA (2000)ISBN 0 201044 98 6

• Designing Web-based Training, Horton W, John Wiley & SonsLtd, West Sussex (2000)ISBN 0 471356 14 X

• E-Learning: Strategies for Delivering Knowledge in the Digital Age,Rosenberg M J, McGraw-Hill Publishing Co, Maidenhead(2000)ISBN 0 071362 68 1

• The E-Learning Revolution: from Propositions to Action, SlomanM, CIPD, London (2001)ISBN 0 852928 73 4

• The E-Learning Revolution: How Technology is Driving a NewTraining Program, Sloman M, AMACOM, USA (2002)ISBN 0 814471 55 2

• Games Trainers Play, Newstrom J W and Scannell E E,McGraw-Hill Publishing Co, Maidenhead (1980)ISBN 0 070464 08 1

• Mining Group Gold: How to Cash in on the Collaborative BrainPower of a Group, 2nd edition, Kayser T A, McGraw-HillPublishing Co, Maidenhead (1995)ISBN 0 786304 29 4

• Motivation and Personality, 3rd edition, Maslow A H andFrager R (Editor), Addison Wesley Longman, Harlow (1987)ISBN 0 060419 87 3

• Practical Project Management, 2nd revised edition, Gould R,Kogan Page Ltd, London (1998)ISBN 0 749427 42 6

• Project Management, Bee R and Bee F, CIPD, London (1997)ISBN 0 852926 61 8

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• Project Management – Planning and Control Techniques, Burke R,John Wiley & Sons Ltd, West Sussex (1999)ISBN 0 471987 62 X

• Training For Impact, Gaines Robinson, D and Robinson J C,Jossey-Bass Inc, USA (1989)ISBN 1 555421 53 9

Online articles and e-books

• The Node’s Guide To Blended Learning, The Node LearningTechnologies Network (2001)www.node.on.ca/guides/blended

• The Synchronous Trainer’s Survival Guide, Hofmann Jwww.insynctraining.com

• Thomson Job Impact Study: The Next Generation of CorporateLearningwww.netg.ie/DemosAndDownloads/

Related Fenman text products

• Effective Online Learning: The Trainer’s Toolkit, Anderson D andRace P (2002)ISBN 1 903310 24 5

• Internet Ideas for the Resourceful Trainer, Rea A (2002)ISBN 1 903310 22 9

• The Learning Methods Toolkit, Simmonds D (2000)ISBN 1 872483 93 3

• The Project Management Activity Pack, Davies E (1998)ISBN 1 872483 54 2

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1 THE CASE FOR BLENDED TRAINING

Description

In this unit, there are four tools:

Tool 1A How blended are you already?: a checklist of trainingdelivery techniques

Tool 1B Common training scenarios: a checklist

Tool 1C Benefits of different delivery mechanisms: selecting theappropriate delivery mechanism for learner and subject matter

Tool 1D Pre-training survey: to discover the learning styles,abilities and motivation of your learners.

Purpose

These tools will help you to see that Blended Training is apowerful approach to delivering your message. You will also seethat it consists of blending elements in the mix of deliverymethods, many of which are probably already familiar to you.The tools will help you to develop an overview of the differentways of delivering your training objectives – from low-tech face-to-face (traditional) methods to some of the most recenttechnological innovations such as instant messaging andvideoconferencing. The blend you choose will depend on theindividual needs and abilities of your learners, and the nature ofthe material you are delivering.

When to use the tools

Tool 1A should be used whenever you are beginning to plan aset of learning objectives. It’s a good overview of the range ofdelivery mechanisms available to you. By working through thetool, you should be able to discriminate between the manyoptions available. It will help you define the key mix of deliverymethods which lies at the heart of successful Blended Training

1–1

1


and to check up on what you are already doing which could beseen as Blended Training.

Tool 1B is for use at the planning (or even pre-planning) stage ofyour course design. Use it when you want to review the keyobjectives and the range of situations that you need to be readyto face. The tool provides a gentle way to challenge yourassumptions about delivery and encourages a creative approachto choosing the best mix for your learners and your clients. Youcan keep Tool 1B beside you during the actual training sessionsas a reminder of the importance of keeping a blended approachin mind at all times.

Tool 1C summarises the benefits of the different deliverymechanisms, and the subject matter and the type of learner forwhich each is most suitable. Use it when you are thinking aboutthe type of course you could run, and later, when you are readyto start designing a particular programme.

Use Tool 1D when you start thinking about what you will needto know about your learners, before designing a course. You canthen use it, or a personalised version of it, when you need todevelop an understanding of the learning needs of specificlearners by finding out their motivation, abilities and preferredlearning styles.

1–2


Background

What is ‘Blended Training?’ This is a new way of describing anidea that’s been around for a long time. Whether you know it ornot, you are probably already a practitioner of Blended Training(or some variant of the concept).

Core elements

Though there is no single all-encompassing definition of BlendedTraining, there are some core elements. These include:

• Traditional classroom-based training – face-to-face instruction.

• Instructor-led training, via the Internet, which can include arange of learning environments such as e-mail, onlineconferences, chat rooms and so on, but where there is adistance between instructor and trainee.

• Self-paced learning using a range of materials providedonline, via computer software, CD-ROM or traditional print-based materials.

Why Blended?

There is no single perfect mix of learning methods. You, thetrainer, decide to what extent to utilise each element. The keything to remember about Blended Training is that, rather thanremoving the trainer from the learning environment, it providesan exciting and almost limitless range of opportunities fortrainer and learner. This makes your job as a trainer moreimportant than ever before. As a facilitator, you now have awonderful variety of learning methods and styles at yourdisposal. Your course can be tailored to suit the individual needsof your client and the wide range of learning abilities of yourlearners. Another great strength of Blended Training is that itprovides learners with the opportunity to work alone (in theirown way and at their own pace) and/or with a group of otherlearners alongside them or at a distance (even in other parts ofthe world). Learning in a group – or virtual learning community– can provide people with the confidence and security ofknowing that others are pursuing the same goals.

Blended Training is an exciting challenge both for the trainer and forthe learner. 1–3


1

A blended programme will include a mixture of methods –traditional (classroom and print-based), high tech (including TVand the Internet) and low tech (including voicemail andconference calls). Both synchronous and asynchronousmaterials will be involved.

Synchronous and asynchronous training

The accessibility of e-learning systems means that learners canlearn in a synchronous or an asynchronous way.

Synchronous: working in real time with a trainer, either face-to-face or via a PC or TV monitor. In this scenario the trainingsession is a type of live broadcast.

Asynchronous: working in different time-periods where trainersand learners are not working simultaneously. In this scenario,the trainer may prepare an online session using video, audio ortext. The learner can then choose the most convenient time todownload or access the session.

Today, asynchronous training is unquestionably the dominantformat employed in in-work training. A full treatment of thedifferences, advantages and limitations of these concepts is to befound in Unit 4 Choosing the right delivery mechanisms.

Blended Training in action

Here are some examples to illustrate how a blended programmemight work:

• A short introduction to the topic using self-paced learning viamaterials presented on the World Wide Web.

• An online demonstration using video or a live link.

• Face-to-face role plays in the classroom – led by a ‘live’ trainer.

• An online synchronous discussion which allows the group toshare their knowledge and best practice experience.

1–4


How blended are you already?

Although you may not realise it, you are probably already usingelements of Blended Training. You can justifiably call yourself aBlended Trainer if, for example, you are using a traditionalclassroom style with a teleconference; an e-mail connection (e-learning) or telephone contact with participants; live link-upsto other sites via television links or any combination oftraditional Information and Learning Technology (ILT) withsome kind of technology – even playing a video or CD-ROM – allthis is Blended Training. Tool 1A will help you to find out howblended your training already is.

Solving training challenges with the blended

approach

The whole world of training is in a state of flux. People areuncertain about how best to align training with the businessneeds of the client. In an age of reduced margins and cut-throatcompetition, there is widespread concern about the benefits tobusiness of often expensive and time-consuming trainingprogrammes. Training is often seen as an interruption ratherthan an opportunity. Blended Training provides an excitingopportunity to change this negative approach. The newtechnologies encompassed by Blended Training are seen bymany as exciting and challenging. Such technologies, forexample, e-learning, allow participants to engage actively witheach other as well as with the trainer. This makes the wholelearning experience much more rewarding, energising and(frankly) entertaining. As you will see in Tool 1B Commontraining scenarios, the flexibility inherent in good BlendedTraining makes it highly responsive to a wide range of situationsand requirements.

Blended Training is not new – it’s been around for a long timebut now it is much more achievable. This is thanks to the factthe Web and all its attendant technologies are now so widelyavailable in a cost-effective way.

Blended Training allows you to choose the best delivery methodfor learners that is both cost-effective and geared to the needsand requirements of the individual learner. Blended Trainingallows you to offer Triple-A learning – Anyone, Anytime,Anywhere.

1–5


1

Anyone – courses can be personalised (even branded) to suitindividual needs. Blended Training also allows you to adapt thematerials you develop to the specific location of the client group.The new technologies (such as websites) allow you to adaptcontent and illustrations to the locations of your trainees.

Anytime – the new technologies allow learning to be availableall day, every day. This is training round the clock, round theyear – a ‘we never close’ concept. Blended Training supportsjust-in-time learning – exactly when the client needs it. BlendedTraining allows you to keep the materials you present to thelearner up to date and relevant. It helps to defeat ‘learningobsolescence’. Without time constraints being imposed fromabove, learners can achieve more by allocating enough time tothe tasks set, regardless of whether these tasks include new setsof skills or knowledge.

Anywhere – at work, at home or while travelling. Usinge-learning and other technologies in a virtual classroom setting

encourages people to be more collaborative. For the trainer, thenew technologies allow you to track and monitor the progress ofyour learners wherever they are in the world.

Strengths

Blended Training offers the widest possible set of advantages fortrainer and for learners. You can design training programmeswhich are geared to learners in a way that is convenient, user-friendly and of high quality.

Traditionally, adults prefer to learn new technical processes inthe following way:

• show (demonstrate)• practise – what they have learned, in a hands-on environment• share with the trainers and other learners and receive

feedback from them.

Blended Training is particularly strong in meeting these threecriteria. So the way adults like to learn is best served by usingBlended Training techniques. For instance, imagine you aretraining a group of adults in the use of a new word processingpackage. You can demonstrate or show this package using aPowerPoint®-style demonstration; then the adults can practise

1–6


on the spot, back in the office or at home by working on anactual assignment using their PCs. They can then share whatthey have learned (or their concerns) with a virtual communityof learners within their organisation or in a much largerenvironment. But remember, the key to successful BlendedTraining lies in your input as a trainer. It’s all in the planning aswell as the delivery. Well designed and prepared BlendedTraining means that adults can learn:

• Quickly – studies have indicated that people learn much morerapidly if the style and the content of the delivery mechanismare geared to their own individual preferences. You will knowthat some people need more time (others much less) to learnnew things. Blended Training offers learners the freedom toprogress at their own pace.

• Effectively – their ability to practise and share helps toreinforce what they have learned.

• Confidently – the blended approach can help them to learn ina practical, hands-on way. They are able to share what theyhave discovered and hence be more confident about theirprogress if they feel they are not alone. The virtual worldoffers a breadth and depth of support not available in thetraditional classroom.

• Flexibly – Blended Training means that you have a palette ofoptions at your disposal, to allow you to match delivery andmedium to the needs of your learners.

• Just in time – Blended Training can provide learners with theknowledge and skills they need when they need it. You canalso provide help and support as and when it is required,through the range of available online technologies.

Different learners have different needs and problems. How canyou can be sure that your training programme is addressingthose needs? One method might be to use an online survey. Thisis a highly cost-effective and unobtrusive way of finding outwhat individual trainees require. An online survey can be usedto support the planning stage of your training programme.There’s more on online surveys in Unit 8 Keeping control of yourproject.

1–7


1

With the ever-increasing demand to cut costs and drive upmargins, many businesses are looking for ways to reduce costlytravel budgets. For the Blended Training practitioner this offersan excellent opportunity to provide effective courses at adistance.

One US company recently decided to offer a series of 90-minuteonline classes instead of sending staff for a three-day trainingsession at a distant location. Trainees could log in to a sessionwherever they could locate a telephone connection for their PCor laptop. The sessions were scheduled well in advance so thatpeople could plan their daily activities around them. Thesoftware used enabled live class interactions via texting and chat.Live instructor-led training was available via the Internet. Therewere Question and Answer sessions and the trainers were able topose questions to the group and receive an instant reply.

Motivation

Blended Training can also help to motivate learners. Many peoplefind the Internet and videoconferencing (for example) quiteexciting. For many, the new technologies are challenging,exciting and fun! One of the great strengths in using multimedialearning tools is that they help to break down large chunks ofmaterial into smaller, more digestible objects. These smaller units of learning are the building blocks of e-learning and othermultimedia methods. Breaking down the learning content is aneffective way to provide just-in-time delivery. You will find thatworking on Blended Training courses will automaticallyencourage you to offer materials that are more closely targeted to the Triple-A needs of your clients. Because of this need toconsciously break down learning content, Blended Trainingenforces a rigorous consideration of the individual blocks, howthey fit together, and how best to deliver each one.

Blended Training enhances the experience for learners in termsof motivation and commitment. It encourages them to organisetheir own learning portfolios. They are more able to choose whatto learn and when to learn it. They can also choose the methodof learning that best suits them at any particular moment.Blended Training also encourages learners to assess and reviewtheir progress. This also leads to ongoing and effectivereinforcement.

1–8


Blended Training is more inclusive. By breaking down thetraditional roles of trainer and trainee, Blended Training offersopportunities for line managers, supervisors and others to befully involved in the training programme. They can beencouraged to discuss the precise make-up of the blend – howmuch e-learning, what percentage will be online instruction andwhat will be the live, traditional classroom approach. BlendedTraining also gives line managers the opportunity to developtheir coaching and mentoring skills as they assist trainees withtheir online learning.

How to use the tools

Tool 1A should be used at the start of the blended trainingprocess. It asks you ‘what you already do’. You are very likely tofind that there are already elements of Blended Training in yourcurrent practice.

Tool 1B encourages you to think about the training situations inwhich you and your learners are likely to find yourselves, andhow best to decide upon a suitable mix of delivery methods. Itprovides a valuable signpost that will inform the way you aregoing to deliver your programme.

Use Tool 1C to clarify your understanding of the merits ofdifferent delivery mechanisms and how best to answer thevarying needs of learners and different types of material. Use italso to help you in your design of specific programmes.

Tool 1D will help you to focus on the nature of learners whendesigning a programme to meet their individual needs throughthe versatility and flexibility of a blended approach.

1–9


1

1–10


1–11

1


Checklist of training delivery techniquesA single day of classroom training is unlikely to constitute BlendedTraining per se, even if you have used, for example, a mix of talking,video and an activity or two. But if you have designed training thatrequires the learners to invest some of their own time before and afterthe training session, then you are already on the road to BlendedTraining. Which of these techniques have you used in conjunctionwith each other? Which have required a degree of self-direction onthe part of the learner?

How blended are you already?1A

Technique Used in conjunction with Unavailable

Example 2 (Discussion) 3 (Video) 10 (E-learningClassroom lecturing 7 (E-mail follow-up) software)

1 Classroom lecturing

2 Discussion

3 Films, video and audio

4 OHP, flipchart standsand paper, and whiteboards

5 Questionnaires,interactive handouts and workbooks

6 Activities and games

7 E-mail to talk to learners and provide feedback

8 Intranet/Internetdelivery of materials

9 Online discussion forums

10 E-learning software

11 Instant messaging

12 Videoconferencing

1–12


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… continued

1–14


The essence of Blended Training lies in selecting the appropriatedelivery mechanism both for the individual learner’s learning styleand also for the nature of the subject matter being trained on.

This tool gives you that advice and is designed to help you make thebest choices for your particular programme. You will probably wantto revisit this tool later on in your preparation (for example, once youhave the replies to your pre-training survey in Tool 1D).

Mechanism Good for subject Good for learner type: Your notesmatter:

Traditional classroom Hands-on practice Needing motivationRole-playing Needing contact withComplicated technical peerscontent Needing removal

from desk jobIT reluctant

Streamed or Where demonstration All typesclassroom video is needed

Where review is needed

Online coaching Where further IT savvyand mentoring explanation is needed Enjoy e-mail and

Where reinforcement Internet chat is needed Good communicators

Computer-based Concepts, information With high motivationtraining (CBT) and procedures that IT savvy

can be delivered fairly Self-directedconcisely

Manuals and text Detailed information Like the familiarCase studies Dislike working from Exercises a computer screen On the job reference for long

Can learn by reading (some can’t)

Online documents Where research is With an analyticaland databases required mind

Where vast amounts Patientof information are Curiousavailable IT savvy

Chat, messaging Issues that need Needing interactionand newsgroups further discussion with other learners

Willing to obey ‘netiquette’ rulesIT savvy

Benefits of different delivery mechanisms1C

1–15

1


Title of programme: _________________________________________

Aim of programme: _________________________________________

__________________________________________________________

Please complete this survey and return it to me at the address belowas soon as possible. I will use your replies to tailor this programme toyour needs. Thank you.

Name: ____________________________________________________

Department/Organisation: ___________________________________

How interested are you in learning about this topic? (please tick)

Very Moderately Mildly Not really

What do you want to learn? (please tick)

(a) The skills to do the tasks

(b) Knowledge about the tasks – the why

(c) Both

What do you already know about this topic? (please write below)

__________________________________________________________

__________________________________________________________

__________________________________________________________

What do you hope to learn? (please tick)

(a) New skills and knowledge

(b) Reminder/development/practice of existing skills

(c) Better working relationships

(d) Better understanding of systems

Pre-training survey1D

Continued …

1–16


How will you measure the effectiveness of your learning?(please write below)

__________________________________________________________

__________________________________________________________

Are you interested in new ways of learning, if they are shown to beeffective?

Yes Don’t know No

Have you had any experience of e-learning?

None A little A lot

Do you use a computer at home?

Never Rarely Quite often Frequently

All the time

Do you use a computer at work?

Never Rarely Quite often Frequently

All the time

What is your skill level with computers?

None Just get by Fairly comfortable

Competent Expert

What level of experience do you have in using the following?

E-mail None A little A lot

The Internet None A little A lot

Search engines None A little A lot

Online discussion groups None A little A lot

Bulletin boards None A little A lot

Pre-training survey

… continued

continued …

1D

1–17

1

The Blended Training Toolkit © Fenman Limited 2002The Blended Training Toolkit © Fenman Limited 2002

Do you have online access at work?

Freely available Sometimes available

Rarely available Not available

Are there any restrictions to do with

Time Cost Both Other ______________

Do you have online access at home?

Freely available Sometimes available

Rarely available Not available

Are there any restrictions to do with

Time Cost Both Other ______________

What training activities do you like? (please tick all that apply)

Case studies Computer-based exercises

Problem solving Role plays

Face-to-face discussion Group working

Videos Internet discussion (chat)

Working alone Written exercises

Face-to-face teaching Team exercises

Lectures Self-directed research

Reading

Do you have any special requirements (for example, wheelchair access)?__________________________________________________________

Do you have any particular language skill requirements?__________________________________________________________

Please return this survey by (date): To:

Pre-training survey1D

… continued

1–18


2 SELLING THE BENEFITSOF BLENDED TRAINING

Description

In this unit, there are four tools:

Tool 2A How do you rate yourself ?: skills audit and SWOTanalysis

Tool 2B How to respond to resistance from the learner: anaction plan

Tool 2C How to respond to resistance from the company: anaction plan

Tool 2D Benefits of online learning: showing benefits tolearners, companies, trainers and training organisations.

Purpose

The purpose of these four tools is to forewarn and forearm. Likeany relatively new concept, there may be resistance to the idea ofa Blended Training approach. The tools aim to give you strongarguments to confront and counter arguments against usingnew technologies in the learning environment. The tools coverthe likely resistance from three sources – your clients, yourlearner and (last but not least) yourself. The tools provide auseful armoury against self-doubt and the negative commentsyou may get from others, and give a clear picture of the benefitswhich Blended Training has to offer.


Have these tools ready for when you first suggest this approachto your intended clients. You may find that those in the companywho commission training from you have either never heard ofBlended Training or have cynical views about the use oftechnology. You may encounter such opinions, as ‘Chalk andtalk was good enough in my day’. The tools help you to define

2–1

2


your own position in relation to the e-learning and other higher-tech strategies that form a common part of BlendedTraining. It’s only when you yourself are convinced of theenormous potential of this approach that you will be able toconvince others. You may wish to have Tools 2B, 2C and 2Dhandy when you present your training strategy for the first time.Use them as handy ‘crib sheets’ of arguments you are almostbound to hear. Use these tools also when making final plans fordelivering the training sessions. You should, of course, try toabsorb the positive arguments you find in the tools, and not referto the sheets as you talk to learners.

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Background

Though Blended Training is relatively new and undoubtedlypowerful, its benefits are not always clear. If you are going toembark on a Blended Training solution to your clients’ needs,you will have to become an advocate for the approach. You mayhave to influence the company’s ‘buy in’ decision about theadvantages of this type of training.

Selling the benefits

Selling any idea or method is never easy. The benefits of BlendedTraining are not always transparent and you are likely to have todo some preparatory work in convincing stakeholders that it isan approach that could yield dividends – both in terms oflearning objectives and of bottom line. Your ability to make astrong case for Blended Training depends, of course, on yourown skills and knowledge about the technologies involved. Butskills and knowledge aren’t everything. Sir Christopher Ball, theChief Executive of The Talent Foundation, says that there arethree elements in the learning process: Skills, Knowledge andAttitude. ‘Of these, the most important by far is Attitude. Withthe right attitude and enthusiasm, skills and knowledge come somuch easier’ – Sir Christopher Ball (interview for TrainingJournal ).

Tool 2A How do you rate yourself?, will help you to audit your own attitude to, and current aptitude for technology-basedtechniques. It will help you to clarify your understanding oftechniques such as videoconferencing, Web-based training(WBT), IT-based learner progress systems, e-mail and messageboards, and presentation software of the PowerPoint® variety. It’sa very good idea to identify any gaps in either your technologyknowledge or application. Once you know where these gaps are –for instance knowing how to set up a live video seminar – andhave remedied them, you can go on to the next stage and becomean advocate for the method. When you are fully informed andconvinced yourself, you will be more easily able to convinceothers of the range of benefits available to them.

Where the resistance may come from

You will find that opposition to the Blended Training approachcomes from three main directions:

2–3


2

• the organisation – its hierarchy and management team• the learners• and lastly you, yourself.

You will need to show, either that expressed concerns are notvalid, or that the benefits outweigh the cost.

It is not relevant to try to list many benefits as pertaining only toa particular group. Advantages to learners are advantages to allstakeholders. A well-motivated and well-trained group will learnfaster and more effectively, providing better value for the clientand more success for the trainer. Some advantages, however, aremore clearly relevant to the individual groups mentioned above.For managers these must be primarily cost, time and disruptionversus benefit; for learners, key benefits are likely to be in theareas of time, convenience, accessibility, effectiveness andrelevance; for trainers, practicality, effectiveness, usability andcommercial desirability.

Manager resistanceManagers in the client organisation may see any training,whether blended or traditional, as an interruption to work, andBlended Training as likely to be even more disruptive and stillless effective. Traditional classroom-style learning is oftenperceived as the quickest and cheapest method of delivery. It hasbeen around for so long that people tend to think of thetraditional classroom as the norm, requiring little advocacy.Blended Training may also be seen as a passing fad.

Learner resistanceResistance from learners may be due to nothing more than‘technophobia’ – fear of the technology of websites, e-mail andvideoconferencing. These days some people are reluctant toadmit their technophobia and cover it up with excuses about:

• lack of time – we really don’t have time to do this• lack of equipment – our PCs are too old to deal with e-mail• lack of IT skills – I have never used a computer and am too

old to start now• lack of enthusiasm – I don’t need this new-fangled stuff, the

traditional methods have always worked well for me.

These may also be genuine concerns in their own right, andshould not be ignored or misinterpreted.

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Trainer resistanceDo you, too, need convincing about Blended Training? The ‘e’elements in Blended Training open new doors and offeropportunities that could scarcely have been guessed at a fewyears ago. That does not mean that everyone in the trainingworld is an ‘e-thusiast’. Here are some typical anti-technologycomments from trainers – see if you agree with any of them:

• e-learning is a threat that will take away my job in a few years• learning on computer is soulless, boring and really only for

geeks• you can’t beat the social interaction of a live training session• it’s all too complicated for me to follow.

If some of the objections given above seem formidable, the goodnews is that Blended Training can be presented as a directanswer to many of them. Because it provides a mix of traditionalclassroom methods with their attendant comfort zone, andhigher-tech approaches, it can offer a relatively painless way ofovercoming e-phobia. The ‘live’ elements of Blended Training,through the support possibilities which they provide, can helpyour clients overcome their technophobia with confidence.

Specific response to managers’ concernsA strong approach here relates to the cost-effectiveness ofBlended Training. Online training incurs no travel expenses foryou (or possibly your trainees). You can, if you wish, conduct aseminar, discussion or lesson from home. You may also find thatthe client company has already bought into resources (hardwareand software) that it may be under-utilising. Online pages are farcheaper to produce than photocopying (though you may askusers to print out sheets at home). Online or e-learning baseddelivery is much cheaper on telecommunication costs –especially if the client has broadband ‘always on’ connections.However, slower, dial-up connection speeds may still be perfectlysuitable for downloading text or sending and receiving e-mails.Other contributory factors include the element of time,motivation, flexibility and supplementary skills-development.Tool 2D summarises these benefits.

Specific response to learners’ concernsResistance from learners should be dealt with sensitively andwith the utmost care. The key is to be very gentle with theintroduction of any new technology. Even in the 21st century, it

2–5


2

is amazing how resistant some people may be to anythingremotely technological (and this has nothing to do with age).Think carefully how you will help your clients to overcometechnophobia. There are some general rules that apply to alllearner/trainer situations but which can be especially crucial inthe e-learning area:

• Treat learners with respect and discourage any kind oftechno-superiority from others in the group.

• Give learners the time and space to talk about their problemswith technology, and let them demonstrate what it is that isworrying them.

• Divide the learning event into small, manageable objects orchunks – give the learners time to test their own skill andknowledge and be ready to encourage feedback.

• Patience is vital – even if the questions seem trite andobvious, treat each query with the greatest care and respect.

• Listen well before you act – it is too easy, especially in atechnological field, to jump in and assume you know what theproblem might be.

• Hands-on is often best – let the learners learn from theirerrors, but always be encouraging.

Specific response to trainers’ concernsBecause Blended Training really does open up Anyone, Anytime,Anywhere learning, the trainer is in a powerful position to helpand assist the learner in progressing along the chosen route.

E-training can save the tutor vast amounts of time. Think of theability to post answers to all your learners (or provide responsesto Frequently Asked Questions). Some software systems allowyou to pick and mix from a bank of online answers or tips. Youcan do this with a click of the mouse instead of respondingpersonally to each learner’s identical query. Learners can reply(or join a discussion group about the topic) and this data can bestored for future use. This archive can also be used to respond tofuture queries. You could be sitting on your own e-archive that isvery quickly accessed and sent to learners as and when theyneed them. Of course this does not mean that live (via video or

2–6


satellite link) or face-to-face training has no place. Far from it.The Blended Training approach means that you can give moretime to helping individual learners.

According to Kevin Oakes, CEO of Click to Learn Inc, ‘Corporatebuyers are seeing such a powerful set of benefits from BlendedTraining that it is becoming a key element in their bottom lineconsiderations. Trainers who embrace this new technology willbe at a real premium over the next few years. The rest willgradually get left behind’. (Interview for Training Journal.)

How you respond to this challenge depends on your attitude todeveloping new business and sustaining what you have.

More general benefitsThere is a growing recognition that Blended Training – thecombination of face-to-face delivery with technological solutions– is extremely powerful.

Some of the really exciting advantages include:

• Speed. The whole process of learning and development can bespeeded up. The courseware design that you use (your own orbought in from specialist vendors) can be geared to deliveringshort, sharp chunks of knowledge or skills. Learners shouldquickly appreciate that the blended approach is in their ownbest interests. This means that before convincing them of thewonders of (say) online discussion threads, you shouldillustrate how this approach can benefit learners spread overtime and space. The key is to emphasise benefits to yourlearners rather than technological marvels. Remember thatIT is a means to an end and rarely the end in itself.

• Responsibility. Blended Training puts the onus on progress backonto the learner. For some, of course, this may not be seen asgood news. But it is up to you as the trainer to point out thegreat advantages of self-directed learning over more passivemodels. The harnessing of technology allows the BlendedTrainer to offer either real-time (synchronous) or time-delayed(asynchronous) progress monitoring, feedback, mentoring,coaching – even social contact with the rest of the group vianewsgroups, chat rooms, instant messaging and so on.

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2

• Learner-centred nature. The blend of different training stylesmeans that the whole process is much more student/traineecentred. In some scenarios, online trainees can come and goas they please, and decide when and how they wish to learn.As a trainer, the new technologies also allow you to knowmuch more about the individuals in your group. Throughtheir e-mails, chat room interventions, online responses andqueries, you can build a picture of each individual trainee. Italso encourages trainees to support each other in the learningprocess. You can truly stand aside to become the so-called‘guide on the side, not just a sage on the stage’.

• Global, full-time coverage. With students able to downloadmaterial, self-study packs, questionnaires, tasks and projects,and video demonstrations at a distance, there is no theoreticallimit to the number or location of your learners. The potentialfor developing new cohorts of learners gets bigger every day.

• As and When learning. You can decide when the learners areto receive their ‘learning bites’. You may use an e-mailscheduling facility to send out chunks of material at certaintimes of the day. You can keep up your learners’ interest atweekends or holiday time by sending web links to appropriatesites – the Web provides an almost limitless archive ofmaterial to support users.

• Feedback is enhanced. Have you ever asked a group if theyhad understood everything, and been met by murmuringsand nods? The e-component of Blended Training allows formany methods of learner feedback: e-mail, chat room orinstant message. Some software packages (such as CentraOne™) allow users to click on icons which convey messagessuch as ‘that was funny’ or ‘applause’ or ‘I don’t understand’.In some virtual classroom packages, if a learner is having realdifficulty with a task, the trainers can often intervene – seewhat that learner is doing on screen and put things right(even taking over from the learner’s mouse).

• Variety. Learning events can feed into each other. You can, forexample, use e-mail or a website to get trainees up to speed ona topic before the face-to-face classroom event. You couldalternatively introduce a computer-based learningprogramme with a live classroom forum or seminar. In thisway, you can fire up the group before the formal training

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begins, to allow them to discuss the key issues that will affecttheir learning. In another scenario, you could lead an onlinechat group to discuss problems, set tasks or monitor progress.

Experiences of Blended Training‘I ran an online symposium with learners from thecompany located in three continents. I sent an e-mail toeach to remind them when the sessions were going live.Once we were all online, I gave a short presentation via avideo link, set a task for learners to do on their own PCs,monitored their progress and sent messages to eachindividual learner. I then set a reading list – downloadableof course – and a set of projects to be completed and e-mailed to me. We all kept in touch via a discussiongroup’ – a trainer.

‘I ran a two-day workshop with a group of 20 people fromaround the country. The aim was for the trainees to sharetheir ideas about managing workplace projects in theirdiffering locations. I set up an online discussion to follow aseries of ‘live’ workshops. Inevitably these online chatsbecame social events – which did wonders to raise themorale and motivation of the group. It also meant theycould keep in touch long after the formal training was over’– a trainer.

‘I used a web-based programme to tutor English languagelearners around the world. Some of these were disabledand in normal circumstances wouldn’t have been able toget to a training session very easily. The group wasincredibly diverse – a much wider range of abilities,knowledge and skills than I would normally train. It was awonderfully uplifting experience’ – a trainer.

‘We had a short introductory session in real time from thetrainer somewhere miles away. She then set us a specifictask which we had to do there and then. It was amazing tosee the trainer intervene on my screen. Then the trainertold us to go to a certain page and see a list of assignments.Some of these were in text form, others were voicerecordings and video clips’ – a learner.

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2

Are you ready to be a Blended Trainer? You should start byasking what knowledge and skills you already possess. Are youalready engaged in some form of Blended Training? The toolswill help you in this important process.


Tool 2A is a useful guide to your own strengths and weaknesses.It is a SWOT analysis and should be undertaken beforeembarking on designing the programme. It will help to highlightareas where you may need more training or confidence building.

Tool 2B should be at your side whenever you encounter possibleresistance from learners. It is good for translating andresponding to their explicit objections to e-learning. By acquiringa greater understanding of what the subtext to any objectionsmay be, you will be better able to deal with them. You may alsobe in a better position to forestall any criticisms of themethodology – but that depends on how well you know yourlearners. You could use this tool as the basis for a questionnaireto assess the mood of your learners. It could also be used ingroup discussion so that learners are given the chance to airtheir fears, concerns and doubts.

Tool 2C can be used in exactly the same way. The arguments andcounter-arguments presented in this tool should help youpresent a stronger case to managers for a more blendedapproach. You will also be ready to counter their sales-resistanceand be better equipped to bring in that vital contract.

Tool 2D provides a summary of the benefits of the online side ofBlended Training – the area to which you are most likely toencounter some resistance.

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This tool provides an audit of your current state of readiness toprovide a Blended Training package. Use it as a SWOT (Strengths,Weaknesses, Opportunities, Threats) analysis of your ease withBlended Training and your technical abilities. At the end of each partof the audit is a space for your Action Plan. Look at your ‘No’answers and write a short statement about how you plan tostrengthen any of the areas of doubt or lack of expertise. Then go onto fill in the SWOT analysis and the following Action Plan.

Self AuditAnswer the following questions by ticking the ‘Yes’ or ‘No’ box.

How do you rate yourself?2A

Statement Yes No

I am clear about the meaning of Blended Training

I am ready to look at offering a Blended Training course

I am confident about using computers in my training

I can see how computers could enhance my training programmes

I can see how Web-based training could enhance my programmes

I can see a positive use for videoconferencing

I can see how I would use e-mail as a training tool

I can see the benefits of using chat rooms for training purposes

I know how to source information on the Internet

I know how to download and send this information to learners

I can see how my learners could benefit from a blended approach

I can easily adapt my training materials for a more blended approach

I feel confident about developing new learning materials that are suitable for a blended approach

Continued …

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Areas for progress and development

How do you rate yourself?

… continued

continued …

2A

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2


Skills Audit


… continued

I am able to Yes No

copy files onto floppy disks

understand the difference between CD-R and CD-RW

copy data files onto CDs

save files in different formats such as .rtf or .pdf

send files via e-mail that can be opened by any computer (including Mac or Unix-based machines)

attach files and open attachments from others

create and send e-mails

create an address book for my e-mails

create a group so that e-mails can be sent to the whole class

save files in HTML code

create web pages using software such as Frontpage® or Dreamweaver®

access the Internet

use advanced Search Engines such as Google™ and Altavista™

save web pages

create PowerPoint® type presentations

deliver the presentation online

deliver a presentation via a data projector

embed video, audio clips and photographs in the presentation

provide a hyperlink to a website in the presentation

understand how an intranet works

create shared folders on an intranet

post learning materials across an intranet or the Internet

set up chat rooms and a notice board for my learners

post messages to a chat room, notice-board or e-mail list

use an image scanner to create photo attachments or web page illustrations

save and manipulate images in a photo software package such as Photoshop

save images as JPEG or GIF (or TIFF) file

use a digital still camera and download images on to a computer

use a digital movie camera to create moving image clips on the Internet

download or copy digital video clips

continued …

2A

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Areas for progress and development


… continued

continued …

2A

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2


SWOT Analysis as Blended Trainer


Strengths Weaknesses

Skills, knowledge, attitude: Skills, knowledge, attitude that may need improving or developing:

Opportunities Threats

Factors which you think are key Factors which you consideropportunities in becoming a may pose a threat to yourconfident and competent ambitions and hopes ofBlended Trainer: becoming a confident and

competent Blended Trainer:

… continued

continued …

2A

2–16


SWOT Action Plan


How to capitalise on your strengths and opportunities

How to tackle your weaknesses

How to face up to threats

… continued

2A

2–17

2


Action PlanBelow are the sort of objections which you are likely to receive fromlearners, together with their possible underlying meanings andworries; then a checking reaction, followed by a suitable response.There is space at the end for you to insert further comments, subtexts,checks and reactions from your own experience.

How to respond to resistance from thelearner

Objection Possible subtext Reality check Your response if the reality check is passed

I don’t have time I don’t know how to Who else has this Offer time-reorganise my time to problem? management trainingaccommodate this or a resource

I don’t think this is Is it, in fact, relevant to Explain the relevanceparticularly relevant this learner? and the benefit of theand don’t want to training to theprioritise it learner

I don’t think I will get Is there a real problem Reassure that the support from my with the manager? manager is supportivemanager and explain what

they are actively doing

Everything takes me Is the hardware up Training in new IT twice as long if it to the task? will be given and involves computers refresher courses in

existing programs areavailable

I don’t have the I don’t think I will get Is there a real problem Reassure that theequipment support from my with the manager? manager is supportive

manager and explain what theyare actively doing

Everything takes me Is the hardware up Training in new IT twice as long if it to the task? will be given and involves computers refresher courses in

existing programs areavailable

I don’t have the I’m IT phobic Who else has this Training in new IT IT skills problem? will be given and

support courses in existing programs are available

I don’t think I will get Is there a real problem Reassure that the support from my with the manager? manager is supportive manager and explain what they

are actively doing

Everything takes me Is the hardware up to Training in new ITtwice as long if it the task? will be given and involves computers support courses in

existing programs are available

Continued …

2B

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How to respond to resistance from thelearner

… continued


I don’t have the This is all too new and Has speed of Reassure on support learning skills it frightens me introduction been too and benefits

fast?

Who is going to keep Has mentoring been Explain how me on the right track? factored in? mentoring will work

I don’t think I have the Have coaching and Explain how coaching self-discipline to do the feedback loops been and feedback will keep self-directed learning factored in? learner on trackbits

I’m lazy, I like to have Is there a genuine Be firmtraining done to me motivation problem?

I don’t need this I don’t think this is Is it relevant to this Explain the relevance training relevant learner? and benefits – focus

on the learner

I am disillusioned with Has training been Explain why this is the this company’s haphazard in the past? best way for this topicapproach to training

I am suspicious about Are the reasons for this Explain the motives in the motives behind this training sound? full and clear detailtraining idea

I am quite happy where Will the benefits Sympathise with I am outweigh the sentiments but explain

disruption? why benefits outweighthe disruption

2B

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2


Action PlanBelow are the sort of objections which you are likely to receive frommanagement, together with their possible underlying meanings andworries; then a checking reaction, followed by a suitable response.There is space at the end for you to insert further comments, subtexts,checks and reactions from your own experience.

How to respond to resistance from thecompany


I need my people to I don’t want Have you accurately Explain how benefits stay focused on the job unnecessary disruption assessed the level of will outweigh

disruption? disruption and how disruption will be minimised

Will this training Have you accurately Explain benefits and achieve any assessed the benefit? stress need for measurable benefit? managerial support

I need my people to do I don’t think the Is this really the case? Explain how the this training in their benefit of this training benefits will accrue own time will accrue to my to the company/

company/department, departmentonly to the individual learner

The direct expense is This is a luxury we Is there a good case for Explain the case for too high can’t afford the training? the training in terms

of financial benefit tothe department/ company

The budget has been Is there no flexibility Explore with the set and I don’t want to in the budget? manager different disturb it ways of funding it

I don’t, in general, Is this manager Be firm and work think training is worth persuadable? with this person to the money get them on your side

The ongoing expense I don’t want year on Are the ongoing costs Explain you have is too high year overheads to be going to have done your homework,

increased by this significant impact on get support fromthe balance sheet? the company

accountant, andshow that it is nota problem

I’m worried the costs Are all the costs As abovewill spiral out of accounted for and control controllable?

Continued …

2C

2–20


How to respond to resistance from thecompany

… continued


I don’t see this I don’t want the Is it relevant to this Explain relevancy, training as relevant disruption in my department? how benefits will

department outweigh disruption and how disruption will be minimised

I think learning by Is your project the best Explain need for their doing on the job is the way to train the people support only way people really in this department? learn

I feel this is an attack Is this training a Explain need for their on the way I run my roundabout way to support and that an department/company overcome poor efficient department/

management company will be to problems? their credit

2C

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Online learning offers benefits to all stakeholders: the learners, theclient organisation, the trainer and the training organisation. The keyfactors in each case are:• freedom of choice of times to learn• freedom of choice of places to learn• freedom of choice of pace of learning• a group of features, including: using computers and computer-

based materials; working with the Internet; working with otherlearners; using electronic communication including e-mail orcomputer conferencing; and the degree to which this environmentpromotes autonomous learning and computer literacy.

These same key factors, however, produce somewhat different benefitsfor the different stakeholders, although these benefits areinterdependent. A benefit to the learner, for example, will also benefitthe learner’s employer.

Benefits of online learning

For the learner For the client company

Freedom of choice of times to learn Freedom of choice of times formeans that learners can: employees to learn means that

organisations can:

develop their time-management have employees who have developedskills the skills and attitudes to continue to

learn both within and outside normal working hours

learn in their own time when have employees who are more necessary self-motivated and autonomous in

their learning

spend more time on their have employees who can respondlearning when they want or flexibly to emerging training needs,need to without having to lose time away

from work to update themselves.

become better at managing their own learning and learn at times when they are most receptive

learn at times which suit them best, depending on changing patterns of work.

Continued …

2D

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Freedom of choice of places to Freedom of choice of places forlearn means that learners can: employees to learn means that

organisations can:

learn at home if they have equipment have employees who can continue to there, as well as in the workplace or learn, using facilities at the workplacetraining environment or elsewhere, without having to lose

as much time as would have happened if they were sent on training courses

learn where they feel comfortable to have employees continuing to learn learn at the workplace, and being a

positive influence on other staff who need to become better at learning under their own steam.

choose whether to learn in a quiet or busy environment.

Freedom of choice of pace of Freedom of choice of pace for learning means that learners can: employees to learn means that

organisations can:

go quickly through things they avoid wasting employees’ time on already understand, or find easy learning things they already know or

can do

slow down when they reach things make best use of employees’ time that they find new or difficult when they need to slow down to

learn difficult things

go time and time again through have employees who feel in charge ofthings that are particularly their own learning, and take more important or difficult responsibility for its success

spend longer on things that need have learners who have developed more time time-management and task-

management skills, which they can apply to their work as well as to their continuing learning.

take a break when they want or need to.

… continued

continued …

2D

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… continued


Other features, including using Other features, including the computers, working with the electronic nature of communication Internet, working with other and the fact that the materials are learners, using electronic computer-based, mean that communication including e-mail or organisations can:computer conferencing, mean that learners can:

develop a greater sense of ownership have employees who have developed regarding their own learning, and their skills of electronic feel in charge of their progress communication, and can save time

by e-mailing colleagues and outside contacts rather than using traditional processes

develop and improve their keyboard have employees who have developed skills their computer literacy, and who can

readily keep up to date through online sources.

become better able to work with technology

improve their electronic communication skills

develop their group-working skills

become better able to learn under their own steam in future

develop their information handling skills

practise and improve their information retrieval skills from the Internet.

continued …

2D

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… continued

For the trainer For the training organisation

Freedom of choice of times for Freedom of choice of times forlearners to learn means I can: learners to learn means a training

organisation can:

get more out of the face-to-face time continue providing training out ofI have with my learners normal training timetables

have learners who do some of their have learners who can continue learning outside training time their training at their workplace

spend more time with learners at have learners who can catch up withtimes when they particularly need their training in their own time, and my help at weekends when necessary

work with learners who already have provide training which is attractive a busy schedule, but can still find to employers and sponsors, as it time to learn. makes optimum use of their

employees’ time.

Freedom of choice of places for Freedom of choice of places for learners to learn means I can: learners to learn means a training

organisation can:

work with my learners in different have learners learning without size groups, at different times and supervision, at computers anywhere different places on the premises

have learners who can work in have learners who can continue places which suit their learning styles their learning at their own

workplace

use electronic communication provide training which is very such as e-mail to keep in touch time-efficient regarding time spentwith learners working at a distance off the jobor at home

avoid having learners stopping provide training which is attractive learning when they are off site or to employers and sponsors, as it away on placements. helps learners to become

autonomous regarding where they learn.

continued …

2D

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2



… continued

For the trainer For the training organisation

Freedom of choice of pace for Freedom of choice of pace forlearners to learn means I can: learners to learn means a training

organisation can:

avoid the problems of working with provide training which allows high-learners who are so fast they become fliers to work at a much faster pace, bored in face-to-face sessions and be economical with their time

accommodate learners who need to provide training which allows go more slowly, or practise things learners who are struggling to spendtime and time again until they as long as they need to, so they become good at them master difficult topics

work better with a mixed-ability provide training which is attractivegroup of learners to employers and sponsors, as it

allows individual learners to control the speed at which they learn best

be less vulnerable to interruptions accommodate the needs of learners from learners who have other things to take breaks when they need to, or they must do from time to time, and when they have other urgent need to take breaks from their learning. work-related matters to attend to.

Other features, including e-mail for Other features, including the degree feedback to learners, feedback to which the online learning responses in the learning materials, environment promotes autonomousand the fact that the materials learning and computer literacy mean already contain the information on that a training organisation can:which learning is to be based, mean that I can:

respond by e-mail to learners at provide training which is attractive times which suit me best to employers and sponsors, as it also

develops learners’ computer skills and electronic communication skills

avoid having to explain the same provide training which develops things over and over again to learners’ self-management skills, different learners, as the learning and equips them to be better at materials do this for me managing their own learning.

spend more time facilitating learners’ learning, rather than just giving them information.

2D

3 PLANNING A BLENDEDTRAINING PROJECT

Description

In this unit, there are six tools:

Tool 3A Required learning outcomes: summarising yourlearners’ existing abilities and the knowledge and skillsoutcomes required

Tool 3B Merrill’s First Principles: Dr David Merrill’s FirstPrinciples of Instruction

Tool 3C Learning Needs: sample questionnaire and action plan

Tool 3D Equipment survey: checklist and action plan

Tool 3E Contingency planner: be prepared for the problemsmost likely to arise

Tool 3F Instructional design model: to help you build the bigpicture without getting bogged down in the detail of theindividual units.

Purpose

These tools will aid you in formulating a plan for analysis anddesign as part of an overall instructional design model forBlended Training. They will familiarise you with the firstprinciples of instructional design theory, and enable you todetermine:

• learners’ individual learning objectives• your desired learning outcomes• whether and how to customise to fit the individual learners’

needs• how to align your objectives with those of your learners• preparation for things which might not go according to plan• construction of an instructional design model.

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Use these tools as part of the analysis and design stage ofconstructing your instructional design model.

Tool 3A should be used when assessing the abilities of theindividual learners and relating their existing knowledge andskills to your desired learner objective.

The basic learning principles in Tool 3B underpin all successfultraining programmes. Use them to decide in what way you canbest improve the skills and knowledge of your learners, and helpthem to acquire new ones.

Tool 3C is for use when assessing the learning needs of yourindividual learners. This tool builds on the tools above, andshould be used in conjunction with them. You have worked outthe abilities of your learners, and the tasks they have to achieve,and the kind of learning methods that would suit a particularlearner best; now, by combining them with this tool, you will beable to determine the precise learning need of each learner.

Having reached this point, survey the existing resources andequipment you could apply to these learning needs, using Tool3D. Select the methods that will best align the learners’objectives with your learning outcomes.

Once you have decided on what you need, consider what mightnot go as you expected, and how you will adjust things to takethese circumstances into account, using Tool 3E.

With Tool 3F, you can build the bigger picture, withoutbecoming too involved with minor details.

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Background

We can all agree on the importance of a comprehensiveinstructional design model in delivering effective training.Merrill’s ‘First Principles of Instruction’ (given here in Tool 3B)set out the principles which, when applied, facilitate learning.Many of these principles, however, are not as new as we maythink. For example, Edward Thorndike’s ‘The Principles ofLearning’ was published in 1921, and it’s surprising how manyof his basic points have continuing resonance and relevancetoday. Thorndike insists, for example, that:

• The various learning components should be carefully chosenand shaped; then ordered into a coherent learning system.Today we would talk about the material being broken downinto learning objects, which may stand alone as, or becombined into, learning events. These then in turn becomethe building blocks of a Blended Training approach.

• The learner should be assisted and supported throughout theprocess. Some sort of instructor-led training, whether in avirtual classroom or face to face, is now widely consideredindispensable.

• The crucial element in any training process, and often thefinal test of how much has been assimilated, is hands-onpractice, under the supervision of an experienced coach.Today we have the added, and often more feasible, option ofan online mentor.

In addition, the training should be continually assessed, andproblem areas identified and dealt with as they arise. Does thisall suggest that a traditional classroom-based approach is stillthe best, though least cost-effective, way of delivering in-worktraining? Only to the extent that there are certain areas, somelearning events, which are still best served by this approach.Others though will be equally well-served by online training, andfor still others e-learning provides opportunities unparalleled inhistory.

Thinking In and Thinking Out

The mnemonic ADDA guides you through a four-stage approachto planning your instructional design model. It stands for:

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• analyse• design • deliver• assess.

This sounds like a snake, and indeed it may be useful to think ofit as a double-headed one; at one end, a head for thinking IN,getting to grips with the culture of the client organisation, yourlearners and the subject matter; then, when this is achieved,another head for thinking back OUT, working out theappropriate delivery mechanisms.

AD → Thinking In: Analyse and Design – develop your essentiallearner events.

DA ← Thinking Out: Deliver and Assess – blend these events,and create strategies for implementation and evaluation.

Thinking In: Analysis and Design

Analysis (a series of questions)Ask yourself:

• What is this whole training programme for? Identify theorganisational goals, which then become your learningoutcomes.

• What is the corporate environment in which these goals mustbe realised? A thorough-going familiarity with the cultureand infrastructure of the organisation is vital to ensure thatthe overall objectives (learning outcomes) are clearly defined,understood and accepted by all – managers and/or sponsors,learners, trainers and supporting personnel. Are all partiesmutually agreed on the basic terms of reference? Then ask:What are the time and budget restrictions? What equipmentand resources are to be allocated? Have the management‘bought in’ to the project as fully as they might? Might extraresources be made available for new technology?Misunderstandings at this stage are often the cause ofgrievous pitfalls later on.

• Who are the learners? What are their needs and abilities?People learn at different rates, have different performance and learning gaps, and have differing degrees of resistance to

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e-learning (or indeed, new learning in general). These need tobe assessed, perhaps using online surveys, and skills andweaknesses taken into account.

• What is the basic material that must be conveyed? Is theinformation stable (fixed, concerning facts, figures andprinciples that will never change and apply to all learners), orunstable (dynamic, complex, information requiringinterpretation and placing in context)? The subject matteritself must be thoroughly assimilated and evaluated before itis shaped into the learning objects that will form the core ofthe training process.

Incidentally, be sure to distinguish between your learnerobjectives and learning outcomes. The former refer to the day-to-day or session-by-session progress of each individuallearner, while the latter should be congruous with the ultimategoals of the client organisation.

To sum up: it is at this stage that the trainer determines the goalsto be achieved, identifies possible pitfalls and problem areas, andany factors that may be crucial to the success of the project.

Design (a question of organisation)Here your subject matter will be arranged into a number oflearning objects, which are then going to be shaped or combinedinto learning events. In doing this, we should consider wherethese objects best fit into a Blended Training programme. Weshould take into consideration not just your learning outcomes,the various needs and abilities of the learners, and the subject-matter, but also the budget and resources allocated to theproject. It is often the case that the best place educationally-speaking for our learning object may simply not be cost- or time-effective; and the learning event should be re-designed takingthis into account.

A general example. We have established that a basic grounding in certain facts and general principles is best delivered through self-paced e-learning. On the other hand, the practical applicationof these facts and principles requires an instructor-led session,involving the learner in hands-on practice of a particular task. Inother words, one aspect of your learning event is best achieved bysome kind of computer-based training, while other needs are bestserved in a classroom or simulated classroom environment. You

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begin to blend the available techniques to meet the client’s goals(your learning outcome), always taking into consideration thetime-constraints, budget and resources available.

Learner objectivesOf course, the ingredients of your learning event are at all timesstrictly defined by your learner objectives. It is obviously vital tobe totally clear about what it is you are hoping to achieve, beforeyou decide the best way to achieve it. For these objectives to havethe optimum chance for success, your learners should have nodoubt or question as to what is expected of them. Your learnerobjectives should be clear, single-focused and unambiguous, andrelated to a specific learning task. Learning outcomes build up layerby layer. You don’t want at any stage to risk overloading thelearners with information which they may find contradictoryand confusing. Each objective should specify :

• How the task is to be performed – what mix of self-paced orinstructor-led training to adopt, web-based training, on-lineseminars and so on.

• The conditions under which it is to be carried out – the realworking environment and not some idealised scenario.

• The standard of performance to be achieved – againrealistically taking into account the skills of the learner andthe content to be delivered.

• How this standard is to be measured and assessed – forexample, through quizzes, questionnaires or self-writtenlearner reports, or online knowledge tests.

Personalise the process as far as possible. Put yourself into thelearner’s shoes and ask:

• ‘Would I enjoy doing it this way?’

• ‘Would I understand the purpose of this task?’

If either answer is ‘No’, perhaps your learner objectives are notas clear and focused as they might be.

Remember, each separate learning event is to be used as astepping stone up to the next level of training and, as an added

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consideration, may also be easily accessed or re-accessed at a laterdate where ‘just-in-time’ training or revision may be required.

Thinking Out: Delivery and Assessment

Delivery (check your organisation)The next stage is to consider how your learning events are goingto be blended together to achieve optimum potential for yourlearning outcomes. Obviously, a thorough knowledge of all theavailable learning technologies or environments is a totalprerequisite. (The actual mechanics of delivery will be examinedin detail in Unit 4 Choosing the right delivery mechanisms; at themoment we are only giving a general overview). This section ofthe planning stage is where potential is measured, and failingsand inadequacies identified and addressed. Pilot-testing of thelearning events should take place if possible; paper-based trialsin which all the components are thoroughly thought through,are also useful. This all leads on to a ‘strategy forimplementation’. The questions here may be:

• What extra personnel do we need? Experienced workers tocoach face to face and give practical demonstrations? Onlinefacilitators? Should line managers be involved in theinstructional processes, and if so, in what capacity?

• Should the monitoring and directing of the learners beperformed by separate individuals, and if so, by whom?

• How can we best ensure the continued motivation of thelearners throughout the process? Here you might put yourselfback into the learner’s shoes again, and ask yourself firstly‘Would I see the benefits to myself of assimilating thisinformation?’ and secondly ‘What would motivate me more?’.

For example, perhaps a Performance Contract would be a usefulcarrot, as might presenting Certificates of Achievement atvarious levels.

Prepare contingency plansPossible pitfalls and problem areas have hopefully been identifiedin the analysis stage of our design model, and here it would bewise to tackle these hypothetical problems, anticipate disaster,and formulate plan Bs! In drawing up contingency plans, wetemporarily return to the design stage and ask:

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• Is there a simpler, secondary, approach to the assimilation ofa particular task?

• Might extra support and resources be made available ifnecessary?

• How are these contingency plans themselves to be delivered,and by whom?

So now the instructional design model is thoroughly prepared,and ready for delivery. What else is there left to do?

Assessment (check the delivery!)Unfortunately, the best-structured instructional design model isstill vulnerable to the unforeseeable and unexpected. The goodnews here is that the more thorough you have been in planningyour analysis, design and delivery, the more swiftly and surelythese hidden pitfalls can be detected and dealt with. Theunexpected can hit badly-designed models as well, and that iswhen trainers find themselves all at sea, their (in theory)beautifully constructed pattern of learning events coming apartat the seams. You must ensure that your Blended Training modelis thoroughly thought through, and based on the real workingenvironment; that it takes the individual needs and abilities ofthe learners into account. You must have contingency plans upyour sleeve, and know how to access extra resources quickly; orat least you will have identified the right people to approach andthe procedures to be carried out. You did not foresee thisparticular situation – no-one could have done so – butimmediately, you’ve a good idea how you’re going to cope with itand turn it around. Furthermore, and most crucially, you knowexactly where you are in the learning procedure. You have beenconstantly evaluating and, where necessary, modifying yourlearning events to suit the learning needs of the participants.You have been identifying where the learning programme issucceeding, and where, and for what reasons, it is failing. This isbecause you have formulated a ‘strategy for evaluation’. Eachlearner’s progress has been constantly tracked and monitored.You have analysed the feedback from your learners, and keptthem constantly encouraged and motivated.

These are the questions you should be asking at this final stagein the planning:

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• How can I measure my learners’ performance standards, todiscover if they are adequately mastering their objectives?Ideally of course the individual learners (whatever theirparticular needs and skills, or the variety of problems theymay encounter) should be brought up to speed on their topicstogether, and attain the same levels of achievement at thesame time. In other words, one purpose of assessment is toachieve coordinated progress. Question and Answer sessions,quizzes, multiple-choice tests, polls and online practice exams(often included as part of a computer-based training package)are some of the ways this assessment can be carried out.

• How will I measure my learners’ motivation, morale andcommitment? A happy learning community motivates itselfto a large extent, as learners guide each other throughproblems, exchanging tips and shortcuts through instantmessaging, chat rooms and online discussion groups. Youshould be receiving valuable feedback from these, and alsofrom your online seminars and any course assignments youmay have set. In this way you can always recognise andapplaud good work and provide encouragement and supportwhere necessary. Online forums, surveys and polls are alluseful tools for evaluation, encouraging learners to air anyconcerns, and reinforcing a positive group attitude.

• How do I ensure that I am on track for attaining my learningoutcomes? One simple answer: you have designed andinstituted a Learning Management System, or found relevant,high-quality software that does this for you. This enables you(or others) to monitor the progress of your learners, keeptrack of their test scores and performance standards, andcoordinate, update and assess this data constantly.

If you are to remain in control of your learning programme, youshould be in touch with all the key components of it at everystage. Remember, this data is not just for you and your fellowtrainers; it is also for the learners themselves. Keeping thelearners up to date with their own progress, applaudingachievement and providing support and encouragement at keypoints, can obviously only be done through continualassessment.

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Use Tool 3A to help you to identify the distance between alearner’s existing skills and knowledge, and the tasks they will berequired to learn. This is a prerequisite, before you can begin tothink about which particular mix of training methods will bemost suitable for each individual learner.

To help you to decide on this mix, use Tool 3B to determine howthe learner’s knowledge and skills can be enhanced, and whatmethods might best bridge the distance between existing abilitiesand required learning achievement.

Building on the above two tools, make a survey of the individuallearner’s needs with Tool 3C. When you have done this, you areready to start thinking about the particular blend of methodsthat would be appropriate for this individual learner.

Using Tool 3D, survey the equipment and resources available toyou to best deliver the training to fill this learning need; themechanisms that will enable you to build a bridge to cover thegap between learners’ existing abilities, and their learnerobjectives.

Tool 3E will help you to be prepared for the unexpected and willgive you the ability to be prepared for departures from yourinitial plans.

The information you gain from these tools can be applied whileyou are using ADDA for ‘Thinking In’ and ‘Thinking Out’ ofyour instructional design model. Tool 3F takes you through theinformation you need to gather to clarify the bigger picture ofhow your project is going to be built.

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Required learning outcomes3A

What should someone know and be able to do when they have completed this Blended Training? And what abilities should theyalready possess?

Sample: Learning outcomes for Fire Monitor

Learner Existing abilities Knowledge Skills outcomeoutcome

Junior Assistant ‘A’ level education How to identify Ability to carry Computer literate fire hazards out Fire Risk

How fire behaves AssessmentMeans of fire Ability to report detection findings clearlyMeans of fighting Ability to make a fire recommendations Means of escaping to reduce firea fire risk through good

management


Continued …

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Required learning outcomes3A

… continued


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Merrill’s First Principles3B

These basic learning principles underpin all successful trainingprogrammes. Use them to decide in what way you can best improvethe skills and knowledge of your learners, and help them to acquirenew ones. See also 5 Star Instructional Design Rating, also by Merrill,in the Appendix.

First Principles of Instruction

Learning is facilitated when …

• The learner is engaged in solving a real-world problem.

• New knowledge builds on the learner’s existing knowledge.

• New knowledge is demonstrated to the learner.

• New knowledge is applied by the learner.

• New knowledge is integrated into the learner’s world.

Dr David MerrillUtah State University

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Learning Needs3C

Questionnaire and action planUse this tool when assessing the learning needs of your individuallearners. The tool should be used in conjunction with Tools 3A and3B. Using Tool 1D Pre-training survey, you have a picture of theabilities of your learners, and the kind of learning methods thatwould most suit each of them. By combining them with this tool,determine the learning need of each learner.

Question Response

Number of learnersDuration of trainingLocation of learnersWhat kind of learning environment will they be in?What level of knowledge do they haveabout the subject area?What level of general skills do they already have?Can they use search engines?What are their preferred learning techniques?Do they have any special languageneeds?Do they have any special physical needs (disabilities, etc.)?Are there any cultural issues to be addressed?How motivated or resistant are they to new ways of learning?To what degree are they comfortable with computers and e-learning in general?What access to e-technologies do they currently have?Are there any time or cost restrictions to their online access?Can they come to live classroom training sessions?

Continued …

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Learning Needs3C

Areas requiring particular attention or treatment

Issue Action needed By when?

… continued

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Equipment survey3D

Checklist and action planOnce you have arrived at a clear picture of the learning needs of yourlearners, survey the existing resources and equipment you couldapply to these needs. Select the methods that will best align thelearners’ objectives with your required learning outcomes.

Do learners have access to the Who to ask Yes Nofollowing?

Internet

Intranet

PCs with sound cards

Headsets, microphones and speakers

Software to enable plug-ins

Modem dial-up connections

Broadband connection

E-mail software

Discussion board software

Chat room software

Instant messaging

Newsgroups

Satellite broadcasting

Videoconferencing

Software (such as CentraOne™) to provide synchronous web broadcasting

Hardware and software to provide Distance Labs

Technical support for IT systems

IT systems support which is available 24/7

Print material – supporting books and training packs

Learning Management Systems compatible with all the e-learning tools

Continued …

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Equipment survey3D

Decide which of the facilities on the previous page you will bewanting to use, then, where you have answered ‘No’ on the checklistfor a piece of necessary equipment, enter the action needed on thefollowing form.

Issue Action needed By when?

… continued

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Contingency planner3E

You can drive yourself mad by trying to anticipate everything, but itdoes make sense to pre-empt the most likely problems. Use thiscontingency planner to list the elements of your programme. Thenapply a risk rating of, say, ‘very high’, ‘high’, ‘medium’, or ‘low’ toeach, together with a brief description of your contingency plans.

For example, many electronic elements can be replaced by paper.However, as most computer/Internet problems are repaired within 24 hours, maybe your contingency plans should be focused ondealing with timing issues rather than completely replacing an e-element with a paper one.

Training element Risk Contingency plans

Example: Introductory classroom Medium As we are running three of these, the session – some learners no-shows can come to a later onefail to show up Or

Send all the materials to no-shows and follow up with phone call from a mentor to make sure they understand everything

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Instructional design model3F

This tool is for use wearing your ‘corporate hat’. It is designed to helpyou build the big picture without getting bogged down in the detail ofthe individual units (which will be worked through later in thisresource). It follows the ADDA model discussed in this unit.

A – AnalyseWhat is this programme for? Can you express it in one or two sentences?

What are the goals? •(Learning outcomes) •

• • • •

Assess the buy-in Management (names of individuals and your (Who needs to commit?) assessment of their support)

• • • Learners (individuals or groups and their line managers)• • •

Assess technical and Technical (discuss your early plans with IT peoplepersonnel resources as soon as you can)

• • • Personnel (what sort of other people will need to help with this project)• •

Assess budget People who can help(Who can help you with •costings and what • budget have you got?) – •linked to level of buy-in Budget constraintsyou have – see above. •Tool 4D Cost assessment •does this in more detail •

Continued …

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D – DesignRemember that this is your overview. Tools in Units 1, 3, 4 and 6 willhelp you with the detail. Use this section of the tool to think aboutwhat sort of learning events would be suitable for each of yourlearning outcomes.

Assess your learners Key attributes of learners(Are they educationally • diverse? Do they have • an existing level of •knowledge of the •subject?) •This is done in more •detail in Tool 3AAssess materials Available(What do you already • have; what needs •altering; what needs Needed from newdesigning or buying •from scratch?) •

Learning outcome Learning events• • ••




… continued

continued …

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D – DeliveryYou have assessed your personnel needs above. Use this section of thetool to concentrate your thinking on the people you will need toactually deliver the training. Here are some examples – you will haveother needs.

Task Attributes required Who? (Do you have someone in mind?)

Coaches Training skillsSubject area knowledgeAvailability

Mentors Subject area knowledgeExperienceEmpathyAvailability

IT support Knowledge of systemsInstant availabilityWillingness to ‘firefight’

Moderator Knowledge of Internet etiquetteInternet competentAuthoritativeConscientiousAvailable

Clerical EfficientFlexibleExperiencedAvailable

… continued

continued …

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A – AssessmentThis section focuses your thoughts on how you are going to assesslearner progress, how you are going to measure success and how itwill fit in with the programme as a whole. Detail is dealt with in Unit 8 Keeping control of your project, where there are a number oftools for pinning this down.

… continued

How? (Formal exams, tests, interviews, and so on.)

When? (At what points in the programme will assessment take place – continuously; final exam; fixed points?)

Rewards (Will there be formal certification, publication ofresults, prizes, pay rises?)

4 CHOOSING THE RIGHT DELIVERY MECHANISMS

Description

In this unit, there are five tools:

Tool 4A Evaluating different delivery mechanisms: features ofvarious mechanisms

Tool 4B How do you learn?: use your learning experiences toguide others

Tool 4C Decision points: checklist to help you avoid bottlenecks

Tool 4D Cost assessment: support your case for introducingnew delivery mechanisms

Tool 4E Reality check: assessing your client’s and yourlearners’ readiness, so that you can be clear about the feasibilityof your programme.

Purpose

Tool 4A will help you to focus on the learning needs of individuallearners, to decide which mix of learning mechanisms bestapplies, and to deliver coordinated progress among your learners.The purpose of Tool 4B is to enable you to use your ownexperiences to lay out a map to assist your learners in theirindividual learning journeys. Tool 4C will assist you in establishingyour decision points, the ‘nuts and bolts’ of your learningprogramme, and help you to prevent bottleneck situations inwhich personnel find themselves working at cross-purposes. Tool4D is to be used when preparing a realistic budget. Demonstratingyou have thought out budget implications in detail is essential forgaining management confidence in you, and buy-in to yourprogramme. Tool 4E helps you to take a cold, hard look at whereyou stand. What is the most feasible mix of synchronous andasynchronous methods to apply once you have taken everythinginto account including learner needs and budget restrictions?

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Use Tool 4A when analysing which blend of trainingmechanisms best fits the needs of an individual learner.

Each of your learners will be different, and you, in turn, will bedifferent from them. But understanding what has inspired you tostudy and learn in the past (or what has held you back fromprogress) will give you an insight into how your learners willrespond to the material you present them with. Use Tool 4Bwhen considering their needs.

Tool 4C is for use when drawing up a complete checklist of thevarious mechanisms that will need to be applied to deliver yourdesign model. All management and training personnel will haveto be fully informed and in agreement about what time andbudget resources can be made available, to ensure the smoothrunning of your programme.

Demonstrating that you have itemised every cost that will beincurred will encourage management confidence in yourtraining programme. Tool 4D will help you when you have toprepare a case for a particular learning event, and when youbelieve extra resources should be made available.

Analyse the motivation and requirements of your clientorganisation and the needs and abilities of your learners withTool 4E. Use it when deciding the final blended mix that will suitall parties, after taking into account the budget and resourceconstraints of the company.

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Background

In Unit 3 Planning a Blended Training project, we familiarisedourselves with some general principles of learning, andexamined the importance of formulating a ‘Strategy forImplementation’. In this unit we are going to examine in detailthe mechanisms of implementation. When you are putting yourdesign model into action there are several areas of expertise youwill have to acquire. First, of course, you will have to bethoroughly familiar with all the available learning technologies;in this unit we will examine the various delivery mechanisms, orlearning environments, that are available for use; and also howbest to use them. You will be mixing (or blending) traditionallearning methods with computer-based or e-learning options,and we set out the various advantages and drawbacks of eachapproach. Then there is the question of exactly which ones tochoose to fit a particular learning need. This may not be asstraightforward as it sounds; in making these decisions you willinevitably be interacting with other people, and these people willoften have different agendas from your own. How much aparticular learning event will cost, for example. Does theschedule for delivery fit in with managers’ work obligations, andhow much time off the job are they prepared to allow yourlearners? This is the ground where compromises are going tohave to be made, and the case for each learning event proven.Your job here is largely going to be a listening and moderatingone; finally, though, decisions are going to have to be reached,and these decisions are going to have to be thoroughlyunderstood in all their implications and ramifications, andmutually agreed. A checklist of decision points (see Tool 4C) willhelp you to forestall any later misunderstandings.

Throughout all this, we mustn’t forget your learners! After all,this whole exercise is for them. Of course they should be at thecentre of your design model. While you are drawing up your listof decision points, the needs and abilities of the individuallearners should be at the forefront of your thoughts. A usefulexercise in deciding exactly where to pitch your learning event, isto put yourself in your learners’ shoes and ask ‘How do I learnbest? What methods and approaches have proved most effectivewith me in the past?’

Understanding what has worked for you is a valuable exercisewhen designing a programme that works well for others.

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Available delivery mechanisms

There is today a very broad range of options for delivering in-work training (or, to put it another way, accomplishing yourlearner objectives). You are probably already aware of most, if notall of them. Achieving the right mix of options though, to deliveryour learning event, requires careful consideration. To start with,these options can be neatly divided into two complementarystyles of delivery: Synchronous and Asynchronous training.

Synchronous and asynchronous training

These terms can seem rather jargonistic when first encountered.Indeed, we are not convinced that they are the most usefulheadings to use to cover these two types of learning procedure;perhaps ‘shared study’ and ‘self study’ would be both clearer andmore accurate. However, the terms are in such common usagethat it would be unwise to ignore them, and so we offer thesesimple definitions instead:

• Synchronous training takes place in real time, is usually group-based, instructor-led and shared between a group. Traditionalface-to-face training in a classroom fits under this umbrella; sodoes online training with a virtual instructor, with queries andfeedback delivered via e-mail and concerns and insights sharedby means of an online forum or chat room.

• Asynchronous training takes place in virtual time, is self-paced,and is controlled and carried out entirely by the learnersthemselves. It is provided to the learner – or the learner mustseek it out – via the Web, CD-ROM, video or simply books.

Thus, working in a traditional classroom would come under theheading of synchronous training; sitting by yourself andreading a book is asynchronous.

Even so, the areas overlap. Books are used in classrooms too; andeven when reading by yourself, if you come across a difficultpassage or a point that requires clarification, you can always asksomeone for help. The same is true in the world of e-learning.Instructor-led training by video or online in a virtual trainingroom clearly incorporates e-technologies, while feedback, follow-up and reinforcement can be made available to self-pacedlearners through some form of online tutoring or mentoring.

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Styles of learning

There is a wide array of learning media available to the trainer,covering a spectrum all the way from reading a book to hands-on practice of an actual job. We have chosen to start at theasynchronous end of the spectrum, because preliminarylearning work usually involves the learner in assimilating basicfacts, figures and theories, or performing tasks of a more basicnature. This type of learning is best delivered through some sortof self-paced study. More complex learner objectives requiring asynchronous mix of delivery mechanisms are usually moresuited to a later stage of the learning procedure.

Asynchronous learning media

These include:

• printed material (books, handouts or other text material)• CD-ROMs• computer-based or web-based training (CBT or WBT) –

Internet or intranet • online resources and databases.

Though we place this at the low end of the learning spectrum –best for acquiring knowledge and the performing of simple tasks– it is important to state that asynchronous learning is also atthe high end of the spectrum in terms of required learnermotivation. You are asking a great deal of your learner. Becausethey study alone, all the learner’s drive and motivation has tocome from within; they are left to draw on their own resources,so to speak. You are asking them to be as completely committedto achieving their learner outcomes as you are. It is easy tooverestimate their level of motivation. You have, therefore, toensure that the learner has fully ‘bought in’ to the project, and isaware of all the benefits that will accrue to them, from the verybeginning.

This may sound like a tall order. But you can ensure that yourlearners are not completely isolated and cut off. They can alwaysreach others through e-mail queries to an online mentor, takingpart in chat rooms, or accessing discussion boards. But overallthe pace at which they perform these learning tasks is left tothem. This can give you another problem because you mustensure coordinated progress among your learners. This issue

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cannot be avoided. There has to be a judicious balance of carrotsand sticks. Your learners must be given deadlines, made awarethat their progress will be tested by a certain date, and thatfailure to achieve an agreed standard will have definedconsequences. Perhaps extra study might be required of thembefore they are allowed to continue the course; they might losecertain rewards or accreditation; if there is a certificate ordiploma to be gained upon successful completion of theprogramme, this could very well provide an incentive for them.Maybe they will have signed performance contracts in whichcase falling behind the rest of their group will have real careerconsequences for them. This may sound punitive but unless youragreed objectives are met, there can be no success for learners,trainer or client.

Synchronous learning media

With synchronous training the situation is different. Here, alower standard of initial learner motivation is required, becausein a group environment learners motivate each other a lot of thetime. This is where the wise trainer finds opportunities to standback and let the group evolve its own social dynamic to someextent. The learners, feeling less under the watchful eye of anauthority figure (the trainer), will exchange tips, share concerns,and maybe even try to get one up on the trainer by discoveringmaterial that has not yet been presented to them, thus leapingahead of their present learning stage. This is an ideal learningscenario.

Of course, there can also be problems with over-confidentlearners monopolising the e-space, while shyer ones findthemselves sidetracked and ignored (there is more about this inUnit 7 Managing your project). Naturally, as a mentor you areaware of all this, and ready to step in when necessary. In generalthough, you'll find that the learners’ interest in learning isreinforced, and that they are far more willing to absorb thematerial placed before them. They are also much more confidentabout stretching their performance abilities, and may even enjoya little friendly competition! And the instructor, yourself or anallocated mentor, is there in real time to offer guidance, respondto queries, and offer practical demonstrations.

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The synchronous media include:

• traditional classrooms• virtual training rooms (instructor-led)• live video (via satellite)• videoconferencing • online tutoring and mentoring which can be used in

conjunction with asynchronous training as a support facility.

Advantages and limitations of asynchronous and

synchronous training

Asynchronous Advantages For the learner:

• asynchronous training has the Triple-A advantage; it can beundertaken by Anyone, Anytime, Anywhere

• lessons can be repeated again and again until the learner hasfully absorbed the material

• the training is self-paced.

For the trainer:

• a good method of providing basic and introductoryknowledge, information, facts and theories and simple skills,which can be built upon later

• extremely convenient and cost-effective.

LimitationsFor the learner:

• they can feel they are not receiving any support• if not used in conjunction with other media, it can lead to

feelings of isolation.

For the trainer:

• it is not suitable for teaching the ability to perform complextasks

• there is an upper limit to the degree of understanding andapplication which the average learner can achieve in isolation

• care is needed in assessing the design and functionality of manycurrent computer-based and web-based training products. 4–7

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Synchronous AdvantagesFor the learner:

• the trainer is there, face-to-face or online, to respond toqueries and deal with problems

• instant feedback• the learning is shared, and the group ethic reinforces the

learning process• sharing concerns, exchanging tips and shortcuts, for example,

through online forums, chat rooms and instant messaging,bolstering confidence and morale

• complex tasks may be demonstrated, and practised by thelearner under the guidance of an experienced worker or thetrainer

• these sessions can be social events, and often very enjoyable.

For the trainer:

• you can step aside to some extent, and allow learners to guideand train each other, which provides huge benefits in terms oftheir coordinated progress and also enhances their generalmorale and commitment

• the evolution of a group ethic reinforces individual learning• the trainer can quietly assess each learner’s progress as they

put their queries and air their concerns• complex tasks can be demonstrated by the instructor, and

then practised by the learner• facilitates a hands-on approach to the acquisition of more

complex, task-related information, which is an essentialingredient in learning and understanding.

Limitations• this method can be expensive in terms of budget and resources• greater effort is required in the planning and in the allocation

of time, resources and budget than is the case withasynchronous training

• when the learner objective is purely to acquire basicknowledge or skills, this approach can prove wasteful.

SummaryWe can see from the above that most of the advantages in termsof quality of training lie squarely in the area of synchronoustraining. All the same, the format most widely in use today for

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delivering in-work training is some form of asynchronoustraining. Computer-based courses were originally seen,particularly by the large multi-nationals, as providing the key tocheap and speedy learning solutions. Now, however, theweaknesses of providing in-work training solely through thissingle approach are becoming universally apparent. Motivatingtheir workforce to learn purely via some form of asynchronoustraining, has proved to be the biggest headache. Quite apart fromthe quality of the learning achieved, managers found themselveshaving to devote more and more of their time and energies tochasing up reluctant learners, and checking whether progresswas being made. While the initial response was inevitably toblame the learners themselves, more enlightened trainingpersonnel and line managers realised that there was somethingwrong with the basic learning model itself.

This is where Blended Training comes into its own by applyingolder, traditional learning principles to this newly ‘technologised’scenario. This means the application of a judicious mix ofasynchronous and synchronous teaching methods, reassertingthe virtues of conventional and virtual classroom teaching,while showing how the greatest advantage can be derived frome-learning technologies. From a Blended Training viewpoint, wecould say that there should, in fact, be no such thing ascompletely asynchronous training; at all times the learner shouldhave access to, and support and feedback from, an onlineinstructor or mentor.

A breakdown of the various synchronous and asynchronousmethods available is given in Tool 4A.

Helping your learners to learn

Learning is for life. This was never truer than today, when e-learning technologies evolve and proliferate with suchbewildering rapidity. It’s not good enough to stand stunnedbefore this dizzying rate of change and say ‘Oh, it’s no use to melearning that now. I’ll never get my head round that. I knowwhat I’m good at, and I’ll stick to it!’. On the other hand, if you’veever found yourself thinking a little along those lines, then you’llunderstand what many of your learners may soon be having tocope with. To encourage and cajole them into a positive attitudetowards learning, you need to assure them that following a well-designed, step-by-step learning programme can be both easy and

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enjoyable. They will need to see the positive benefits that willaccrue to them at the end of it; and to be aware that they are notalone, but will receive the encouragement and supportthroughout, not just of the trainers and other instructionalpersonnel, but also of their fellow learners.

First of all, your learner objectives should be clear, single-focusedand unambiguous. They should specify:

• how the task is to be performed – what mix of self-paced orinstructor-led training to adopt, web-based courses, on-lineseminars and so on

• the conditions under which it is to be carried out – the realworking environment and not some idealised scenario

• the standard of performance to be achieved – againrealistically taking into account the skills of the learner andthe content to be delivered

• how this standard is to be measured and assessed – forexample, through quizzes, questionnaires, self-written learnerreports, or online knowledge tests.

Put yourself into the learner’s shoes. Look at Tool 4B and decidewhat would best motivate you into learning in this situation,and whether you yourself would find the process interesting andenjoyable. What are you best at? What topics and under whatconditions do you find it easiest to learn? This self-analysis canlead to interesting discoveries; for example, it could be a person,an inspiring instructor who played a large part in your acquiringthe skills you consider yourself most proficient in. Or was thematerial organised in such a way that you found it simple andobvious to master? Something gave you confidence in yourself;and you saw at the end of the learning process a goal that wouldmake all your efforts worthwhile. Try to identify exactly what itwas that gave you a positive attitude towards acquiring thisknowledge and these skills.

Then turn the process on its head. Examine the things youconsider yourself worst at (for the purposes of this test, yourexamples do not need to be work-orientated; perhaps you arehopeless at gardening, or soccer, or programming a videorecorder). What factors do you think may have got in the way ofyour learning and proficiency in these areas? If you absolutelyhad to perform such a task, what would best motivate you intolearning, and under what conditions would you find it easiest to

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progress? Looked at in this searching manner, you may discovermany of your objections and resistance points melting away.

Now go on to apply what you’ve learned about yourself to eachindividual learner’s situation. You have already determinedwhat personal resistances and performance gaps you will have todeal with, so use your personal learning journey to lay out amap for your learners to follow.

Identify your decision points

Determining the precise degree of blending – what trainingtechniques to adopt, and in what proportions, to best achieveyour learner objectives – is obviously going to involve you in agreat deal of decision making. How much of a particular learnerobjective requires nothing more than simple recall of basic facts?Then, to what degree is your learner required to analyse,synthesise or physically practise the learning task before them?Blending, like a cooking recipe or a chemical formula, is going toinvolve precise measurements at every stage of the process.Unfortunately, unlike a cooking recipe or chemical formula, themix has not already been determined by some celebrated expert,and is not already lying on the shelf waiting to be lifted downand followed slavishly step by step! Every organisational goal,every company culture, every workforce, in fact every separatetask, is going to possess its own individual properties which mustbe thoroughly analysed and assimilated before this chemical mixshould be attempted. There is sadly no universal, all-encompassing method for ensuring a successful BlendedTraining mix. There is however a methodology, and preciseguidelines.

Tool 4C will assist you in identifying and applying your decisionpoints. For example, probably your most important decision ofall relates to your learners, and their learner objectives. This islikely to be the key to determining all your other decision points;the actual content of your learning event, the time and budgetconstraints, the number of learners, their technologicalproficiency, their proximity to each other, all are considerationswhich will have to be organised around this basic directive.

Decision points should be clearly set out and agreed between allparticipants, or they may become bottleneck points; head-to-head confrontations in which conflicting demands and

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schedules compete for attention. Be sure to identify yourdecision points early in the planning process if you want to avoid these headaches.

Make a first stab at costs

Money talks. If you have not early on made a thorough andrealistic analysis of the budget requirements of your trainingprogramme, your prospects for achieving complete managementbuy-in are slim. You should demonstrate, of course, that you havetaken their resource and budget restrictions fully into account;but also you may need to make a case for additional input incertain areas. Making an accurate cost-assessment is perhaps themost intimidating part of your whole project design, and youneed to meet it head-on! Obtaining successful budget outlinesfrom other similar Blended Training programmes is an excellentway to start. Other trainers may be pleased and willing to offertheir expertise. But there will, inevitably, be areas of expenditurethat are unique to your own project, and here it is important thatyou keep a clear head and do your research thoroughly. Build onearlier experience as far as you can, keep details as accurately aspossible, using Tool 4D and never resort to guesswork!

Are your plans feasible?

At this point it is advisable to pause, and draw breath for amoment. We have examined the delivery mechanisms, takeninto account the needs of the learners, and come to anacceptable agreement in terms of time and cost resources to beallocated to each stage of the project. So where do we stand?Along the way, compromises and accommodations have had tobe made. It is time to measure just how close we are to deliveringthe ideal Blended Training mix for this client. Tool 4E (whichwe’ve called a ‘Reality’ check) is a means of evaluating the totalsituation, and deciding in what measure to apply the availablesynchronous and asynchronous methods of delivery. There maystill remain work to be done in terms of effecting management(or learner) buy-in; some parts of the programme may cry outfor more synchronous scheduling, but it’s clear that budget orresource constraints will not allow it. It is time to lookrealistically at the situation, putting aside your natural optimism.Optimism alone doesn’t beat the odds. In any case, you may befurther along the path to success than you think. Just don’tassume you are there until you’ve made an adequate check.4–12



Use Tool 4A when you are considering which blend best appliesto your individual learners, who will vary in terms of computercompetence and IT resistance. Successful application of this toolis the first stage in ensuring coordinated progress among yourlearning group.

Tool 4B assists you in assessing the needs of your learners, anddeciding what type of instruction would best encourage them tolearn. Used in conjunction with Tool 4A, it gives you the basicsyou need to begin planning your learning events; but there areother factors which you still have to take into account.

When collaborating with other training personnel andmanagers, where you need to achieve mutual understandingand agreement between all parties about the time and personnelresources that will have to be allocated to your project, use Tool4C. You could run into constrictions at this point that willmodify the kind of Blended Training mix you decide to adopt,and the earlier you are aware of what these might be, thegreater the range of solutions available to you.

Use Tool 4D when preparing a realistic budget for your learningprogramme, and again, to find out if you need to modify youraims to meet the needs of a fixed budget.

You should use Tool 4E when you are analysing and assessing allthe points above, to get a clear idea of exactly where you standbefore embarking on your training programme. The trainingmechanisms, the needs of your learners, time and personnelrestrictions, and budget constraints, will all affect the shaping ofyour learning events.

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Choosing the right delivery mechanism for the training is vital toBlended Training.

By focusing on the learning needs of the individuals in the projectyou can combine techniques in such a way that, even though theirlearning styles may be very different, the group as a whole will startand finish at the same time, with the same set of new skills acquired.

Supplying text-based materials along with a CD-ROM, for example,will allow each learner to find the right mix for themselves. Thosewho are inclined to be IT resistant will favour the text, but may wellbe willing to load the CD-ROM, just to have a look.

Evaluating different delivery mechanisms

Mechanism Suitable for Positive features Possible limitations

Training room Small, under-motivated Face to face Geographical limitations(Synchronous) groups More time available Time constraints

Complex issues which Group interaction benefit from real-world practice

Virtual training Geographically Distance learning Reliant on available ITroom dispersed learners with Easy to update (sound cards, headsets, (Synchronous) Internet access and information high speed modem links,

experience etc.) and technicalLess complex issues supportModerate to good Needs more learnerlearner motivation motivation than a

real-time training room

Coaching/mentoring Solving individual Delivery face to face, Can put heavy demands(Synchronous or learning problems e-mail or telephone on trainer’s timeasynchronous) Follow up and Focused on

reinforcement individualUnder-motivated learners

Computer-based Highly motivated Distance learning High running andtraining (CBT) and learners who are Self-directed and maintenance costs inWeb-based training geographically dispersed self-paced learning money and time(WBT) Training in concepts, Easy to update Reliant on available IT(Asynchronous) policies and information information (sound cards, headsets,

that needs memorising high speed modem links,etc.) and technicalsupportVariable programmequality

Continued …

4A

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Evaluating different delivery mechanisms

Mechanism Suitable for Positive features Possible limitations

Text (books, IT-phobics, IT novices Portable Possible size and weightmanuals, handouts, and learners without Relatively limitationsetc.) access to appropriate IT inexpensive Awkward to keep up(Asynchronous) Use as follow up and to date

just-in-time reminders

CD-ROM Medium to highly Portable Awkward to keep up(Asynchronous) motivated learners Relatively to date

without Internet access inexpensive Very dependent on Topics where practice learner motivationis helpful Requires access toRevision and re-training computer

Video All motivation levels Delivery in Availability of video(Synchronous and Individuals and groups classroom or over player or PCasynchronous) Topics where the Internet Awkward to keep up

demonstration is useful Good for introducing to dateand reinforcinglearning

… continued

4A

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Discovering how you have acquired knowledge or skills in the past –or how you have failed to acquire them – will provide you with avaluable insight into how your learners can best be helped to acquirethe necessary knowledge and skills themselves. Use your personallearning journey in developing a programme to guide others.

How do you learn?

Instructions Responses

Select one activity you consider yourself highly proficient in.

Jot down the decisive factors that ledyou to becoming good at this.

Select a personal characteristic you consider to be among your most positive ones; some acquired skill that always makes you feel good about yourself.

Prove your case. Make a list demonstrating the evidence for this positive characteristic.

Now select a negative characteristic; some task you should have learned, but you find difficult or impossible, and that makes you feel negative about yourself.

Again, list the evidence. Why? What went wrong?

Select another positive characteristic; this time something you are good at, but had to be somehow forced to learn. A skill you put up resistance to acquiring.

List the factors that led you to succeed in spite of yourself.

4B

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At key points during the design of a Blended Training project,important decisions will have to be made. These can be bottleneckpoints because they invariably involve other people also makingdecisions. Identifying the decision points early in your design processwill enable you to pre-empt these bottlenecks and keep them frombecoming a problem.

Decision points

Decision point Who is Action required OK Deferredinvolved? until

Example: Arrange date and Learners Circulate date options and 30 venue for introductory and their manager permission forms Juneclassroom session managers and ask for swift response

4C

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Early on in your design of a Blended Training project the thorny issueof costs will need to be addressed. The company will want to knowthese, to help make cost-benefit decisions. Evidence that you haveresearched costs and made realistic estimates will go a long way togaining the support you need.

Traditional delivery mechanisms are not difficult to cost as there willbe historical data to go on. If you are introducing new mechanisms,for example an intranet library of worksheets, you will need inputfrom other people. Contacting other companies who have alreadydone this is an excellent place to start and you will usually find thattheir trainers are willing to talk through their experiences and thecosting process with you.

Cost assessment

Tool Description Research Estimated cost

Example: Intranet 25 four-page Group trainer at XYZ £1000 to linklibrary worksheets that Company up 10 isolated

can be downloaded In-house IT Director computers to and printed Company Secretary the company

re copyright issues network

4D

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An accurate assessment of the motivation and organisation of yourclient company, and the needs and abilities of your prospective learners,is a necessity if your Blended Training programme is to be deliveredeffectively. This tool will enable you to assess the feasibility of yourprogramme, be realistic about the methods of learning delivery youchoose, and identify where extra resources and input may be required.

Measure the answers on a scale of 0–4, with 0 indicating ‘Not at all’,and 4 indicating ‘To an extremely high degree’.

Reality check

Questions ScoreHow far have the learners ‘bought in’ to the learning programmeso that they appreciate and support the purpose of it?How much contact have the learners had with each other in their business environment? In other words, will a group ethic be easy to engender?To what degree are your learners willing and enthusiastic aboutcollaboration, sharing skills, tips and possible concerns with each other?How much prior experience do the learners have of computers and e-technology?Can the learners be divided into smaller groups sharing a single learner objective?How far have the managers ‘bought in’ to the learning programme? To what degree are they willing to be actively involved and supportive?How much computer-based technology is already in place?How ready are the managers to be flexible about their employees’ working schedules, for example in readily making session space available for your learners? To what degree is some sort of LMS (Learning Management System) already in place, for tracking and monitoring ofemployee progress?Is there a system in place to applaud good work and hold learners accountable if they do not deliver?

Continued …

Total

4E

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You should now be able to see in what areas your client organisationis ready for Blended Training, and what areas you are going to haveto concentrate on in the design of your instructional model. Youroverall scores will give a general indication of what remains to beachieved.

Reality check

… continued

Score Implication

0–10 Your programme should contain a high level of self-paced study,to bring your learners up to speed. This should ideally beaccompanied by regular face-to-face training, though themanagers will probably have to be convinced of the cost-effectiveness of this. The learners need to acquire a greatdeal in terms of basic knowledge and skills. In addition, youwill have to see they get a lot of motivational input; rewards,performance contracts and so on. Developing a group ethicshould be a priority when considering training in more complextasks. Management will have to be persuaded of the value ofproviding more resources, and assigning budgets for them.

11–20 Many of the above points will still apply, but to a considerablylesser degree. Asynchronous content still high, but a morebalanced mix should be feasible. Virtual classrooms and self-paced e-learning should complement each other well in theright mix.

21–30 High potential for group study. A lesser amount of computer-based learning will be necessary; and what there is should beeasily and quickly accomplished by the learners. Good groupmotivation and in-place resources should mean that you can tosome extent ‘cut straight to the chase’ and get down to complexlearner objectives early in the programme. High synchronouscontent.

31–40 Some sort of Blended Training system is obviously already inplace. Utilise what is already available, and do not try to impose a new or ‘alien’ design model on what seems to beworking well. You are seeking to modify, adapt and enhance,rather than start from scratch.

continued …

4D

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As a result of the implications on the previous page, in what areas doyou need to make adjustments to the way in which you wereproposing to implement your project?

Reality check

… continued

Area in which Reason for What By when?adjustment is adjustment adjustmentsneeded will you make?

4D

5 THE E-ELEMENT IN BLENDED TRAINING DESIGN

Description


Tool 5A Your e-options: advantages and limitations of differenttypes of e-learning in various situations

Tool 5B Synchronous versus asynchronous: choose the mostappropriate mechanisms for each situation

Tool 5C Backup planning sheet: non-e versions of e-elementsin case you need a plan B

Tool 5D Computer-based training checklist: how to assess themerits and drawbacks of different CBT packages

Tool 5E Is the e-element reliable?: a checklist for your learnersand yourself, and an action plan to ensure reliability

Tool 5F Can I use it online?: which categories of existingmaterials are suitable for online use?

Purpose

These tools will help you find a path through the many differentoptions that e-learning can provide. They will help you to makequalitative and quantitative judgements that aim to maximise theeffectiveness of your training blend. The tools will assist you inplanning your programme of study to include non-e techniquesshould things go wrong with the technology or if you need to re-assess existing material, to see whether it can be adapted foronline use.

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Use the tools as part of the planning and design stage of yourcoursework and assessment. Keep them in sight as you makefinal decisions about the blend of training methods to be used;they will provide you with a handy reference point. Tools 5A and5B will help you to decide the most appropriate deliverymechanisms for the various parts of your course, while Tool 5Cprovides a back-up approach in case anything goes wrong.

If you buy ‘off the shelf ’ CBT (computer-based training)packages, you will find Tool 5D useful in assessing the likelyeffectiveness of the products. Tool 5F gives guidance in assessingwhat sort of materials you can adapt from face-to-face to e-learning delivery. The tools can also be used if you decide todevelop your own bespoke computer-based trainingprogrammes.

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Background

As we saw in Unit 2 Selling the benefits of Blended Training, there isalways some resistance to change – especially in the training worldwhere there is a strong ‘if it ain’t broke, don’t fix it’ element. Bear inmind that the e-element of Blended Training is far from being thepoor relation. We have seen that there are powerful arguments forembracing new technologies in the learning environment. Yet onekey objection (perhaps from you) may be that the material youdeveloped in your traditional classroom environment will not besuitable for the e-learning world. That’s to say that coursesconceived for live, face-to-face interaction may not be suitable forthe world of the virtual classroom. The key reason is that suchcourses are synchronous, whereas for e-training, some of thecontent you deliver is bound to be asynchronous. You may bedelivering a learning event in different parts of the country, oraround the world, at different times. This means that you may haveto face an unpalatable truth: your existing materials may have to bere-designed. Check them against the details in Tool 5F.

Choosing your e-options

Look critically at your existing materials (especially if developedfor synchronous ‘in person’ delivery) and decide what elementscan and should:

• Continue to be delivered in the traditional way (classroom,face-to-face).

• Be adapted to synchronous but distance learning (over avideo link, videoconference or chat room for instance).

• Be re-engineered for an asynchronous environment whereyou are available to provide feedback, coaching, assessmentand support.

You may find it easier completely to re-write your trainingmaterials in relation to the new opportunities opened up bytechnology. This judgement will depend on a range of factors:

• An assessment of the budget available to you and your client– can you afford the e-learning route? – can your clientsafford to buy it from you?

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• Access to PCs, the Internet and other technologies.

• The location and learning standards (and levels) of yourtrainees.

• The nature of the material – fast changing or static over time?

• Your own competence in operating a technology-basedlearning environment.

• Your learners’ competence in the same environment.

The tools will give you clear guidance on choosing synchronousversus asynchronous and different e-learning packages. One ofyour key deciders may be the need for self-paced and self-directedstudy. You can imagine that this would be a key criterion if thelearners were all at different levels, lived far from each other (andthus couldn’t easily get to a face-to-face training session) andrequired a high proportion of knowledge-based input. One of thegreat advantages of e-learning is that it combines theadvantages of the classroom (simulated via multi-media systemssuch as video streaming) with the self-paced approach oftraditional distance learning.

Imagine a programme where the basic knowledge set is deliveredvia a downloadable PowerPoint®-style presentation. Yourlearners have access to PCs and are scattered over the globe.Learners can work through the presentation at their own paceand ask questions via an e-mail program. They can even accessthe material in a language of their choice. You can break upyour learners into smaller groups, linked electronically withintheir own online discussion network, and set each a targetedtask, which can be completed on a website or e-mailed back toyou. You can also check how each student is doing by ‘looking’at their PC screens. Learners can supplement the text-basedinformation they receive with video or audio samples – they can see you demonstrate your learning points via video clip oreven live videoconference broadcast (given at a pre-agreed timesuch as 20.00 GMT for instance). Learners can participate in anewsgroup of synchronous chatroom discussion and thus createan ‘e-community’ of learning.

If all this sounds exciting and opens doors to a vast array of newpossibilities for you – that is good! It is meant to. But though

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e-learning opens many new doors, you should proceed with alittle forethought and a healthy dose of caution. E-learning isnot a panacea for the nation’s training needs but it does offerconsiderable benefits (and therefore investment of your owntime and resources) in the circumstances given below:

Situations where e-learning methods are particularlyrecommended:

• Where your learner numbers are relatively small – say 25maximum at any one time. Many virtual classroom packageswill offer connections to 500 or more students, butdiminishing returns to instructor input become dramatic (of course this is less important where the programme needsonly to offer knowledge or fact-based information that isn’tlikely to change over the medium term). If numbers are large,you should consider an asynchronous ‘lecture’ or ‘seminar’delivered online. There is no limit to how many people candownload your paper, set of assignments and tasks, diagramsand models.

• Where synchronous sessions can be kept down to less than 2 hours or so. Anything longer and you will need to build inlots of breaks – remember that staring at a PC screen can bevery tiring and there are laws to limit the amount of timepeople should spend at the computer.

• Where the learners must be kept up to date at regularintervals – examples include retail sales staff who need to beinformed about product specifications. The Internet isparticularly powerful in distributing up-to-date materials.

• Where there are large numbers who need to assimilate lots of information quickly. They can do this with a CD-ROM(containing perhaps video, audio and photographic clips). Or they could download a lengthy document in Adobe®Acrobat® (a PDF or portable document file), which is readilyand freely available on the Internet.

• Where learners can play a simulation program (simulating a piece of computer software, a mechanical process, anengineering design, a 3-D model or a computerised animation,for instance). These simulations are popular with employerswho want their staff to learn a process in a very safe

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environment. They can try out different options, facilities,buttons and levers. These simulations can be stored on CD-ROM or DVD-ROM, or downloaded over the Internet. Theycan even be transmitted (as a TV broadcast) so that learnerscan see an expert demonstrating the process in question.There is an important cost implication in this choice ofdelivery and you might not want to deal with material thatrequires constant updating.

• Where learners need to acquire soft skills – video-basedsimulations and downloadable multimedia-richasynchronous content can be very powerful – though somelive support will be necessary.

So the decisions about what delivery mechanism is chosen (in other words, the most suitable blend) come down to therequired learning outcomes, given the constraints of time andresources and, to some extent, computer skills. (See also Unit 3Planning a Blended Training project.) It is also necessary to be surethat the technology used to deliver the e-learning is both stableand reliable. Some questions to ask are included in Tool 5E Is thee-element reliable?. If there are doubts about the scope,appropriateness and accessibility of the computer equipment,you should decide whether to abort the e-learning element (orsimplify it so that, for instance, there is only an e-mail elementthat most people in most countries can access at some time). Youshould also have a ‘Plan B’ option ready in case the electronicoption breaks down (see Tool 5C Backup planning sheet).

Familiarity breeds contentment

Though multimedia learning has been around a long time now,there are people (among them many young people) who are stilluncomfortable with using computers. There is a long-held viewthat books and paper are best and that the most effectiveinstruction comes from a trainer standing right there in front ofyou. This nervousness about e-learning should always be takeninto account when presenting a blended programme. Even thosewho appear to be confident about using PCs may harbour adeep-down mistrust of the electronic medium when it comes tolearning. So, when introducing your blended training course,you should consider:

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• Carrying out an audit of your learners’ experience in using e-elements in their learning.

• Providing the learners with some pre-training in IT skills ordirecting them towards a CLAIT or other basic computerliteracy course.

• Beginning the course with some familiar content andlearning styles – you could, for instance, begin with atraditional book list, or (where feasible) start with sometraditional face-to-face sessions.

• Introducing the e-elements gradually, so that learners getused to the environment and you can quickly pick up anyreluctance or nervousness.

• Building IT support into your programme – provided either byyou or a third party support service within the organisationor externally by the producers of any commercial coursewareyou are using.

Off-the-peg computer-based training (CBT)

CBT here means the traditional asynchronous learning packagesusually contained on CD-ROM or downloadable via the Internet.The programmes can include text, photographs, audio and videoclips.

Though many organisations have spent large sums on CBTpackages, many are seen as a waste of money and sit around onoffice shelves hardly ever being used. You have probably heardlots of horror stories about expensive CBT packages that havebeen unpopular with users either because the content was pooror because learners were reluctant to use them for any length oftime. You may also know of learners who get very bored usingCBT tools; self-motivation is a very big issue in e-learning but itis one that Blended Training seeks to address. Why do CBTpackages often fail to deliver?

• Some trainers assume that the mere use of technology isenough to stimulate learners (especially young ones). This is afallacy. The days of computers being a novelty are long goneand in any case, such enthusiasm quickly wears off.

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• Too little thought goes into the use of CBT. As a medium it isseen as a ‘cheaper’ alternative to live training. Manypersonnel managers have been lured into investing in CBTpackages because of apparent cost savings. In fact, as somehave discovered, investing in tools that are hardly ever used isa very poor business decision.

• Those that blindly invest in CBT take too little account of thesocial advantages of meeting the trainers or getting feedbackfrom their peers.

• Too little thought goes into the design of the CBT content.Though things are decidedly improving, the first few years of CBT were marked by poorly-conceived products, whichsimply dumped large amounts of existing textbook or trainingpack text onto a disk. Such CBT packages were, and still are,little more than electronic books, but harder and more tiringto read.

The upshot of all this is that CBT can be a powerful element inthe blended mix but learners still need considerable support fromthe trainer and from their peers. They need just as much (if notmore) motivation to keep working in new and possiblyunfamiliar ways. The challenge for the effective blended traineris to adapt existing successful material for a variety of deliverymechanisms. You need to look at each element in the deliverymix (CBT, chatrooms, videoconferencing, live delivery) and seehow each can best deliver the material you have.


Tools 5A and 5B are useful primers to help you think aboutwhich e-options to choose in your delivery mix. Keep the tools inview as you begin to design the course using CBT and othermedia. Wherever technology is used and however well designedit is, things are bound to go wrong at some time or another:computers can crash, e-mail and Web connections go down, PCs can develop faults.

Keep Tool 5C handy for those times when you have to fall backon more traditional forms of training. Think of it as a lifelinewhen things go wrong.

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Tool 5D should be used whenever a new CBT (or web-based)package is being considered. Use the checklist to assess themerits of each attribute. If you create a completed checklist foreach CBT package you are considering, you can then comparethe relative merits of each. You may also wish to apply aweighting to each category rather than using the scoring systemon the tool. As an example, you may wish to place a higherweight (say 10) on ‘clearly written’ and a lower weight (say 3)on ‘easy to navigate’. To find a score for each category, simplymultiply the rating by the weight.

Tool 5E should be used to assess the suitability of your computersystems – and their likely users – to the e-learning element inyour blended programme.

The information in Tool 5F will help you to decide whichelements in your existing materials will transfer well into anonline environment.

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5–10


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Computer-based learning has a number of advantages and limitations,depending on the learning style and abilities of the learner. It allowslearners to work at their own pace; it allows the incorporation ofmulti-media – video clips, online checklists, audio and text for example;it can be responsive giving the learner instant feedback.

There is space on this page and the next, for you to add informationfrom your own experience.

Your e-options

Option Benefits Not good for

Online coaching Mentor is available to a large Learners who don’t have their own and mentoring number of people who are Internet access

geographically scattered Learners who are IT phobic or Speedy response possible for inexperienced in communicating learners in difficulty via the Internet or e-mailMentor is always available to clear learning blockages as they arise

Online library All documents from questionnaires Learners without search engine to workbooks and policy statements skills can be made accessible to all Companies without strong IT skillslearners all the timeNew documents can be added or updated at any time

Computer-based Can be delivered online as well as Skills which require a lot oftraining (also on CD-ROM practice to honeWeb-based or Can contain mixed media to enliven Learners who are under-motivatedTechnology-based the learning experience or lack time-management skillstraining) Interactive Small budgets

Self-paced, giving the learner flexibility

Continued …

5A

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Your e-options

Option Benefits Not good for

Newsgroups and Online 24 hours a day Un-moderated groups who can bulletin boards Learners can ask questions and quickly go off-topic

answer each otherOften give early warning ofproblems in the design of the courseArchiveable so learners can backtrack

E-mail Keeping in contact with learners Learners who need to speak to Delivering documents and feedback someone

Corporate e-mail systems which firewall out HTML documents

… continued

5A

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In asynchronous training, learning takes place in differing timeframes, and learners access information at their convenience. Someexamples of asynchronous training include self-paced Computer-based training (CBT), Web-based training (WBT), bulletin boards ande-mail. Less technical forms include audio/video cassettes and mailorder programs.

On the other hand, synchronous learning takes place for all studentsat the same time and information is accessed instantly. This form oflearning can be face-to-face or distance learning but provides moreinteractivity. Examples of synchronous learning include Internetconferencing and classrooms.

Tasks can be achieved in various ways, depending on availableresources and skills. This tool gives you information to help you tochoose the most appropriate mechanisms. Space has been left for youto add to it from your own experience.

Synchronous versus asynchronous

Continued …

Training task Synchronous Asynchronous

Content delivery Virtual reality Web pagesDocument sharing Video streamingOnline whiteboard DatabasesClassroom Document sharing

Learner collaboration Chat E-mailTeleconferencing E-mail listsVideoconferencing Bulletin boardsOnline whiteboard Online discussion Classroom groups

Assessment Classroom exams Online quizzesOnline examsSelf-assessment quizzes

5B

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Synchronous versus asynchronous

Training task Synchronous Asynchronous

Assignment delivery Live presentation in Web pagesclassroom or using Word-processed videoconferencing documents sent by

e-mail

Course management Telephone FaxE-mailMail

… continued

5B

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Non-e versions of e-elementsA robustly designed Blended Training project is unlikely to let youdown, but the more sophisticated the technology, the more vulnerableyou are to disruption. An inert book or ringbinder is unlikely tocombust spontaneously while you are reading it; a video tape mightoccasionally snap and become instantly unusable but this is probablyreplaceable in a day or even within hours. Intranets and PCs,however, can and do crash and they can take anything from minutesto weeks to repair.

So it is very wise to have a Plan B – to have thought through how youwould cover for failure of some of the more vulnerable elements ofyour Blended Training package.

Space is provided for you to add problems which you have faced andthe alternatives which you found useful.

Backup planning sheet

Continued …

E-option Plan B alternative

E-mail Telephone and fax. Fax is closer to e-mail inconvenience than the phone (the recipient doesnot have to be there when you communicate)but the phone elicits a speedier response. So it is important that you collect the learners’ direct line telephone and fax numbers whenthey register.

Online documents On-demand fax. This system allows learners todial a specific fax number that is unique to thedocument they require. Probably impracticalfor all the documents all the time, but you caneasily change what is delivered against whichnumber.Ensure that the on-demand fax number is listed beside each item on the document-listingthat your learners have.

5C

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… continued


Computer-based There are a number of ways this can crash.training A faulty CD-ROM can be quickly replaced but

if the program won’t run on the learners’ systemswithout causing problems, that is more serious.Decide now, at the planning stage, how youwould be able to juggle the timetable to allowtime for a CBT element to be repaired.Most importantly, test the CBT on a variety ofsystems to forestall this sort of problem.

Newsgroups and Failure of these would almost certainly bebulletin boards part of a wider systems failure. Use telephone

and fax to keep in touch with the individuallearners and compile a daily fax newsletterwhich goes out to all of them each evening. If the situation becomes acute, arrange forregular telephone conference calls betweenthose learners needing the communication.

Archive Ensure that all information sent electronically is backed up daily so that you can rebuild eachlearner’s records quickly and easily.

continued …

5C

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5




… continued

5C

5–18


Rate each of the following elements in a CBT package you areconsidering.

(1 = low score, 5 = highest score)

Computer-based training checklist

The course content Score

is clearly described and summarised

is clearly written

uses text, graphics, audio and video in a way that enhances learning

is accurate and up to date

is comprehensive

uses real-world examples and problems

sets interesting and challenging tasks for the learner

is written in a language appropriate to your users

fits the learning objectives you have set

divides well into learnable chunks

provides measurable outcomes

can be tailored to the needs of the learners

encourages learners to be creative and dynamic

Subtotal /65

Delivery of the learning outcomes Score

the format is user friendly

the material carefully allows the user to progress through different levels

the format is appropriate to the skill levels of your learners

the programme is clear and easy to navigate

documents and illustrations are easy to print and copy

Continued …

5D

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Delivery of the learning outcomes Score

the method of instruction fits the needs of your learners

learners are encouraged to practise newfound skills

learners are encouraged to draw on existing skills, knowledge and experience

instruction concentrates on showing rather than telling

learners are shown how to detect errors and correct them

the courseware allows for different rates of progress

the content embraces differing learning styles

the material helps to motivate and enthuse learners

there are sufficient glossaries and online help facilities

there is sufficient opportunity for feedback

there is a good further reading list and guidelines are given on how to continue the learning process

Subtotal /80

Using the CBT package Score

the product is good value for money

the package is always ready to use when you need it

the appropriate number of users are able to access the courseware

the program monitors and tracks the progress oflearners and can printout a record of their work

the program gives guidance to learners who may have difficulty with the work

the program has sufficient security/password protection

Subtotal /30

… continued

continued …

5D

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Design of the course Score

the authors are established trainers in your field

the course was piloted before release

there are positive and reliable reviews of the courseware

content complies with your client’s corporate in-house rules (on grounds of discrimination, language used, cultural norms and so on)

the course content can be reconfigured

Subtotal /25

Support Score

there is good online support

there is good telephone support

support is available as and when you need it

the courseware has suitable and comprehensible documentation

content can be easily and affordably updated

Subtotal /25

Technical Score

the platform needed to run the courseware (Windows 2000, OSX and so on) matches the learners’ existing systems

both you and the learners have enough storage and memory capacity on your computers to run the courseware

any plug-ins or hardware peripherals such as microphones are available to the learner

Subtotal /15

… continued

continued …

5D

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Scores Score

The course content /65

Delivery of the learning outcomes /80

Using the CBT package /30

Design of the course /25

Support /25

Technical /15

Total /240

… continued

5D

5–22


Put a tick or a cross in the right-hand column for each question. Across tells you that further action or investigation is needed on thatparticular point. Fill in the action plan at the end.

Is the e-element reliable?

Continued …

Your learners � �

Do all your learners have access to computers?

Do you know the specification of the computers they can access?

Do you know how often (or seldom) they can gain access to a computer?

Are your learners computer literate to the extent of being able to open e-mail programs and browse the Internet?

Do all your potential learners have access to the Internet?

Do they have access to broadband connections?

Can their computers receive and open e-mails?

Can their computers open CD-ROM files?

Can their computers download files quickly?

Can they download audio and video clips?

Can your students call a help line or get other forms ofhelp if the software fails to operate?

You � �

Are you able to pilot the technology – try it out before going ‘live’?

Are you fully computer literate in terms of the software packages you have chosen?

Do you need to have further training in running the hardware or software?

Will you be able to reassure learners if the technology goes wrong?

5E

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Is the e-element reliable?

You � �

Will you know what to do if the hardware and/or software goes wrong?

Can your Internet connections be relied upon?

Do you have access to backup equipment to run your software?

Do you have an alternative, non-e element strategy in place? (see also Tool 5C Backup planning sheet)

Further information needed Action to be taken By when?

Action Plan

… continued

5E

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Once you are considering using existing materials online, you willhave to decide whether to re-write, re-design or retain them. Thetable below looks at what you might be using those materials for, andhow well that function works in an online environment.

Can I use it online?

Showing

Diagrams and graphics online are excellent and video clips of whatmight have been shown in a face-to-face environment are evenbetter, particularly if supplemented with printed handouts ormanuals.

Getting learners to discuss things in small groups

This is very useful, but can be harder to extend to online learningenvironments. Group tasks can be set in synchronousenvironments, such as, ‘Ask the people around you, and decidewhether ...’; in which case the people may either be physically nearyou or online. You can then set up virtual groups in asynchronousenvironments by creating specific conference areas or forums foreach group to post messages to each other. It is important that these tasks lead to a decision, to which feedback can be designedand presented online once the group has entered its decision.

Putting things into perspective

Tone of voice and facial expression remain important in helpinglearners to make sense of things. This can be done online up to apoint, through words, images, and (ideally) moving images withsound. Alternatively, a face-to-face group briefing can be followed by online learning activities.

Continued …

5F

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5



… continued

Setting tasks or exercises

Questions and exercises can be set online, and/or in printedhandouts or manuals for use alongside the computer. It is important that learners have somewhere to enter their ownattempts at tasks and exercises, for example, by clicking options for online multiple-choice questions, or by writing their answers tolonger questions onto the handouts or manuals.

Telling stories, anecdotes, jokes

Cartoons, graphics, audio and video clips can bring to onlinelearning some of the personal touches that trainers bring to livesessions, replicating many of the things which trainers do to enliven their face-to-face sessions.

Giving learners feedback on their work

This is ideal for closed questions, such as multiple-choice, filling inmissing words, clicking boxes and so on, where online responses can be immediate. For other, more complex tasks, learners’ answerscan be e-mailed to trainers, who can then reply giving individualfeedback to each learner. Here, however, there is necessarily somedelay, and a learner who gets stuck may have to wait too long forthe responses to be useful.

Asking learners questions

Questioning can be done online, but it is more useful to provideclosed questions (such as multiple-choice, ‘put these in the bestorder’, ‘fill in the missing words’ or ‘click the box that contains thebest answer’). In this way you can design feedback for learners toreceive immediately after they’ve answered each question.

continued …

5F

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… continued

Answering learners’ questions

This is harder to extend to asynchronous online learningenvironments. However, a good way is to provide online ‘click-able’frequently asked questions (FAQs). Learners can then click thosequestions they need to know answers to, and get immediatefeedback from the computer. This also means that they don’t have to bother with questions to which they already know the answers.

Explaining

Do not try to explain too much at a time online. It is better to putexplanations in handouts or printed support materials, which canbe used alongside online instructions and questions. Alternatively,audio commentaries bring the advantages of tone of voice, and livebroadcast or video clips bring the further advantages of bodylanguage and facial expression.

Comparing and contrasting things

This can be harder to achieve online for technical reasons and timelimitations. It may be easier to implement with printed handouts, or to get learners themselves comparing and contrasting, by posingthem online exercises and tasks.

Giving out a lot of information

It is often better to use printed materials – handouts, manuals, andso on, than to put too much information online. It is important thatlearners are asked to do something with information shortly afterreceiving it, otherwise it is quickly forgotten.

5F

6 BLENDING YOUR TRAINING

Description


Tool 6A Readiness checklist: to help you anticipate issueswhich might slow or block your progress

Tool 6B Learners’ road map: to guide your learners throughthe course and show them where they have a choice of ‘routes’

Tool 6C Branding your programme: how to give identity andadd credibility to your programme and make every part of itclearly identifiable

Tool 6D Consistency checklist: to ensure the consistency ofevery part of your programme

Tool 6E Smooth blend checklist: to ensure that all parts of yourprogramme are compatible and consistent

Tool 6F Multi-delivery options: a range of options for thedelivery of different types of training.

Purpose

The purpose of Tool 6A is to ensure that all is in readiness beforeyou begin to embark on your training programme. Have youthought through all the key issues, and noted any problems thatmay arise? A little forethought now can save a lot of headachesfurther along the line. Tool 6B is primarily for your learners, togive them a thorough overview of the learning journey ahead ofthem. From your planning, you obviously know exactly what isgoing to be put before them, but remember to see theprogramme from your learners’ point of view. It will give themconsiderably greater confidence in the programme (and inthemselves) if they know where they are going, and how they aregoing to get there. Tools 6C, 6D and 6E are for you to use to

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ensure identity and consistency in the delivery of contentthroughout the project. Tool 6F takes you through a range ofmulti-delivery options so that your design will help learners tochoose the path which suits each of them best. A well-brandedproject exudes confidence in itself; and this confidence issomething your learners (and their managers) need to feel. Andfor yourself, these tools will help to tighten the definition of yourobjectives, and preserve focus.


Use Tool 6A when you are thinking through the key issues ofyour training programme, and identifying possible problemareas.

Tool 6B is a map of the learning journey your learners are aboutto make, so make sure they have it early on, in your firstsynchronous event, say; or if possible, during the introductorysession (if you are present).

Use Tool 6C when preparing all course material, websites, videos,workbooks, questionnaires, feedback forms, handouts, and so on.

Tools 6D and 6E are for use when you are checking if all thevarious elements in your course content are in place, that theyare compatible with each other, and that the material has overallconsistency.

Use the information in Tool 6F to help you to decide on how toachieve the multiple delivery of items, to provide your learnerswith choices in how they will learn.

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Background

Is your client organisation ready for Blended

Training?

We have already emphasised the importance of making surethat everyone – managers, line managers, learners (and evenyou, the trainer) – has fully ‘bought in’ to the concept of BlendedTraining. Now we should ensure that all the participants arecompletely clear about each and every component of yourinstructional design model. We should establish that:

• All terms of reference are mutually agreed.

• There is clarity and agreement on what resources can andwill be made available.

• There is complete consensus on the budget implications of theprogramme.

• The timeframe for delivery of the project is completelyunderstood and agreed; and where necessary, time will bemade available during the working week for the learningsessions.

• Barriers to implementation have been identified andovercome.

Remember, a well-designed training programme builds level bylevel, constantly shortening in focus, until it reaches the peak – your learning outcomes. There are many routes up a mountain.The route you choose will not necessarily be the shortest or thequickest, but rather the one that is best suited to the needs andabilities of your learners (while always taking into account theculture and resources of your client organisation). It is obviousthat if your learning outcomes are to be delivered on schedule,you should ensure that everyone is climbing in step and facing inthe same direction! Consistency is the keyword for this unit;consistency of focus, consistency of progress – and consistencyin combining the ingredients of your blended mix.

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Create a road map

As designer of the project, you are the only one with a completeoverview of the learning programme. Share this overview bysupplying all participants with a detailed map that shows themhow the training programme will proceed, complete with dates,deadlines, and where appropriate (for synchronous events),times. Demonstrate the points at which flexibility is provided inyour timeframe to ensure coordinated progress; for instance,some learners may be slower-paced than others, or have moresignificant gaps in their basic knowledge, and will therefore needto be allocated extra time and/or resources in order to bebrought up to speed on their topics. Also, realistically, thetimeframe should take into account the space required for thelearners to carry on their daily working routine, not forgettingtime off for holidays, or scheduled company events! Tool 6Bprovides an example of a road map.

Logical delivery and progression

DeliveryIn any mountainous ascent, there will be obstacles to beovercome. These will usually be associated with the variouslearning or performance gaps your learners will bring with themto the training sessions. To ensure smooth progress, considerusing alternative, or even multiple delivery methods for the samelearner objectives as shown in Tool 6F. It may seem unnecessary,or even overkill, to plan to deliver the same objectives twice overor even more; but approaching the learner objectives from avariety of angles not only reinforces the basic assimilation of thelearning material, but ensures a deeper and more completeunderstanding of the information conveyed – and perhaps mostimportantly, gives slower-paced learners a better chance to graspthe essentials of their learning tasks. Remember, BlendedTraining means taking the individual needs of your learners intoconsideration, and a multiple-delivery approach will:

• smooth over obstacles (knowledge or performance gaps)• eliminate barriers to learning (for example, resistance to

e-learning)• maximise co-ordinated progress (aid slower-paced learners).

6–4


ProgressionLearners must grasp the logic of your learning events, and howthese events fit in to the overall programme. In particular,carefully consider the order in which your learning events (withtheir associated learner objectives) are placed. If a transitionpoint does not logically ‘reach forward’ to the next level oflearning – in other words, if your learner objective does notinclude in it some indication of how the event is to be followedup and built upon – you risk having your learners lose focus; orleaving them feeling somehow that a task has been achievedwhich in itself is of little value. You know that the basiccomponents are arranged in a sensible and consistent order fromfirst to last; make sure this is clear to your learners. If you arebringing slower-paced learners up to speed by using multipledelivery options to deliver a single learner objective – for example,by setting extra tasks for asynchronous learning before theyembark on more complex tasks in a group environment – youcan avoid a feeling of unnecessary repetition by ensuring thateach different delivery mechanism ‘points forward’ to a differentaspect of your next learning event.

Consistency and familiarity of formats

If your learners are to feel comfortable with their objectives, andappreciate that each learning event does indeed represent steadyprogress forward, they should be able easily and swiftly to graspthe logic of your design programme. Unity and coherence arethe watchwords here. Try to use the same recognisable formatfor all your learner events. (Minor variations of course will haveto be accommodated where necessary, but then in each case beclear about the reasons why you have departed from your usualformat.)

For example, a synchronous learner event format might firstinvolve a handout, or a virtual equivalent, which starts off byoutlining your objectives for the session or series of sessions. Itwill then go on to illustrate precisely how each learning eventleads to the next. Where possible use the same examples (orvariations of them) throughout all your learning events. If youare using scenarios to contrast desired outcomes with undesiredoutcomes (‘Jack always gets it wrong but Amy does it perfectly’)employ this device consistently, through every equivalent stagein your series of learning events. Wherever possible, re-use thesame physical settings, and the same ‘characters’. Your learners

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will never tire of Jack and Amy, as long as you are alwaysringing the changes in terms of the new situations theyencounter. (Your learners will probably invent their ownsituations too, but that is none of your concern.) Theconsistency of their relationship – poor Jack who can never quitemanage it, and exasperated Amy who always has to show himhow – will become a running gag. This is something a clevertrainer can use to their advantage; learners may enjoy makingfun of the course format, but nevertheless, they will lookforward to the next situation. Be careful, though, that there areno Jacks or Amys in your learner group or among theirmanagers!

When designing Web pages too, consistency of format makesthings a great deal easier for your learner. Coming to a newpage, they will know exactly where to look on the screen to finda particular category of information. Ease of use and enjoymentare two of the benefits of an integrated and consistent format,and these two qualities are great learning enhancers.

When learners are familiar with the style of your learningevents, they come to expect it; and this familiarity breedscontentment and confidence. Consistency of style and layoutencourages the impression that your learner is on top of theproject. You’ll find, as sessions go by, that learners’ progress isspeeded up (if nothing else, they’ll have to spend less timeworking out your format before proceeding to the content). When it comes to demonstrating applied skills, the advantage ofusing and re-using the same basic ‘scenarios’ is that itencourages a learner identification with the working situationsthey are being prepared for. Learners can imaginatively projectthemselves into the working environment, visualise themselvesperforming the tasks that will be required of them, and therebyacquire greater confidence in their abilities successfully to realisethe potential that is expected of them.

Don’t blend for the sake of itThe corollary of all this is equally important to state: avoidincluding in later formats any material that may jarunconvincingly with your earlier learning events. Avoid, forexample, ‘bolt-on’ solutions to a training design problem, thatmay seem to make perfect sense in themselves but areinconsistent with the style of your earlier formats. An exampleof this would be simply imposing an e-learning module on top

6–6


of some shared training event. If the logic of your programmedoes not dictate it, then it is not necessary. Your learners willcertainly find any inconsistency confusing, and among otherdangers, you risk:

• Ignoring the level of basic preparatory groundwork they’veachieved, so that your event ‘jumps ahead’ of theirknowledge.

• Irritating learners by changing layouts, methods or principlesto which they have become accustomed.

• Overloading your learner. Once you appreciate the ease withwhich self-paced study can be assigned, the temptation is toadd on and on, accumulating details which may eventuallyserve to detract from your learner objectives. The best courseis to choose only what is necessary and directly relevant to aparticular learning objective.

It is important also to state that learners notice inconsistencies –for example, when there is no obvious connection between avirtual classroom event and the pre-course self-study tasks thatwere supposed to introduce it! It is also glaringly obvious whendifferent source materials are carelessly bolted together withoutany attempt to align their separate aims and styles.

To sum up: your goal throughout should be to create a seamlessblend of learning mechanisms, that deliver your learnerobjectives in a controlled and logical manner, with learnersfeeling at all times that they are being carried along by a steadytide of learning, and not being buffeted by it from every side!

Taking consistency to its logical conclusionIn a sense, achieving this consistency of tone and contentthroughout is imposing your own style on the project. The way youhave selected and blended your learning objects is unique to you,and to the particular learning need to which you have been askedto deliver the solution. If you were marketing your instructionalprogramme as a new commercial product, you would now beidentifying its unique strengths and signalling the areas thatmark it out from others on the market. You would, in short, bethinking up effective ways of branding your product. So why nottake the process to its logical conclusion, and do just that?

6–7

6


Give the programme a strong brand

A brand is a simple statement of the quality and status (‘cachet’)of a product. How you brand your programme will affect whatyour learners think of it. Obviously, you want them to regardyour training programme as valuable and important; you wantthem to ‘buy in’ to it with confidence. Branding is a shorthandmethod of indicating what your programme is for, and what itsbenefits will be.

Using Tool 6C, begin with this exercise. Sum up your overalllearning outcome in a short phrase; a one-line definition, nomore. Perhaps your short title says it all in one or two words,perhaps a couple more are necessary. Then out of this phrase,compose a distinct, identifiable logo for all your documents, Webpages or any software you may create.

The logo could be made up of initials, a single letter, a purelygraphic image, or a mix of these. In addition, choose a dominantcolour, or a simple combination of colour-tones, and stick tothem for everything you create. It sounds superficial; it soundslike ‘spin’; but if you are sure of your content, a clear image canonly add to the sense of confidence you have in your own designmodel – and this confidence is something you should be seekingto spread to the benefit of all, managers and learners. The logo,colour-branding and style of layout should be consistent,relevant, and where possible be strongly linked to the contentmaterial of your learning programme. For example, the ‘FireRisk Management Programme’ used as an example in Tool 6C,could have a combination of red and yellow colour tones, andperhaps a simple graphic of a flame. This all serves to add focusto your instructional material, and will create a bold impressionof coherence and unity (qualities that it should in any caseactually possess).

Summary

A smoothly blended programme should be a model ofconsistency right across the board; from agreement on basicprinciples and terms of reference, to the technical phrases thatare employed. One problem with jargon is that everyone makesup their own! Stick to the same technical terms and phrases. UseTools 6D and 6E to ensure that you sustain this consistencythrough the layout of your learning events and learner

6–8


objectives, down to which support personnel you choose, andthe roles and areas of instruction you assign to them (in otherwords, keep the same people doing the same instructional jobs).Every element of your learning programme should be consistentand compatible with all the others.

In fact, in a well-crafted design model, the design is invisible !Everything appears as inevitable and ordered as the Englishalphabet. Learners should have the impression that such anobvious scheme must have needed no thought or effort at all onthe part of the trainer. All they see is the learning eventsbuilding seamlessly towards their learning outcomes, which areclear, focused, and sustained throughout by strong, positivebranding.


Use Tool 6A to check if you have covered all the key issues, if allthe elements of your programme are in place, and if all trainingpersonnel know what is to be done and are briefed and preparedto deliver their tasks.

Tool 6B helps to make sure your learners have a thoroughoverview of your training programme, and are aware ofprecisely what is expected of them.

Tool 6C is for use in conjunction with Tools 6D and 6E, as an aidto ensuring that every component of your design programme isconsistent, branded, and that the delivery of your content isseamlessly blended.

Use Tool 6F to check the different options available to you fordelivering your material.

6–9

6


6–10


6–11

6


This tool helps you anticipate the various issues that might slow orblock your progress. Use it to think through how you will deal withthese. The enormous advantage of having done this is that, should youmeet any of them, you will be able to move quickly and efficiently; theywill cause you less stress because they have been anticipated; and youwill feel more relaxed and confident in the next stages knowing youhave done what is, in effect, a risk assessment at this stage.

Readiness checklist

Key issue Elements Agreement required from:

Terms of reference • For example, open to all • Personnel Directorstaff

• •• •• •• •

Timetabling • For example, availability of • Relevant line managerslearners for synchronous sessions

• •• •• •• •

Trainer support • For example, recruitment of • Targeted individualsmentors

• •• •• •• •

Budget • For example, funding for • Finance Directorcomputer sound cards

• •• •• •• •

Resources • Installation of computer • IT Managersound cards

• •• •• •• •

Continued …

6A

6–12


Use this section to add any further issues which you anticipate.

Readiness checklist

Key issue Elements Agreement required from:

… continued

6A

6–13

6


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6B

6–14


Branding is a way of giving your programme personality, credibilityand identity. If you can achieve a situation where every document,website, video, workbook, questionnaire and feedback form can beclearly identified as belonging to the programme, simply by glancingat it – you have done a good job.

Use this tool to create your brand and to ensure that it is appliedconsistently throughout your materials.

Branding your programme

Elements of branding Brand consistency Your solution

Programme title Title:Try to make this easy to • Typeface – use theremember, appropriate same throughout and, preferably short. your materials. Typeface:For example, Fire Risk • Layout – stick to theManager Programme same layout for similarrather than Training in materials, for example, Layout ideas:Fire Risk and Precautions all questionnaires.(Health and Safety at Work).

Tag line List of tag line sites:Ideally this should be • List all your materials,your programme title if sites and documentsit is short enough. It is a and decide if andset of words tagged to where the tag line willthe programme logo; appear on each.or printed along the • Check that it is goingbottom of every page; to be legible in places or on the website to where it is going to bemake the logo small.understandable to people who have not seen it before.

Continued …

6C

6–15

6


Branding your programme

Elements of branding Brand consistency Your solution

Logo Logo design:This graphic • Is it clear, even whenrepresentation of your small?programme should not • Does it work in blackbe too complicated; and white?should be recognisable • Is it cheap in terms ofeven when it is printed computer memory –very small; and should for example, is it awork as well in black JPEG rather than aand white as in colour. TIF file?For example, your Fire Risk Manager Programme might use your company logo being licked by a single flame.

Presentation List of components common to all

Try to keep the same • Will every document, Colour:things in the same place physical or virtual,so the learners know have full contactwhere to expect them details? Contact details:(for example, web links • Will there always bealways in a column on space for the learnerthe left of a Web page). to put in their name? Positioning of key Choose a dominant • Will everything be elements:colour to use for binders, plain English or havespines, coversheets, Web explanations of jargon?pages, logos and so on.

… continued

6C

6–16


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Consistency checklist

Elem

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face

Handouts

Questionnaires

Workbooks

Test materials

Feedback forms

FAQ responses

Video

Web pages

Chat rooms

Bulletin boards

Support systems

Continued …

6D

6–17

6


Consistency checklistEl

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Test materials

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FAQ responses

Video

Web pages

Chat rooms

Bulletin boards

Support systems

… continued

continued …

6D

6–18



Elem

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Handouts

Questionnaires

Workbooks

Test materials

Feedback forms

FAQ responses

Video

Web pages

Chat rooms

Bulletin boards

Support systems

… continued

continued …

6D

6–19

6


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… continued

Are

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re?

6D

6–20


Each element of your programme needs to be checked for branding. Isthe logo there? Are the layout and typeface consistent with the otherelements? Is the key colour in evidence? Are you using the same wordfor the same thing throughout all the elements? In this pack we referto your ‘learners’ – have we slipped up anywhere and let words suchas ‘students’, ‘trainees’ or ‘participants’ be used where we shouldhave used ‘learners’?

Each element of your programme needs to be checked forcompatibility with the others. For example, you need to check thatthe exercises in your workbook do not repeat exercises that are latergoing to be done online; you need to check that the language andjargon used on the video make sense in relation to the language andjargon used on the Web pages; you need to check that the softwareyou plan to use is compatible with the computers your learners aregoing to run it on.

Each element of your programme needs to be checked for consistencywith the others. You need to check, for example, that the trainingmessages in your video do not conflict with the messages given inyour CBT unit or in your workbook; you need to check that yourmentors and co-instructors have the right skills and understanding tomatch the programme; you need to check that your training room isbig enough to accommodate the numbers you have planned for theclassroom sessions.

Use this tool to check off each element or to make notes against eachof the areas that need attention. A few of the elements you might useare already listed on the next page. Use the blanks to add your ownelements.

Smooth blend checklist

Continued …

6E

6–21

6


Smooth blend checklist

Element Branding Compatibility Consistency

Training room

Workbooks

Questionnaires

Mentors

Introductory handouts

… continued

6E

6–22


Tool 6B shows multi-delivery options incorporated into a programme.Multi-delivery options allow the learners to choose a way of learning thatsuits them best. This approach incorporates variety and freshness andmeans that there is a back-up to use in the event of failure of, say, anelectronic element. In choosing your blend of options it is wise to revisitTool 3E Contingency planner to make the most of this doubling-up effect.

You can also use this tool, together with Tool 5D Computer-basedtraining checklist, as an aid to assessing the CBT packages you look at.

Multi-delivery options

Type of training Delivery options

Demonstration CBT*Online classroomVideo streamingConventional classroomVideo

Role-play CBT*Internet chat sessionsInteractive videoConventional classroomLocal get-togethers (informal in thelunch break organised by a fewlearners for each other)

Information dissemination CBT*Intranet databasesTraining resource centresLibrariesWorkbooks, manuals, guides

Coaching CBT*Online: chat, teleconferencing, e-mail,discussion boards, newsgroupsTelephoneFace to face

Continued …

6F

6–23

6


*Good CBT packages can and do deliver demonstration, role-play,information dissemination and feedback elements. There are manypoorer quality CBT packages on the market, however, that do not.

Multi-delivery options

Type of training Delivery options

Mentoring E-mailNewsgroups (particularly for peer-to-peer)Internet chatTelephone

Feedback CBT*E-mailFaxTelephonePost

… continued

6F

6–24


7 MANAGING YOURPROJECT

Description

In this unit, there are eight tools:

Tool 7A Your project management skills: a checklist and actionplan of the skills you will need to employ and the actions youwill need to take

Tool 7B Work Breakdown structure: a diagram setting out ahierarchical structure to order your activities and sub-activities

Tool 7C Responsibility assignment matrix: to identify clearlywhich tasks are assigned to whom

Tool 7D Gantt Chart: essential tool to establish a projecttimetable and responsibilities for key activities

Tool 7E What people do you need?: assess your need fortechnical and teaching skills support

Tool 7F Ingredients for successful teamwork: questionnaireand action plan to ensure support from all stakeholders in yourtraining project

Tool 7G Blended Training project flowchart: a typical exampleof a flowchart from start to completion

Tool 7H SMARTER and SWOT: analysis tools for assessing yourproject goals.

Purpose

The purpose of the tools in this unit is to assist you in deliveringand managing your Blended Training project. They willdemonstrate why project management is an essential part ofyour training programme, and help you to plan a strategy forproject management.

7–1

7



Use Tool 7A as necessary groundwork before embarking on ateam-building exercise. With this tool, you can analyse the skillsyou possess as an effective project manager, and assess whatfurther skills you may find that you need.

Tool 7B is for use in the preliminary planning stage of yourBlended Training flowchart. It demonstrates how you can divideyour project goals into ever smaller and more numerous discreteunits. Reversing the process, you can then observe how yourlearning objects build into learning events which then combineto achieve your learning outcomes.

Use Tool 7C when assigning tasks to your project team. Considerthe kind of person, possessing which particular skills, you aregoing to need to fulfil each training activity.

Tool 7D builds on Tools 7B and 7C. It adds the final dimension toyour work breakdown, the dimension of time. Use it when youare calculating the time period of any particular event, anddetermining how these events relate to each otherchronologically.

Tool 7E is for use when determining which added supportingpersonnel you require to carry out complementary orsupporting tasks. Use it in conjunction with Tool 7C todetermine who is best suited (and available) to perform aparticular task.

Use Tool 7F when determining if you are on track for building amotivated and focused project team. It complements Tool 7A,with the emphasis on motivating and inspiring.

Tool 7G should be used at the beginning of the implementationof your Blended Training programme, and as a reference pointthroughout. It is a specifically blended example, utilising andcombining Tools 7B, 7C and 7D. It will be useful to you as atemplate when creating your own Blended Training flowchart.

Tool 7H will take you through an analysis of your project goalsonce you have developed them, and help to analyse theirstrengths and weaknesses.

7–2


Background

How will you deliver your project?

This unit looks at the delivery and management of your trainingproject. Any learning programme, whether introducing newwork practices or e-technology in a downsized workforcefollowing a takeover, or preparing a workforce to design andbuild a new structure, follows the same basic working principles.

A project breakdown will involve:

• a set of interrelated activities• a specific goal, or series of linked goals• a start date and a finish date• a client or sponsor• a project manager• a group of individuals working together to achieve the

project goals• working within the margins of time and budget constraints.

These are the basic ‘givens’ for any project. They apply equally toa Blended Training project. The ‘set of interrelated activities’here are our learning events. The ‘goals, or linked goals’, are ourlearner objectives and learning outcomes. The ‘group ofindividuals’ comprises management, your project team, and thelearners themselves. As this section deals with projectmanagement, traditional project management terminology willbe used, but we will at every stage relate this to our mainconcern, which is, of course, managing a Blended Trainingproject.

There are a number of basic mechanisms that will need to be inplace before your project is finally launched. Not least of theseare the supporting personnel you are going to need to ensuredelivery. These are individuals whose skills complement yourown, Information Technology experts, or coaches experienced inthe skills your learners must acquire. It is up to you to determinewhom exactly you need. Each set of learning outcomes will haveits own particular requirements in terms of the content to beassimilated.

But whatever the course particulars, these are the basicmechanisms that should be in place before the start of anyBlended Training project.

7–3

7


Delivery mechanisms

Put your course information online. This means generalintroductory material, including your ‘road map’, schedules,assignments, deadlines and course objectives. Advantages: the information is easily accessed and up-dated.

Publish course material online. Any course material you feelmay be of general benefit, for example, basic knowledge orprinciples about which learners may feel they need to refreshtheir memories, can be put online.Advantages: as well as refreshing knowledge, this material canbe used to prepare learners in advance for class sessions, andthen referred to again when the instructor reviews the learningprocedure to date.

Set up asynchronous media for group ‘discussions’. Chieflybulletin boards and e-mails.Advantages: this encourages considered reaction and responsebetween learners, and between the learner and instructor ormentor.

Set up synchronous media for inter-group and group/instructordiscussions – for example, chat rooms and personal messaging. Advantages: doing this reinforces learning through a socialgroup ethic and advances collaborative learning. It is good forlearner motivation and morale.

Set individual learner assignments, and publish them online.Using the Internet as a research tool, learners deliverassignments which are then shared with the group on a coursewebsite or bulletin board. Learners have to develop skills inlocating information, and then making judgements on thematerial; how useful, valid or reliable is it?Advantages: this provides an incentive for learners to performdiligently, knowing their work will be viewed and discussed by therest of the group. Learners learn from each other. It also givesuseful feedback to the trainer on individual learners’ progress.

Set group assignments. The learners work together using Websearch, e-mails, text messaging, and whiteboards. They carryout basic research and solve a set problem.Advantages: this is highly motivating. It encourages a stronggroup ethic, and initiates and promotes social and collaborativeskills. Learners find out about the way others learn, and this7–4


encourages a diverse outlook in the individual learner. Theexercise is good for coordinating progress among the group. Forthe trainer, there is useful feedback on group morale andprogress.

Publish a list of Frequently Asked Questions (FAQs). These canbe drawn from similar courses or situations you haveencountered, or indeed anticipated and invented. Your variousongoing assessment techniques will identify actual questionsthat continually recur (and that you have not alreadyanticipated), and identify ones which may not be frequent, buthave deep relevance. You should also publish these.Advantages: this can short-cut a lot of individual learnerqueries. Learners will access this facility first, often find theirconcerns met, and at the same time access a lot of otherinformation they didn’t know they needed. Also, the perceptionthat they are not alone in their concerns enhances learnerconfidence.

Inaugurate online seminars. Via discussion groups, e-mail orvirtual classrooms, using also print and online resources.Advantages: this approach is good for explaining specific skills,concepts or issues.

Inaugurate online mentoring (asynchronous). Make surelearners know they have constant personal access to you, or asupporting instructor, for example, via e-mail.Advantages: this is one way to short-circuit isolationism in self-paced learners.

Build in simulations, demonstrations and virtual field-trips.These ‘high-expense’ synchronous techniques come in only aftera great deal of basic groundwork has been covered andassimilated.Advantages: indispensable ‘hands-on’ experience, givinglearners a feel for the ‘real’ job. They are able to conceptualisethe actual application of the skills they have been learning, andmentally ‘project themselves’ into an actual working situation.

Employ assessment and feedback mechanisms. These includequizzes, multiple choice tests, questionnaires and online surveys.Advantages: Trainers find out how everything is going at anygiven point in the learning programme. They can evaluatelearner progress and check whether the programme is on track

7–5

7


to deliver its learning outcomes. Also, real learner achievementcan be applauded, and problem areas identified.

These are the fundamental tasks that lie beneath any successfulBlended Training course. Only when you are sure all these are inplace, can you proceed with your programme. Of course, aswe’ve mentioned, you are going to need help with many ofthem, through the expertise of on-site personnel – coaches andtechnicians. You may also need extra mentors and facilitators.But keep sight of the fact that you, the trainer, are the projectleader. The responsibility is yours. What skills must you yourselfhave, to carry out this role successfully? Remember, in themanagement’s eyes, you are not so much a trainer, more a fixerand problem-solver. What you need are project delivery skills.

Breakdown of skills

It is therefore likely that you’re going to need to bring in skilledassistance in certain areas. Part of your job as project manageris to manage those skills. To do this well, you need to be able to:

• analyse• implement• communicate• motivate• inspire.

What a project manager needsYou need to be:AnalyticalAs a project manager, you must have a thorough understandingof the aims and objectives of the client organisation, the needsand abilities of the learners, and the corporate environment inwhich the learning will take place.

ImplementationalYou must be able to get things done. This includes the ability tomake swift, well-judged decisions, manage time-constraints, andto cope well with pressure.

CommunicativeThe ability to articulate what needs to done, what the overallobjectives are, and to ensure all terms of reference are mutuallyunderstood and agreed on is vital to the role.

7–6


MotivationalYou may experience resistance from both managers andlearners. Gaining their commitment and enthusiasm is essentialfor the success of the project. You must be able to persuade,influence and motivate.

InspirationalThe formation of a group ethic, creating and sustaining morale,are areas which call for strong leadership qualities. Projectmanagers and trainers have to inspire energy and confidence intheir learners, and at all times provide direction and impetus.

You need to possess the ability to be all the above, thoughperhaps in varying degrees. Tool 7A is a checklist, which youcan use to determine just how well you are applying thesetalents in your training situation.

Project delivery managementHaving assessed your project management powers, the next goalmust be to make the best possible use of them.

Get SMARTER and SWOTThis is not just good advice. SMARTER and SWOT are usefulmnemonics to keep in mind when you’re analysing andassessing your project goals. You will find a tabular version ofthem in Tool 7H.

The seven criteria in SMARTER apply equally to your learnerobjectives and your learning outcomes.

SMARTERAsk yourself if your project goals fulfil these essential criteria.

Are they:

SPECIFIC

Are they clear, single-focused and unambiguous?

MEASURABLE

In terms of cost-assessment, time-management, learnerprogress and the standard of achievement?

7–7

7


ACHIEVABLE

Have you taken the real working environment, budget andresource limitations, and the individual needs and abilities ofthe learners into account?

RELEVANT

Do your learner outcomes directly address the needs of theclient organisation? Are your learner objectives realisticallyattuned to the abilities of your learners?

TIMEBOUND

Does your project model incorporate learner deadlines, and atarget date for completion? Is each learning event ordered sothat they chronologically build to the desired outcome?

EXCITING

Have all concerned – managers, trainers and learners – fullybought in to the project? Are they motivated and committed,and do the learners appreciate benefits to themselves ofspending the time to undergo new training?

RECORDED

Will every stage of the project be written up for the purposesof ongoing assessment, and post-project review?

SWOTThis is another Thinking In/Thinking Out strategy. (See ADDA inUnit 3 Planning a Blended Training project.) First ‘Think In’ toanalyse the Strengths and Weaknesses of your programme; then‘Think Out’ to identify the chief Opportunities for, and Threatsto, your project.

STRENGTHS

What useful resources does the client organisation alreadyhave in place? What is the extent of their buy-in andcommitment?

WEAKNESSES

What factors might hinder the success of the project? Whattime and budget constraints are there, what resistance mightyou encounter?

7–8


OPPORTUNITIES

What opportunities will the programme afford the learners interms of enhanced abilities and skills; and what opportunitiesare there for the company in terms of Return On Investment?

THREATS

What outside factors might threaten the success of theproject?

Work Breakdown structure

The next move is to create a Work Breakdown structure. Wementioned at the beginning of this unit that every work projectincludes a set of interrelated activities; in Blended Trainingterms, learning events.

We can divide these activities further, into major activities andsub-activities, with the sub-activities supporting the major ones.The same way our learner objects are shaped or combined intolearning events. A Work Breakdown structure (WBS) is quitesimply a diagram which sets out a hierarchical method forordering these activities and sub-activities into a stage-by-stageplan for achieving your organisational goals – or your learning outcomes.

The diagram is constructed from the top downwards, with theoverall goal as the title; then the major activities necessary toachieve this coming underneath. Each of these is further brokendown into all the various sub-activities that are necessary tosupport them. Tool 7B gives a commercial example of how aWork Breakdown is structured.

With a diagram like this, the project manager can identify andstructure the key ‘activities’ involved. It’s a useful tool to lookback on and see just how your learning events build to theirultimate learning outcomes, over a determined period of time.It’s developed ‘backwards’, in other words, top-down from theoutcomes all the way back to the introductory sessions whichkicked off your learning programme. The advantage of thisapproach is that it maintains a single focus; it ensures yourlearning objects are clearly defined, right the way through thelearning programme, and that no extraneous material creeps into confuse your learners.

7–9

7


Responsibility assignment

The next step is to identify exactly who does what. Responsibilityfor each ‘activity’ must be clearly assigned; we want to avoid asituation in which different individuals squabble over the sametask, or where a particular job gets done twice over. Tool 7C, aresponsibility assignment matrix, takes the Work Breakdownstructure a step further, and identifies clearly what tasks areassigned to whom.

Developing a project timetable

One of the most common project management tools in use todayis the Gantt Chart (established by Henry Gantt around 1914).This is essentially a project timetable, delineating the start andfinish times for each separate activity making up the project. InBlended Training terms, ‘activities’ correspond to learning events.

To construct a chart, begin with a timeline across the top of thechart, running from the beginning of your programme to thefinal completion date. Then list the key activities (or learningevents) as identified in your Work Breakdown structure. Nextdraw a column down the page alongside each activity, indicatingthe period of time each activity should take. A column alongsidethis should indicate the individual or individuals assigned to thatparticular task. The estimated timespan of each activity isindicated by a bar. The bars then cascade down the sheet fromtop left (the start) to bottom right (the finish). As you wouldexpect, some activities can take place simultaneously. This is alsoa good way of ensuring that no-one ends up trying to do toomany things at once.

Like Thorndike’s Principles of Learning, Gantt’s Chart seemsbarely improvable on after nearly a hundred years. It sets out allthe essential components of your project along a timeline, andwill enable you to map the progress of your learning events at asingle glance.

One advantage of a Gantt Chart, apart from being a clear visualaid to the order and coherence of your learning events, is that itprovides a useful tool when inspiring management confidence inyour Blended Training programme. It demonstrates that youhave clearly worked out your training schedule, and left nothingto chance.

7–10


You will need other people

Few trainers will possess the full range of skills required to planand deliver a successful Blended Training programme. And evenif you do, the sheer weight of demand on your time and energywill probably be too much for one instructor. You will need todelegate tasks to others better qualified in certain areas, whoseskills will complement yours. In addition, from a planningviewpoint, ‘two heads are better than one’, because a secondperson will approach problems from a different angle, andperhaps identify concerns that you may have missed. You willprobably need coaches; people who are already highly skilled inthe tasks your learners are expected to acquire; online mentorsto answer individual queries; facilitators to lead chat rooms andtraining room sessions. Only you can decide what the particulardemands of a training situation are, and what supportingpersonnel you are going to need. Tool 7E is a checklist to makesure that you have left no area unsupervised.

Successful teamwork

At the beginning of this unit we stated that one commonrequirement for any work project is: a group of individualsworking together to achieve your project goals. You have yoursupporting personnel. You have your learners. You have themanagers, whose organisational goals you are all working toachieve. And finally, you have yourself, and your powers ofmotivation and inspiration. Now is the time to put these powersinto practice. Making sure everyone pulls together as a team isperhaps the project manager’s most important, and challenging,task. Like everything else, this requires preparation andplanning. You need to ensure that everyone knows exactly whatthey are meant to be doing, and where they are meant to beheading. This means you have to know first, and communicate itto every participant, clearly and unambiguously. Tool 7F sets outseven essential areas you need to cover to ensure your team getson track and stays there.

Blended Training flowchart

Tool 7G is an example of a flowchart of a Blended Trainingproject. It covers in brief all the essential areas we haveexamined in earlier units. It follows through a typical BlendedTraining project from start to finish, defining the separate stages

7–11

7


of the process. After the addition of the relevant timeframe inwhich your particular items will be delivered, a quick check willenable you to know where you are at any point in your learningprogramme.


Use these tools when considering the management and deliveryof your Blended Training programme.

Tool 7A is a self-assessment tool which you should use to ensureyou have done the necessary groundwork before implementingyour programme. To manage your project successfully, developyour five project trainer skills: Analysis, Implementation,Communication and the power to Motivate and Inspire!

Use Tool 7B to establish how your learner objects are to beshaped into learner events, and how these events build on eachother, and support others further along in the programme. It isthe first stage in developing your Blended Training flowchart.

Tool 7C is to be used to allocate tasks to your supportingpersonnel, to ensure everyone has a clearly defined role, withoutoverlapping or doubling of tasks. Add this information in to yourBlended Training flowchart, in its second stage of development.

Use Tool 7D to set your allocated tasks into a definite timeframe – the next stage in developing your flowchart. It can be used as ahandy visual reinforcement of how your learning events flowinto each other, and build to their completion date. Used inconjunction with Tool 4D Cost assessment, it will aid you inmaking your case for your training programme, and securingmanagement confidence and buy-in.

Tool 7E is a checklist you should use to ensure that all thenecessary supporting personnel are in place. It iscomplementary to Tool 7C, and the two should be used together.

Tool 7F is a self-assessment tool for determining whether you arekeeping your team motivated and coordinated. How well are youusing your project management skills, as identified in Tool 7A?

Using Tools 7B, 7C and 7D, create a flowchart for your projectand use it to ensure all the necessary ingredients of your

7–12


programme are in place, and logically scheduled. Use Tool 7G asa model for drawing up this chart.

Once your goals are clear, use Tool 7H to analyse and assessthem, and to make sure that you have anticipated any threatsand are making full use of your strengths and opportunities.

7–13

7


7–14


7–15

7


Below is a checklist of the five skills which are vital in managing yourtraining programme. It is followed by an Action Plan which youshould use to plan how you will fill any gaps.

Your project management skills7A

ANALYSE Yes/No

Have you:

established your objectives (learning outcomes)?

thoroughly understood the corporate environment and infrastructure?

established critical success factors?

established possible problem areas and pitfalls?

IMPLEMENT Yes/No

Have you:

set short-term plans?

established learning priorities?

formulated mechanisms for feedback and assessment?

made sure you’re prepared to act quickly to rectify problems, foreseen or unforeseen?

Have you the ability to:

maintain focus?

manage diversions?

energise others?

manage stress levels, your own and others?

let off steam, and lighten stressful situations with good humour?

Continued …

7–16


Your project management skills

COMMUNICATE Yes/No

Do you:

speak and write clearly and succinctly?

deliver all the appropriate information in a concise form?

use the appropriate channels for delivering this information?

ask open questions (that is, questions that are not leading, or misleading, or which already contain their own answers)?

listen attentively, and keep yourself open to the thoughts, ideas and suggestions of others?

identify and take account of what people want?

use positive body-language that supports what you say?

gain mutual agreement on objectives and terms of reference?

MOTIVATE Yes/No

Have you:

got to know each team member as an individual?

made sure every participant feels included and involved?

identified the needs and abilities of each learner?

ensured they realise their contributions are valued?

applauded learner achievement?

provided opportunities for enhanced achievement?

always attempted to bring about joint solutions to problems, and engender win-win situations?

ensured you’ll identify positive benefits and overcome gripes and objections?

continued …

… continued

7A

7–17

7


Your project management skills7A

… continued

INSPIRE Yes/No

Have you:

worked to inspire a group ethic?

inspired commitment, and common understanding ofobjectives?

consulted with the group on all key issues?

used a group approach to problem-solving?

made clear under what conditions, and in what way, the learners will be accountable for their progress?

Area in which further Action to be taken By when?work is needed

Action Plan

7–18


Work Breakdown structure

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7–19

7


Use this tool when allocating tasks for your project, to ensureeveryone has a clearly defined role, without overlapping, doubling ormissing out of tasks. This tool is a next step after the WorkBreakdown structure from Tool 7B. It presents only a partial picture.A full matrix would involve the further breaking down of sub-groups,as in 2.2.1 and 2.2.2 below.

Responsibility assignment matrix7C

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7–20


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7–21

7


Gantt Chart7D

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… continued

7–22


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… continued

7D

7–23

7


Assess your need for both technical skills support and teaching skills support.What people and specialisms do you need? Add the names under eachcategory, making it clear where you still have someone to find.Have you put the following in place?

What people do you need?7E

Function Tick Description

MENTORS These instructors are availableonline (asynchronously) toanswer queries, advise andprovide feedback. For thetrainer, they are valuablepersonnel to bounce ideas off.

COACHES Coaches talk through practicalproblems with the learner, anddemonstrate tasks and skills.They can also help you todevelop or at least fullyunderstand any technical skillsthat form part of your learneroutcomes.

IT EXPERTS IT experts are there to meetany e-learning needs yourlearners may have. They willbe useful to you when talkingthrough the technical side ofyour training programme, andif you need to create newsoftware.

7–24


You are building a team, involving supportive managerial personnel,complementary instructors, and the learners themselves. Below areseven essential requirements for successful teamwork.You should be able to answer ‘Yes’ to each of the following questions.Use the Action Plan which follows, to set your goals for anyrequirements which you have not fully met.

PURPOSE

TIME PLANNING

PREPARATION

Ingredients for successful teamwork

Do you: Yes/No

know what your goals are?

communicate these goals clearly to all concerned?

have a clear strategy for implementation?

Will you: Yes/No

schedule discussion time?

discourage time-wasting?

keep your time productive?

Have you: Yes/No

allowed time for preparation?

clarified what you are attempting to do?

pilot-tested and revised where necessary?

Continued …

7F

7–25

7


Ingredients for successful teamwork7F

UNDERSTANDING

FOCUS

PARTICIPATION

Have you: Yes/No

made sure everyone knows what is happening?

clarified each individual’s role?

ensured two-way communication between the team-members and the leader?

encouraged learners to raise issues and concerns?

listened and shown you understand?

Are you: Yes/No

keeping the group on track?

avoiding false trails and red-herrings?

sticking to your agreed agenda?

alert to the risk of going over the same ground needlessly?

Are you: Yes/No

involving and encouraging all learners to participate?

recognising and making use of the full range of skills available?

keeping louder and more pushy learners from monopolising your time in group sessions?

… continued

continued …

7–26


Ingredients for successful teamwork

CREATIVITY

Action Plan

Are you: Yes/No

stimulating ideas and team creativity?

building on others’ ideas?

exploring all possibilities?

recording all suggestions and concerns?

Area in which further Action to be taken By when?work is needed

… continued

7F

7–27

7


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7–28


Use this tool when analysing and assessing your project goals. Theseven criteria in SMARTER apply equally to your learner objectivesand your learning outcomes. When you have completed this section,move on to the SWOT tool which follows.

SMARTER and SWOT

Your project goals are: Yes/No

SPECIFIC

clear

single-focused

unambiguous

MEASURABLEin terms of:

cost-assessment

time-management

learner progress

standard of achievement

ACHIEVABLEtaking into account:

the real working environment

budget and resource limitations

the individual needs and abilities of the learners

Continued …

7H

7–29

7


SMARTER and SWOT7H

RELEVANT Yes/Noyour learner outcomes and objectives:

directly address the needs of the client organisation

are realistically attuned to the abilities of your learners

TIMEBOUND

your project model incorporates learner deadlines, and a target date for completion

each learning event is ordered so that they all chronologically build to the desired outcome

EXCITING

managers, trainers and learners have all fully bought in to the project

managers, trainers and learners are motivated and committed

the learners appreciate the benefits to themselves ofspending the time to undergo new training

RECORDED

every stage of the project will be written up for the purposes of ongoing assessment, and post-project review

… continued

continued …

7–30


SMARTER and SWOT

SWOTUse this as a Thinking In/Thinking Out strategy. (See ADDA in Unit 3Planning a Blended Training project.) First ‘Think In’ to analyse thestrengths and weaknesses of your programme; then ‘Think Out’ toidentify the chief opportunities for, and threats to, your project.

STRENGTHS WEAKNESSES

What useful resources does the What factors might hinder theclient organisation already have success of the project? What timein place? and budget constraints are there?What is the extent of their What resistance may you buy-in and commitment? encounter?

OPPORTUNITIES THREATS

What opportunities will the What outside factors mightprogramme afford the learners threaten the success of thein terms of enhanced abilities project?and skills; and whatopportunities are there for the company in terms of Return On Investment?

… continued

7H

8 KEEPING CONTROL OF YOUR PROJECT

Description

In this unit, there are three tools:

Tool 8A Learner satisfaction questionnaire: a feedback formcovering materials, technology and progress

Tool 8B Effectiveness assessment: a feedback form coveringindividual modules, with interpretative guidelines

Tool 8C Measures of success: assess your progress and theeffectiveness of your course through the measuring of yourlearners’ achievements

Purpose

All the tools in this unit are about feedback and evaluation. Tools8A and 8B are to enable your learners to assess their ownprogress, and how they think the course is achieving its overallobjectives. Guidance is given on how you can, in turn, assesstheir assessments, and respond appropriately. Tool 8C isspecifically for you to evaluate your learners’ progress, and thusassess how far you are in control of your learning programme.


Tool 8A should be used to gain feedback directly from thelearners about themselves, and where they feel they are in thecourse. Are they feeling comfortable with the e-learningcomponents of the programme, for example? Use this tool atwhat you feel to be critical points in the development of thecourse.

Use Tool 8B to gain feedback about how your learners evaluate theparticular modules or learning events. This is a more specific anddetailed tool, and could be used at particular stages throughoutthe programme or, if you prefer, after each learning event.

8–1

8


Tool 8C enables you to use the above information to evaluateyour learners’ progress in the training programme, and thuscheck how far you are on track for achieving your learningoutcomes. It will also indicate to what extent you are in controlof your programme, and if there are areas or aspects that shouldbe tightened up, or otherwise adjusted.

8–2


Background

We established in Unit 3 Planning a Blended Training project, thata strategy for assessment should be built in to your design model,to allow you to remain fully in control of the learning process atall times. As well as this vital function of keeping on top of yourproject, constant feedback and assessment provides three otherfundamental benefits.

Continuous evaluation:

• Enables coordinated progress (slower-paced learners can bebrought up to speed).

• Helps the trainer deal with expected and unexpected problems(the trainer knows at every moment what point in theprogramme has been reached).

• Helps maintain learner motivation (the trainer can recogniseand reward good work, applying sticks as well as carrots).

You have various avenues of assessment open to you. Clearly,online testing, assignments and gleaning feedback from chatrooms will be good sources, but there is one direct and obvioussource of feedback you can access – asking the learnersthemselves!

Build in continuous feedback

Of course you need continual assessment information for thepurposes of your own course evaluation; but learner feedbackhas other benefits as well. Let’s examine the effects it has on thelearner. For one thing, if learners know and understand they arebeing listened to, that concerns are being heard and problemstaken seriously – basically, that their views matter, then theirconfidence and commitment are reinforced, and morale is thatmuch higher. Much essential feedback can be gleaned from setassignments, knowledge tests, online mentoring, and just bypaying attention to how the learners interact in virtualclassrooms and chat rooms; this is all vital, and will play a bigpart in your deciding whether to make any modifications to yourlearning programme, and, indeed, what changes to make. But itis also important that time should be set aside for learners toreflect on the course so far, and give their opinions as to how

8–3

8


they think it is developing. At critical points in the learningprogramme, they can be given questionnaires and surveys inwhich they are asked to assess themselves, their degree ofsatisfaction with the course, and what progress they think isbeing made towards the overall course objectives. They can beasked how far they have understood the purpose of the training –their learner objectives – and to what degree they feel these arebeing accomplished.

This sounds, and is, simple enough. However, you should bewary and bear in mind that your learners’ responses can reflectother concerns which they do not always make explicit. Forexample, if a particular learner feels uncomfortable in any wayabout a certain aspect of the course, they may express this as anegative response about the course material, or how it has beenorganised – or about you and your deficiencies as a trainer.These replies are not necessarily to be taken at face value. Youhave to use your judgement, and try to fathom what lies beneaththe comments. In other words, in evaluating your learners’responses, the question of interpretation is fundamental.

Evaluating learners’ responses

A learner may respond negatively to a question about therelevance of a particular segment of the course, and insist thatthey did not find it at all useful. You should not be too dejected bythis, as it may simply reflect some personal difficulty the learner ishaving with the material. The comment could in fact besignalling a learning or performance gap. So in the end, despitethe negative feedback, you could well decide that this aspect ofthe training is in fact the most relevant and useful to theparticipant, and that, contrary to what they claim, their progresshere should be reinforced, and their confidence boosted. Considerclosely what your learners are telling you, but first and foremost,trust your own judgement. Remember, you have other avenues offeedback, and your direct responses from learners should becompared with these, before making any course decision.

Introducing the concept of feedback – how satisfied

are your learners?

Introduce your feedback sessions by outlining the reasons whyyou think these questionnaires are valuable. Explain that youare working in partnership with your learners to achieve their8–4


objectives; that this course is essentially all about them, andtherefore what they think about it is of the greatest importance.Tell them that the answers they give will also be useful to you inimproving the course for future learners. Then briefly go overeach of the questions, and, where they are not self-explanatory,take a moment to outline some basic considerations that thelearners should bear in mind, certain factors you think theyshould take into account while considering each question. Thismay sound a little like leading your learners; so be careful tomake it plain that you are not indicating any particular ‘right’answers to the questions, but simply pointing out all the relevantissues. Then let them get on with filling in their feedback sheets.

Learner satisfactionThe first tool in this unit, Tool 8A Learner satisfaction questionnaire,is the most general and also the most straightforward of thesurveys. Questions dealing with how comfortable your learnersare with the technology may be taken more or less at face value.However, watch out for responses to the question on your (oryour supporting instructor’s) availability as an online mentor;these can mask dissatisfaction with other aspects of the training.Perhaps the main problem here is one of clarity, or even apersonality issue – maybe you have failed to establish a sufficientrapport with a particular learner.

A learner who claims to feel that the course is not fulfilling itslearner objectives may not have fully appreciated what theseobjectives are. Perhaps you have not really made these objectivesclear or single-focused enough, and if you find many of yourlearners are responding negatively to this question, that isprobably the case. On the other hand, if the comment representsthe view of a single individual, the low mark may indicate thatthis person is simply not yet committed to the trainingprogramme as enthusiastically as you would like them to be.Perhaps there is still some resistance to new learning, and e-learning in particular.

Similarly, a negative response to the question on relevance canactually be an indicator of learner resistance or technophobia,and could draw your attention to a learning or performance gap.Before deciding that this response means exactly what it says,check how comfortable the learner is with the availabletechnology, and also compare their performance with that of theother participants.

8–5

8


A high rating on course relevance, on the other hand, reflects astrong degree of learner confidence. We can assume the learnerssee the benefits to themselves of the training, and have faith inthe course and in you as a trainer.

A high rating for enjoyment and motivation is likely to indicatethat the learner is achieving their learner objectives. A well-designed course with clear objectives is essential for learnerenjoyment, and when a learner is enjoying a course, progress isgreatly accelerated. Consistent high ratings in response to thisquestion would also suggest that there is a strong group ethicand that the learners are assisting and motivating each other toa significant degree.

Assessment enriches the learnerWe have shown the various ways in which assessment is essentialto the trainer in the essential task of keeping control of the project.Course evaluation is also an extremely valuable exercise for theindividual learner. The intellectual task of reviewing and assessing(for example) the previous day’s work not only reinforces theimpact of the learning content, but also assists the learner toconceptualise the material. By this we mean, not simply regardingit as an item to be memorised and stored gathering dust on somemental shelf until needed, but rather being aware of the materialas part of an ongoing organic process, with relation to theworking life of the learner and a living, changing environment.In the process of review and assessment, the learning materialcomes to mean more to the learners. They are having to askthemselves the question: ‘What benefit is this material to me? Inwhat way is it doing me any good?’

By relating themselves to the learning material in this way, thelearners begin to realise how this material would (and will) beused by them in actual work situations.

This encourages the learner mentally to ‘reach forward’, out intothe real working world, and envisage themselves using thisknowledge, this skill, as part of their working lives.Conceptualising the learning experience, then, is an importantstep towards effective worker performance. This is perhaps its mostsignificant benefit to the learner and indeed to their employer.

This aspect of learners identifying themselves in a worksituation was one of the elements missing from previous training

8–6


models that relied solely on self-paced computer-based learning.Studies (of which there is a recent example in the Appendix) haveshown that a more blended mix of synchronous withasynchronous training speeds up learners’ acquisition of skills,and the basic accuracy with which they perform their tasks.

In addition to this major benefit, assessment also highlights anyunresolved issues still hanging over from previous sessions, andprovides a forum for raising new issues. The learner also benefitsfrom a feeling of inclusion as opposed to the isolation which is aconstant danger in unsupported self-paced study. Because theyare asked to give their opinions on how the course is developing,learners feel involved in the nuts and bolts of the learningprogramme. Frequently they feel encouraged to suggestmodifications and extra topics. You, however, will use your ownjudgement in deciding how far to go along with these suggestedcourse adjustments.

How to accept and respond to feedback

It is not enough for the trainer merely to receive and assessfeedback. You will also be expected to respond, comment andreply to concerns. In doing this, you should take into accountthe personal characteristics of each particular learner. Howmotivated are they? How do you rate them in terms of self-esteem? Are they unbearably sure of themselves, or are they shy,unassuming types who would rather die than bother the trainerwith what they see as their petty concerns? Here are a fewgeneral don’ts with regard to responding to feedback.

Don’t:

• Be personal. In other words, focus your attention on theproblem, not the individual. In this way you will avoidconferring any sense of blame on the learner for their situation.

• Make assumptions. Always base your comments on first-hand observation. If in doubt, ask.

• Be judgemental. Remember, you are there to help, notreprimand. If you have a critical comment to make aboutsomeone’s attitude or behaviour, deliver it in terms of anobjective description of the situation, and its consequences.

In dealing with learners with low self-esteem, the focus shouldnaturally be heavily biased towards the positive aspects of their

8–7

8


coursework. You will be constantly seeking to bolster their self-image. At the other end of the spectrum, arrogant personalitiesshould be made aware of the consequences of their behaviour,and how they appear to the rest of the group (disruptive, anuisance, a hindrance to others’ learning, and so on). Either ofthese extremes of behaviour is, of course, exceptional. They doexist, and you will come across them; but most of your learnerswill be somewhere in between; tending more towards theintroverted than the extremist, or vice versa. There are alsolearners who present a mixture of both characteristics.Sometimes unbearable cockiness is used by a learner to mask, orovercome, a basic painful shyness. You may have to recogniseand deal with this in some appropriate fashion; though how faryou, as a trainer, wish to move into the sphere of psychoanalysis,is a matter for careful personal consideration.

Here are some basic things which you should do whenresponding to feedback.

Do:

• Focus on the positive aspects of a particular situation first,and try to finish an interaction on a positive note, even wherethe initial content was negative in some way.

• Be specific. Keep focused on the essential nature of thecomment.

• Be relevant. Make sure your comments are entirely related tothe individual.

• Be prompt. Respond to the feedback as soon as possible,ideally immediately.

• Be consistent. Always try to recognise and applaud goodwork, and offer encouragement and support where needed.

Now you have received your feedback, and respondedappropriately. How are you going to make best use of theinformation you have gathered?

What to do with feedback

Avoid major changesIdeally you should change as little as possible, beyond respondingto individual concerns, remedying under-performance by settingextra tasks where needed, or supplying just-in-time tools asreinforcements. Negative responses and any other difficulties you

8–8


face, foreseen or unforeseen, should now be surmountablewithin the framework of the learning programme as devised,and should require only minor adjustments to be made. In anycase, to undertake any major changes would have a disastrousimpact on the whole fabric of your training programme. It is toolate in the process for such changes. You would destroy the basicintegrity of your programme, and grievously underminelearners’ confidence. Your learners’ road map would becomeirrelevant and your learners would be disoriented anddestabilised.

Even if you identify a basic structural flaw in your programme, itis better to admit it, and work with it or round it, than to try toredesign your parachute in mid-fall, so to speak. Put it down toexperience, and regard it as a valuable lesson when designingfuture learning programmes.

Hopefully though, your design model contains no suchunexpected flaws. Its built-in flexibility and carefully plannedcontingency strategies allow you to adapt and improve as you goalong; and the small adjustments you make only serve toenhance the quality of your individual learners’ experiences.Since you have been constantly evaluating these experiences,you know precisely where you are at each and every stage ofyour learning programme. In other words, you are in control.

You now need to know exactly how well you are actually doing.It is time to measure the success of your learning events, usingTool 8C, to evaluate the current standard of learnerachievement, and to decide from that what, if any, adjustmentsyou may have to make.


These evaluation tools should be used to enhance your learners’involvement, to assist their conceptualisation of the learningexperiences, and to help to coordinate the progress of the group.

Tool 8A should be used when you want the learners to give anindication of where they feel they are in the learningprogramme. This is a straightforward tool that can be takenmore or less at face value. You have an opportunity here toaddress any central concerns the learner may have.

8–9

8


With Tool 8B you gain learner feedback on what they feel abouta particular module or series of modules. You have to be carefulthough, as responses, particularly negative ones, can mask otherconcerns. You should always take the personality of theindividual learner into account and relate their responses towhat else you know about them through other avenues offeedback.

Tool 8C is a self-assessment tool which tells you where you are inthe learner programme by clarifying the progress of individuallearners towards pre-defined knowledge and skills outcomes. Onthe basis of information gained with this tool you may decide tomake some modifications and adjustments to your trainingprogramme, in conjunction with your learners. Do not, however,embark on any significant or fundamental structural alterationsas this is likely to destabilise your course and your learners.

8–10


8–11

8


As Blended Training incorporates elements of distance learning andself-directed learning, learner satisfaction feedback is doublyimportant. Silence does not necessarily mean that everything is going well.

Dissatisfaction may be expressed in a number of ways but will, onanalysis, fall into one of three categories: the materials, thetechnology and individual progress. A general validationquestionnaire asking learners, for example, what they found mostuseful or what else should be included, is not likely to be veryproductive. The answers could conceal structural problems in theBlended Training project that it would be easier to discover usingmore specific questionnaires.

The materials

Learner satisfaction questionnaire8A

Course title/Unit no.

Name: Date:

Please take a few minutes to complete this Materials questionnaire.Your comments will enable us to make sure you are getting whatyou need and to make necessary improvements during thetimetable of this course.

Please grade the following statements, circling the number whichbest reflects your view and feel free to write additional comments in the space provided.

Agree Disagree

The workbooks are clear and easy to follow 1 2 3 4 5 6

The time allocated for each task is about right 1 2 3 4 5 6

The further reading in the Intranet Library is helpful and relevant 1 2 3 4 5 6

continued …

8–12



The technology

… continued


Name: Date:

Please take a few minutes to complete this Technologyquestionnaire. Your comments will enable us to make sure you aregetting what you need and to make necessary improvements during the timetable of this course.


Agree Disagree

The Internet connections are stable and fast 1 2 3 4 5 6

My computer is giving me no problems 1 2 3 4 5 6

The search facility on the intranet is easy to useand accurate 1 2 3 4 5 6

I have no problems loading and using the CD-ROM 1 2 3 4 5 6

E-mail to my coach/mentor is responded to promptly 1 2 3 4 5 6

Agree Disagree

The video clip was worth the effort of downloading 1 2 3 4 5 6

The feedback forms are quick and easy to complete 1 2 3 4 5 6

continued …

8–13

8



Progress

… continued


Name: Date:

Please take a few minutes to complete this Progress questionnaire.Your comments will enable us to make sure you are getting whatyou need and to make necessary improvements during thetimetable of this course.


Agree Disagree

The course is achieving its stated objectives 1 2 3 4 5 6

The course is proving relevant to my job 1 2 3 4 5 6

I am up to date with all my coursework 1 2 3 4 5 6

I have completed all the assessment and questionnaire forms 1 2 3 4 5 6

I am enjoying the course and feel motivated 1 2 3 4 5 6

8–14


Effectiveness assessment8B

This tool comprises a series of statements covering individualmodules to which the learners are asked to respond, on a scale from‘Strongly agree’ to ‘Strongly disagree’, with a corresponding box fortheir comments. Guidelines for interpreting responses can be found at the end.

Strongly Agree Indifferent Disagree Strongly agree disagree

1. The pre-course briefing helped me understand the need for this training

2. The material was easy to follow

3. Too much time was spent just listening

4. The basic ideas and concepts were clearly presented

5. The sessionsflowed well into each other

6. There was a clear sense of direction throughout

7. The handouts were clear and useful

8. The course was not participative enough

9. There should have been more practical work

Continued …

8–15

8


Effectiveness assessment8B

Question 1 obviously pre-supposes there was some pre-coursebriefing. You may get a number of answers all asking ‘What pre-course briefing?’. Alternatively, assuming there was little or nobriefing, learners may make up what they think the aims of thecourse are. At any rate, here is an opportunity for you to set out,and/or clarify, the course objectives.

Question 2 is self-explanatory.

Question 3 will tell you if learners do not feel involved enough in thesession.

Question 4 will tell you whether you are being specific enough orperhaps over-generalising.

Question 5 will tell you if the learning events reach forward sufficientlytowards the later events, and, in conjunction with Question 6, whetherthere is a strong sense of these events building towards their learnerobjectives.

Question 7 is self-explanatory.

Question 8 is a good measure of overall course enjoyment. Peoplelike to participate; it is social and fun. If learners say there is the rightamount of participation, they are probably enjoying theirsynchronous learning sessions.

Question 9 Hands-on work is obviously more relevant to somelearner outcomes than others.

… continued

8–16


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APPENDIX

Case Studies

• Scottish Enterprise Premier Adviser programme.

• The Chartered Institute of Library and InformationProfessionals (CILIP) programme.

• A training provider adapts.

Blended Training – a proven success

• Thomson report – increased productivity.

Further examples of Blended Training in action

• Multinationals.

• A small-scale example.

• Other comments.

Reference

• 5 Star Instructional Design Rating.

A–1


A–2


Case Studies

1. Scottish Enterprise Premier Adviser programme

This is an ongoing Blended Training programme for businessadvisers in Scotland.

Primary aimTo enhance and deepen guidance given to existing Scottishbusinesses, and especially to assist in the development of newones.

Learning outcomesThat the advisers should:

• Acquire new skills in absorbing and delivering business advice.

• Acquire e-learning skills.

Crucial success factorsTwo factors were identified as having been most crucial to thesuccess of the project:

• There was a compelling case for the initiation of such a project.

• There was complete management buy-in (in this case theScottish parliament).

Obstacles to successOne factor was identified as representing the chief obstacle tosuccess: resistance from the learners, many of whom werealready experienced business advisers. Some (though not all)had entrenched attitudes towards their jobs, and considered re-training pointless. There was also a marked resistance to e-learning.

This learner resistance was assuaged to some extent by thedevelopment of an official accreditation system. Participantswho achieved a certain standard at the end of the coursereceived a Diploma in Business Counselling, which counted for athird of a Masters Business Degree.

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Introduction to the courseThe programme was inaugurated with a one-day launch atwhich learners received:

• A complete programme outline, with synchronous eventsscheduled, and deadlines for the performance ofasynchronous tasks.

• An introductory workshop session on online learning modules.

• A course mentor, allocated to them.

• An outline of a Continuous Professional Development plan(CPD) – an online self-assessment tool with which to recordmonthly progress; in particular, how the learners weredeveloping their strengths and overcoming knowledge orperformance gaps.

The programmeThe year-long programme comprised:

• Access to 72 hours of online learning material.

• Support and advice online from a mentor.

• Occasional one-day workshops.

• Chat rooms.

• Monthly virtual classroom learning groups.

• Feedback and assessment via the mentor, to whom thelearners had to deliver their monthly CPD, workshopassessments, tests and case study assignments.

Trainers reported that after a period of about four months,learner resistance to the training programme was beginning todisappear, and that motivation and commitment improvedsteadily throughout the year.

CompletionThe course was completed with a ceremony at which successfullearners received their diplomas. Those experiencing difficultywere given a finite amount of extra time and support to achievethe standard for accreditation. A–4


SummaryThe programme was recognised as an outstanding success, andexpanded and extended to hundreds more Scottish businessadvisers. In June 2002, 450 Premier Advisers were participatingin the programme, with 20–25 additional advisers joining everyfortnight.

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2. The Chartered Institute of Library and

Information Professionals (CILIP) programme

This is another successful ongoing Blended Training programme.CILIP is the institute which represents all sectors of the Libraryand Information community. Their training programme wasspecifically designed for school librarians and teachers.

Primary aimImproving the knowledge and skills of teachers and schoollibrarians, with regard to Information and CommunicationsTechnology (ICT) in schools.

Learning outcomesBy the end of the course, the learners had to know:

• How to use state-of-the-art Information and CommunicationsTechnology to develop and enhance the role of libraries inschools.

• How to use this technology to improve teaching practice.

• How to manage resources effectively.

• How to support the development of their pupils’ skills,knowledge, understanding, and competence with regard toInformation and Communications Technology.

Crucial success factorsThe following factors were later identified as having been crucialto the success of the programme:

• The participants, being already involved in education, werewholly familiar with and committed to the idea of learning.

• The trainers worked in close collaboration with an educationprovider, long experienced in delivering professional trainingusing online materials – Canterbury Christ Church UniversityCollege.

• The management of CILIP were completely on board in termsof preferring a wholly blended approach. As their head oftraining put it, they were ‘determined to avoid a dump-and-run model’.

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Obstacles to successThe chief obstacles to success were that lack of funding meantthe scheme could not be pilot-tested and that there was somelearner resistance towards the self-directed segments of thelearning programme.

Introduction to the courseLearners were sent an Outline Pack and a password for asupporting website. They were also sent a form in which theywere required to assess their own existing ICT knowledge andskills. Then the course started with a one-day preliminarysession during which participants were introduced to the onlineskills they would need during the training.

The programmeThe programme was scheduled to run for one year (during threeschool terms) and comprised:

• The learners devising their own learning plan for self-pacedlearning.

• Access to 50 hours of online learning.

• A second one-day session (after one month) focusing on theapplication of ICT skills in a library situation.

• Online discussion groups.

• Learner assessment of their achievement after each separatemodule, overseen and signed by the tutor.

• A second trainer (‘mentor’) whose job was to ensure thatlearners were comfortable with self-paced, online learning.

• Submission of a final action plan at the end of the course.

CompletionAt the end of the third term, successful trainees received a CILIPCertificate of Completion. They had the option of alsosubmitting a portfolio of work, which represented 20–40 unitstowards a further Higher Education qualification.

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SummaryCILIP recognises that this programme is successfully achievingits course objectives. Since 1999, over 800 individuals haveembarked on the programme. It is sustaining and enhancing theInstitute’s reputation as a provider of quality training in its field.

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3. A training provider adapts

Coming to terms with e-learning technologies is sometimes adaunting task even for experienced trainers. Here is how onetraditional, classroom-based training provider adapted theirprinciples and practices to accommodate Blended Training.The exemplary organisation is a distinguished soft skills trainingprovider. With the proliferation of Information and LearningTechnologies, the company felt the need to take on board Web-based methods of training. Soft skills, however, are by their verynature interactive, and ideally acquired through role-play andin-job practice. Do computer-based technologies have a role toplay even here? The company set up a product developmentteam to find out.

Project aims

• To discover to what extent soft skills can be taught online.

• To develop the technologies to deliver this.

The projectThe first thing the team decided was that they needed experthelp. After shopping around, they enlisted the aid of two leadingdesigners of e-based learning modules; one focusing on thedevelopment of asynchronous tools, the other on that ofsynchronous tools.

The asynchronous vendors were assigned the task of designinginteractive programmes to be delivered over low bandwidth. Theeventual modules included read-only content for delivery ofbasic knowledge and skills and more complicated and interactivetools for learners who needed to acquire more complex skills.

The brief for the vendor of synchronous programmes was toprovide breakout rooms and opportunities to practise skills,following up asynchronous work

When the team was happy with the technology, they putthemselves into the learners’ shoes and pilot-tested the material.This led to modifications, before they eventually agreed the finalformat.

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The final format

Learn how to learn onlineThis programme consisted of how to teach basic navigationtechniques, create tools, and provided ground-rules and tips foran effective Blended Training programme.

Participant guidesThis contained examples of pre-work exercises and ModuleInstructions.

Asynchronous web modulesThis programme examined the mechanisms relevant to self-paced learning. It covered course content, reinforcement,examples, interactive exercises, assessments and tools.

Live instructor-led eventsThis programme examined the advantages and techniques ofsynchronous learning. It pointed out the opportunity forlearners to ask questions, interact with each other, practise skillsand so on. It emphasised the use of breakout rooms as anessential online tool.

Just-in-time toolsThis programme examined the re-use of asynchronous materiallater as reinforcement tools. It also provided examples,refreshment exercises, tip sheets and other supplementary items.

Later modificationsThe team discovered that in practice there was often a majordifficulty in getting learners to complete asynchronous tasks;and this had a knock-on effect in synchronous modules. Theydecided that a facilitator should be added to the training team.The role of this facilitator was essentially to:

• ‘Warm up’ learners before a classroom session.

• Recap on asynchronous work that should have beencompleted.

• Provide help with technical questions and problems.

• Lead whiteboarding sessions.

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• Help facilitate in breakout rooms.

• Respond to chat notes.

• Handle late arrivals and problems with disruptive learners;personality clashes and so on.

SummaryThe results for the training company proved revelatory. Not onlywere traditional classroom techniques adequately simulated in avirtual classroom, but they found that e-technologies providedunparalleled opportunities for the expansion and assimilation oflearning. Many of the soft skills they were worried about are inany case, they discovered, conducted these days largely via e-mail and telephone, so the blended solution proved moreappropriate and realistic than the traditional model. It took theteam a few attempts to get it right, but in the end, the benefitshave proved well worth the investment.

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Blended Training – a proven success

Thomson report – increased productivity

Evidence of the efficacy of Blended Training in increasingemployee productivity is coming in from all sides. A recentreport by Thomson Learning (the most comprehensive suchreport to date) found that learners benefiting from a BlendedTraining approach, performed job tasks on average with 30 per cent greater accuracy, and 41 per cent faster, than those in non-Blended Training programmes.

The report – called ‘Thomson Job Impact Study: The NextGeneration of Corporate Learning’ (see Further reading) – is theresult of two years’ research into the effectiveness of BlendedTraining techniques, undertaken in conjunction with a numberof companies including Lockheed-Martin, NCR, and theExecutive Service Corps of Chicago, plus various academicbodies including Utah State University and the University ofLimerick. A standard for evaluation was established based onMerrill’s ‘First Principles of Instruction’.

The report compares traditional classroom-based learning, andunsupported online learning, with a Blended Training approach;and analyses the results. It is the first report specifically to relatelearning techniques to performance in the workplace.

Three learning models were examined over a two-year period:

• groups given a Blended Training course• groups given just online training, or a traditional classroom

approach• groups receiving no outside training (control groups).

The study demonstrated that the Blended Training groupsconsistently and significantly out-performed groups giventraditional or online training when the participants applied theirlearning in actual job situations. Incidentally, the BlendedTraining groups performed tasks with 159 per cent greateraccuracy than those given no training at all. Thomson Learningcommented that they hoped that the study would ‘… set anindustry standard for performance and accountability’.

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Further examples of Blended Training in action

Multinationals

The major users of e-learning at the moment are largemultinational companies with workforces of over 5,000. Smallerbusinesses have been slow to see the advantages of this type oftraining, or to realise that it can supply relevant solutions forthem. It should be clear however that a Blended Trainingapproach with its built in flexibility and client customisation iseminently suitable for businesses of any scale. The benefits thatthe huge corporations are discovering should be an inspiration.

IBM, in training a workforce of over 95,000, reports that it hassaved $200million per annum by the use of e-technologies. Dow Chemicals, by switching 80 per cent of training for Healthand Safety procedures over to the Internet, reports savings of$100 million a year. They identify these savings as comingmainly from lower travel costs, smaller hotel bills, and less timelost from work. E-learning courses are usually designed to fit inwith work requirements, and can be accessed at any time, soemployees are increasingly able to study from home.

But it is recognised that e-learning by itself can not produce awell-skilled and motivated workforce. Some of the limitationsmentioned most frequently are:

• There can be technical obstacles – often a high bandwidth isrequired.

• Though off-the-shelf products are relatively cheap, theproducts themselves are often poorly designed. It becomesnecessary to design your own customised software, and this islikely to be expensive. It is estimated that while a traditionalclassroom session averages 50 hours of preparation time, anhour’s worth of e-learning requires 250 hours!

• Though self-paced learning is seen as having the Triple-Aadvantage – Anyone, Anytime, Anywhere – in practicelearners need to be encouraged, reminded and pushed to meetdeadlines or complete tasks.

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Games and simulations over the Internet can provide morerealistic in-work training, but instructor-led classrooms and chatrooms are increasingly seen as essential environments to delivera fully-rounded learning experience.

‘The chief advantage of the classroom is that you can askquestions. The chief advantage of CD-ROM is cost; however with Web-based learning you get the best of both worlds.’ (A managing director.)

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A small-scale example

Here is a smaller-scale business example of effective BlendedTraining in action. The company devised a course for improvingsales techniques. It comprised:

• A one-day introductory session, giving basic courseinformation and instruction in self-paced online learning.

• A five-week course on advanced sales solutions during whichthe delegates put into practice the basic knowledge and skillsthey had acquired in a hands-on computer-simulatedenvironment. They were given online coaching andmentoring, and case-study assignments which involvednegotiating business deals.

• A final day-long session during which the staff receivedfeedback and evaluation, and were presented with a CourseCertificate.

At the end of the five weeks, the Head of Training echoed thecomment quoted at the end of the previous section, in sayingthat: ‘Blended Training incorporates the best of both worlds’.

Other comments

Blended Training is many things to many people. Here are twofurther typical comments. In the first, the learning manager of aconsultancy firm said that he found that Blended Training:‘Speeded up the lead time in briefing people ... meant we couldtrain large numbers of people quickly, with a minimum of timespent off the job’.

The priorities for a management consultancy group were thatBlended Training: ‘ … was critical in shifting sunk-in attitudes ...all about getting agreement and putting decisions into action’.

Comments like this, from smaller-scale organisations, indicatethat there is a vast untapped market for Blended Training, andthat the possibilities inherent in this mixture of traditional andmodern methods are only just beginning to be realised.

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Reference

5 Star Instructional Design Rating

This article, by Dr M. David Merrill of Utah State University, linkswith the principles of course design covered mainly in Units 3 and 4of this Toolkit. Further details on this topic can be found athttp://id2.usu.edu/5Star/Index.htm and information on the authorat http://id2.usu.edu/MDavidMerrill/index.htm. The article itselfcan be found at http://id2.usu.edu/5Star/FiveStarRating.PDF.

The rating system consists of five stars, one each for Problem,Activation, Demonstration, Application, and Integration. Eachstar has three levels bronze, silver, or gold depending on whetherdetailed criteria are met for each category1.

Does the instruction teach kinds-of, how-to or what-happens?Five star rating is not appropriate for reference material orisolated facts and may be inappropriate for psychomotor skillcourseware.

Is the instructional architecture tutorial or experiential?Five star rating is most appropriate for tutorial or experiential(simulation) courseware. It may not be appropriate for receptiveor exploratory courseware2. A lecture is a typical receptivearchitecture. In receptive courseware information is providedbut no effort is made to make sure learners acquire theinformation. Receptive courseware is sometimes called “spray-and-pray” instruction. Unstructured problem solving is typicalexploratory courseware. Learners are given a problem to solveand provided with a rich variety of resources but little guidance.Exploratory courseware is sometimes called “sink-or-swim”instruction.

Is the courseware Tell-&-Ask (T&A) instruction?Many contemporary courses can be characterized as Tell-&-Ask(T&A) instruction. That is, information is presented and a fewmultiple-choice, true-false, or short-answer, remember-information-that-was-presented questions are tacked onto theend of a module or the course. This type of course isinformation-only and it does not meet the basic requirements forcertification. There is no need to apply the other criterion. T&Ainstruction gets no stars.

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1. Is the courseware presented in the context of real-worldproblems?

a. Does the courseware show learners the task they will beable to do or the problem they will be able to solve as aresult of completing a module or course?

b. Are students engaged at the problem or task level not justthe operation or action levels?

c. Does the courseware involve a progression of problemsrather than a single problem?

2. Does the courseware attempt to activate relevant priorknowledge or experience?

a. Does the courseware direct learners to recall, relate,describe, or apply knowledge from relevant past experiencethat can be used as a foundation for new knowledge?

b. Does the courseware provide relevant experience that canbe used as a foundation for the new knowledge?

c. If learners already know some of the content are theygiven an opportunity to demonstrate their previouslyacquired knowledge or skill?

3. Does the courseware demonstrate (show examples) of whatis to be learned rather than merely tell information aboutwhat is to be learned?3

a. Are the demonstrations (examples) consistent with thecontent being taught?(1) Examples and non-examples for concepts?(2) Demonstrations for procedures?(3) Visualizations for processes?(4) Modeling for behavior?

b. Are at least some of the following learner guidancetechniques employed?(1) Learners are directed to relevant information?(2) Multiple representations are used for the

demonstrations?(3) Multiple demonstrations are explicitly compared?

A–17


c. Is media relevant to the content and used to enhancelearning?

4. Do learners have an opportunity to practice and apply theirnewly acquired knowledge or skill?

a. Are the application (practice) and the post-test consistentwith the stated or implied objectives?4

(1) Information-about practice requires learners to recallor recognize information.

(2) Parts-of practice requires the learners to locate, name,and/or describe each part.

(3) Kinds-of practice requires learners to identify newexamples of each kind.

(4) How-to practice requires learners to do the procedure.(5) What-happens practice requires learners to predict a

consequence of a process given conditions, or to findfaulted conditions given an unexpected consequence.

b. Does the courseware require learners to use newknowledge or skill to solve a varied sequence of problemsand do learners receive corrective feedback on theirperformance?

c. In most application or practice activities, are learners ableto access context sensitive help or guidance when havingdifficulty with the instructional materials? Is this coachinggradually diminished as the instruction progresses?

5. Does the courseware provide techniques that encouragelearners to integrate (transfer) the new knowledge or skillinto their everyday life?

a. Does the courseware provide an opportunity for learnersto publicly demonstrate their new knowledge or skill?

b. Does the courseware provide an opportunity for learnersto reflect-on, discuss, and defend their new knowledge orskill?

c. Does the courseware provide an opportunity for learnersto create, invent, or explore new and personal ways to usetheir new knowledge or skill?

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1 The author is from Utah, home for the 2002 Winter Olympics. The rating system hasno doubt been influenced by this event.2 For a more detailed discussion of instructional architectures see Ruth Clark (1998),Building Expertise: Cognitive Methods for Training and Performance Improvement.International Society for Performance Improvement.3 The consistency criterion should be applied first. If demonstrations are inconsistentthen it doesn't matter if there is learner guidance or if the media is relevant. Ifdemonstrations are consistent then additional credit should be awarded for guidanceand/or relevant media.4 The consistency requirement should be applied first. If the practice and/or test areinconsistent then a sequence of problems is irrelevant and guidance is irrelevant. Ifthe practice and test is consistent then progression and guidance should receiveadditional credit.

5 Star Instructional Design Rating April 27, 2001 © M. David Merrill

A–19


Blended Training

Documents

Transcript of Blended Training