redesign of content management training - … · web viewfor its 44,000+ employees, wellpoint has...

Proposal for the Re-design of the WorkNet Content Management Training Program

Proposal for the Re-design ofProposal for the Re-design ofWorkNet Content Management WorkNet Content Management

Training ProgramTraining Program

Barbara K. HowreyBarbara K. HowreyIndianapolis, INIndianapolis, IN

Correspondence concerning this article should be address to Barbara K. Howrey, WellPoint, Inc., 220 Virginia Avenue, Indianapolis, Indiana

46204

Proposal for the Re-Design of the WorkNet Content Management Training Program

Barbara Howrey 5/24/2023

Anthem Blue Cross Blue

Shield of Indiana

Empire Blue Cross Blue

Shieldof New York

WellPoint of California

TrigonHealthcareof Virginia

Mergers and Acquisitions

The Formation of WellPoint, Inc


WorkNet Content Management TrainingWorkNet Content Management Training

OverviewOverviewWellPoint is the nation's leading health benefits company serving the needs of approximately 35 million medical members nationwide. One in nine Americans receives coverage for their medical care through WellPoint's affiliated health plans through our broad range of medical and specialty products. WellPoint is licensed as Blue Cross or Blue Cross Blue Shield in 14 states: California, Colorado, Connecticut, Georgia, Indiana, Kentucky, Maine, Missouri, Nevada, New Hampshire, New York, Ohio, Virginia, and Wisconsin.

WellPoint, Inc. owns multiple external-facing internet sites for conducting business with customers, employers and investors. For its 44,000+ employees, WellPoint has one main intranet which has more than 1125 individual department/business area internal websites. The eBusiness Intranet team, of which I am a member, is responsible for the corporate intranet. We are a technology team whose primary focus is to support our intranet and IT projects, such as the redesigning and restructuring of our intranet as well as developing new applications and tools for other business areas of our company.

BackgroundBackgroundWhy We TrainIn 2005, Anthem Blue Cross Blue Shield of Indiana and its subsidiaries merged with WellPoint of California as well as Empire Blue Cross Blue Shield of New York and Trigon Healthcare in Virginia. The eBusiness team was given the tasks of merging the 4 separate corporate intranets into one cohesive intranet. A web content management (CM) tool called Stellent was purchased and the new corporate intranet design, standards, guidelines and governances were determined. A training program was created to train users on how to use Stellent.

Who We Train

Barbara Howrey Page 1 5/24/2023


Beginning in late 2005, it was necessary for us to contact all the existing website owners and inform them they had to rebuild their existing sites onto the new corporate intranet. We were required to get any potential contributors through a training program that would give them enough information to get them started in building their site. The process required fast turn around. We trained them on how to build their site structure, use the CM tool and launch their sites.

How We TrainBefore users are allowed access to the tool to work on a website, they have to go through our training, which is 2 ½ hours long and is conducted through via web conferencing. The participants are at various locations across the country. Using their computers, they are connected to a live, synchronous meeting while listening on a conference call as we, the trainers, discuss and demonstrate how to perform multiple tasks in a technology-based tool.

Table 1: Current Objectives/Timetable for the TrainingMaterial covered: Type of content Length of Time

Welcome/Review Agenda General Information 5 Minutes

Review the intranet standards, policies, procedures and governances

General Information 30 Minutes

Give an overview of good usability practices General Information 10 Minutes

Discuss security/access concerns General Information 10 Minutes

Demonstrate how to use the content management application

Technology Instruction 90 Minutes

Provide advice/guidance on site design and layout

Individual Guidance 5 Minutes

The ProblemThe ProblemAs we conduct the training, there is usually not much communication back and forth. We ask the occasional question and wait for a response. There is no hands-on interactivity and we do not have any mechanism in place for tracking the results of our training to see if the necessary knowledge or skills were transferred.

After each training session, we spend a lot of time doing one on one coaching. We walk them through steps on how to do the various tasks that we spent 2 ½ hours training them on. We constantly find that the intranet standards, policies, procedures and governances



are not being maintained and good usability practices are not followed. The problem lies in that we are not training in a manner suited to the adult learner.

How Adults LearnThere are many theories on adult learning styles. Behaviorists theorists recognize that rewarded behaviors tend to be exhibited more often than unrewarded behavior; thus better instruction is one which learners practice and provides positive reinforcements for correct responses (Allen, 2007, p. 40).

Cognitive theory notes that it is easier to remember information or instruction if it has context or meaning. In situated cognition, the learning process and the situation in which it will be used are integral to the entire learning process (Merriam and Caffarella, 1999, p. 241). “. . . adults are not inclined to engage in learning unless it is meaningful” (Merriam and Caffarella, 1999, p. 397).

Constructivists’ theory suggests that we need to construct our own representation of how things work. Knowledge is constructed, not transmitted and that knowledge construction comes from activity (Allen, 2007, p. 42).

Is There a Need?Is There a Need?In order to determine if our training could use improvement, I developed a survey which was sent to 31 past participants of our last six Basic WorkNet CM Training classes (see Appendix A for Training Survey). We received 9 survey responses back. The results indicated that the participants enjoyed the class, but the class covered too much material and they would prefer hands-on activity (see Appendix B for Training Survey Results).

Purpose of the eLearning ChangePurpose of the eLearning Change

Models of elearningModels of elearningThere are many forms and classifications of e-learning. In order to clarify the type of e-learning we currently utilize and what this proposal is recommending, it is helpful to classify e-learning into models that are easy to understand. According to Kenneth Fee, e-learning can be classified into five models (Fee, 2009, p. 23) which are listed in Table 2.

Our Current Model of e-Learning



Our current training utilizes Model 4 through the synchronous training program. We also provide online learning tutorials to support specific tasks (Model 5) through a “How Do I . . .” section on our training website. Our current training is strictly “show & tell.” We do not include any polling, quizzes, or hands-on activities.

Table 2: The five-models of e-learningModel 1 Online courses Exclusively online

Model 2 Integrated online and offline learning

Learning programs that integrate online learning with offline activities

Model 3 Self-managed e-learning Online learning resources provided for self-managed learning

Model 4 Live e-learning Synchronous online learning events involving learners in multiple locations

Model 5 Electronic performance support (EPS)

Work-based online learning to support specific tasks, systems or operational procedures.

Note: Adapted from “Delivering E-Learning,” by Fee, Kenneth, 2009, p. 23, Copyright 2009 by Kogan Page

Learner Centered TrainingOur training needs to be more learner-centered. Research indicates that adults prefer learning that is participatory and active over lengthy periods of passive listening and viewing (Wynne, (n.d.), Characteristics of Adult Learners). Situations where students and instructors interact and share dialogue or where exercises and experiences are used to bolster facts and theory are best for adults learning (Billington, 1988, Seven Characteristics of Highly Effective Adult Learning Programs).

A study conducted by New Horizon for Learning found that the one of the types of learning that stimulates adult development is self-directed learning, where students take responsibility for their own learning (Billington, 1988, Seven Characteristics).

Why Change Now?The task of merging the 4 intranets is complete. The participants that we are training now will be updating existing sites. We no longer have the push to get people through the process as quickly as possible.



In addition, over the last year, the eBusiness intranet team has been working on a new design for the intranet. This new design will require new content templates, new functionality on existing templates and revised standards and governances for the intranet’s new look and feel. All the existing contributors will have to be re-trained on these new templates and governances.

All of our existing training materials, job aids and process will need to be re-written. Instead of using the same model we have been using for the last 4 years, we have an opportunity to introduce an improved training experience for all existing and new contributors. Before we can begin to incorporate the new intranet design content into our training, we need to redesign our current training model first. Once we succeed with that, we can use this model in the new intranet design when needed; whether in six months or a year.

GoalsGoalsI would like to develop a WorkNet Content Management eLearning program that will provide blended learning for the contributors by offering short, self-managed modules and add hands-on interactivity to the synchronous class.

Proposed Model of e-LearningProposed Model of e-Learning

Model 3Before attending the basic, live synchronous class, a pre-requisite could be established requiring that all participants must complete a self-managed learning course on topics such as standards, policies, procedures and usability. In addition, self-paced tutorials can be utilized whenever there are changes to policies or procedures, an upgrade to the tool, or when there are design changes to the intranet that could affect contributors and how they do their work. Contributors can access the self-managed modules on their own time, or “stop” and “start” whenever they need to, making it more convenient. There would be quizzes or assessments at the end of each module so they can get immediate feedback on their performance.

Model 4



The next step in the e-learning program would be the live synchronous class. This class would be redesigned to allow more hands on from participants. This will allow the trainers to get immediate feedback on what tasks the participants do not know or understand how to do. Making this module hands-on should reduce the amount of after class one-on-one coaching significantly.

The advantages and disadvantages of Blended Model of e-The advantages and disadvantages of Blended Model of e-LearningLearning

Advantages Convenient for participants. The self managed module would be on-demand e-

learning and can be accessed at anytime by the contributors. Immediate Feedback on progress. In both the self managed and live modules,

the contributor will receive immediate acknowledgement of their performance. Consistency in content and course delivery. Each participant will have access

to the exact same information through the self-managed module. Better synchronous training. With hands-on synchronous training, more time

and emphasis can be placed on skill learning and practice. Better use of time. With more emphasis on skills practice, this should reduce the

amount of time spent on one on one coaching.

Disadvantages Comfort level with hands on training. There are 3 trainers that would need to

learn how to do hands-on training in an online technology based platform. Developing self-managed modules. I am the only person with the software to

create tutorials of this nature. Work would need to be distributed so that it doesn’t all fall onto my shoulders.

Time/Resource Constraints. With other projects our team has, finding the time and resources to get this done will be difficult.



Overview of Proposed ProgramOverview of Proposed Program

Action Oriented Program/Real Work Activities/Immediate Action Oriented Program/Real Work Activities/Immediate Feedback. Feedback. Applying the performance based methodology outlined in Michael Allen’s book, “Designing Successful E-Learning” (2007), I would like to develop a WorkNet Content Management e-learning program utilizing an informal, blended learning method that consist of three phrases; pre-instruction phase, instruction phase and performance phase (Allen, 2007, p. 63).

Pre instruction - Prerequisite for Live InstructionsPre instruction - Prerequisite for Live InstructionsWhen working with adult learners, you have to take into consideration that, unlike very young children, they are not blank slates. They have various levels of confidence, expectations, readiness and preferences about learning (Allen, 2007, p. 74). They may not know anything about how to build a website or how to use the tool, but our contributors already use the corporate intranet, so they are familiar with some of the design concepts, usability requirements and standards even though they may not have thought about them.

We can take something they are already familiar with and help them analyze it, but at a deeper level and from the new perspective as a contributor to the intranet. Allen emphasizes that “the period preceding instruction is an important time for (re)settings expectations, energizing learners and preparing them to learn” (Allen, 2007, p. 64).

The pre-instruction phase allows the participants to begin to review what they already know to identify situations for which certain behaviors are or are not appropriate. This recognition is essential for effective learning to occur. Thus, even in the pre-instruction phase interactivity is used, but the focus is on information and learning experiences designed to help learner prepare for making behavior changes (Allen, 2007, p. 74).

Live Instruction - Cognitive Apprenticeship ModelLive Instruction - Cognitive Apprenticeship ModelAfter reviewing many learning methodologies and models, I have determined that our current instruction uses a cognitive apprenticeship model “where students can observe, enact, and practice (…) with help from the teacher. . .” (Wikipedia, Cognitive Apprenticeship, para. 2). The cognitive apprenticeship model consists of 5 phases (Merriam and Caffarella, 1999, p. 244).Barbara Howrey Page 7 5/24/2023


Phase 1 - ModelingThe instructor performs the real-life activity, while the learner observes.

Phase 2 - CoachingThe instructor provides coaching to the learner while the learner practices the activity.

Phase 3 - FadingThe instructor decreases coaching while the learner continues to practice the increasing difficult activities.

Phase 4 - Self-directed LearningThe instructor provides assistance when requested.

Phase 5 - GeneralizingThe instructor and learner will discuss the general concepts.

During the live, synchronous class, we model the tasks we want the participants to learn. Coaching occurs after the class is over and participants are given access to the tool. Coaching is done through one-on-one phone conversations. Eventually, less assistance is needed.

In the Instruction phase of the program being proposed, the modeling, coaching and fading would all be part of the live synchronous class which allows the instructor to provide immediate feedback on performance.

Performance Phase - Follow Up/Spaced EventsPerformance Phase - Follow Up/Spaced EventsAfter the Pre-Instruction Phase and the Instruction Phase, the learner must move into the performance phase. This phase transforms the information and knowledge into skill and results. According to Allen, learners often find reminders, checklists, recurrent training and feedback systems of great help (Allen, 2007, p. 75). Two methods for the Performance Phase are post-class follow up or spaced training events.

Follow Up



According to Wayne Goldstein (2005, Building an e-Learning Strategy that Keeps Pace with Business Dynamics), “without keeping an eye on successful implementation of newly gained knowledge and skills, the initiative will fail to bring forth desired training outcomes.” Goldstein (2005) reports that without reinforcement 87% of new knowledge and skill is lost within the first 60 days after training. Organizations that engage in proactive follow-up in the days and weeks immediately following training achieve the best results for increased knowledge-to-application transfer (Goldstein, 2005, p. 6).

Monitoring new contributors can be done through the use of the Subscription function in the WorkNet CM tool. As the contributor makes updates to the site, the administrator receives an email notification. The administrator can verify that the contributor is creating content correctly, following governances and standards and provide feedback to the contributor through email or by phone.

Spaced Training EventsSpaced training events are defined by Allen (2007) “as the distribution of learning events over time.” According to Allen (2007), “learning time is more efficient (less total time is required) and learning is retained for a longer period of time” (Allen, 2007, page 76).

Spaced training events could be done by taking the synchronous class and dividing it into two shorter classes, held two weeks apart. After the initial training, participants would be given access to a “Sandbox” where they could practice. They would then return for the second half of the class to complete their training.

Audience Analysis Audience Analysis

SettingSettingThe self-managed modules will be hosted on the corporate intranet and accessed through a network connection or secure VPN.

The webinars are conducted using Microsoft’s Live Meeting with a toll free conference call line. WellPoint requires that all associates use Internet Explorer 7 along with Windows Media or Flash Players and screen resolutions are either 800 X 600 or 1024 X 768.

LearnersLearnersDemographics:



Based on the survey results (see Appendix C Training Survey Background Information).

Profession: 20% - Administration (Claims, Customer Service, Medical Billing, Etc.)30% - Business Professionals (Project Managers, Finance, Corp Communications, Legal, HR, Etc.)50% - Information Technology (Business Analysts, eBusiness, Network

Operations)

Age Range: 26-45

Educational: High School graduate with the majority having a BS/BA

Gender: 60% women, 40% men

Ethnicity: Did not ask

Expectations of ParticipantsThe participants attend our training with an immediate need to build a site or to assume responsibility for a site. It is extremely important for them to be able to apply what they learned in the training immediately to their own website.

Technology Skill LevelMost of the participants have some technology skills since all associates at WellPoint use PC’s in their daily jobs. Our corporate approved software is Microsoft applications, Sharepoint, certain proprietary software, etc. Approximately 60% of those surveyed had experience with building web pages using HTML mark up language.

All associates at WellPoint are required to complete an annual Ethics and Compliance training that is self-paced, online training so participants are familiar with online courses.

As far as learning and using the content management tool they are training on, the participants are generally eager to learn, but some have no prior experience in web content and are somewhat intimidated.

Administrative Support/Student ManagementAdministrative Support/Student ManagementWe do not use a Learning Management System for tracking enrollments or attendance to our training. The three trainers handle all requests for training via email. We schedule the meeting through Outlook/Microsoft Live Meeting and add the requestor to the meeting invitation.Barbara Howrey Page 10 5/24/2023


Attendance is tracked through Microsoft Live Meeting and transferred to a spreadsheet for our records. The self-paced modules can be tracked on the spreadsheet as well.

Future self-paced modules may become necessary due to upgrades to the Web Content Tool, changes in the governances or standards, or redesigns to the intranet. Any new modules could also be tracked, allowing the administrators to keep a training history all contributors.

Technical Specifications Technical Specifications Development ToolsAvailable e-Learning Tools on company laptops:

o Microsoft Live Meetingo Outlook for Schedulingo Microsoft Wordo Microsoft Excel (For content and student management)o Microsoft PowerPointo Adobe Captivate (Only on my laptop)o Adobe Photoshopo Tech Smith Snag-It o Adobe Professional

Available e-Learning Tools on personal laptops*:

o Tech Smith Camtasiao Audacityo Adobe Fireworkso Adobe Flash

*Personal laptops will only be useful for editing since they are not secured to get on the corporate intranet.

Delivery ToolsAvailable e-Learning Tools on company laptops:

o Microsoft Live Meetingo Network Connection or Secure VPNo Internet Explorer 7o Flash Player



Content design & development plansContent design & development plansADDIEADDIE There are a number of philosophies on how to manage e-learning projects. The model I am familiar with prior to recent studies is the ADDIE model which divides an e-learning project into 5 phases (Intulogy, The ADDIE Instructional Design Model).

Analysis Phase The analysis phase begins by conducting a needs analysis.

o What documents currently exist? o What content gaps are there?o What additional content is needed?

I will use a content inventory which will track data such as Instructional Design Document (IDD) #, type of content, file name, topic name, description, status, owner and other fields that will help track important information (see Appendix D for a sample Instructional Design Document).

After the needs analysis is complete, we will begin the instructional analysis in order to determine what learning path we want the learner to follow. The final stage of the analysis phase is to write learning objectives that consist of:

o An observable task that a learner will be able to performo The conditions under which the task is to be performedo The criteria that will be used to measure a learner's success

Design PhaseAfter the analysis phase, we will develop our instructional strategy and determine how the course material will be grouped and sequenced, what instruction methods we will use to present the material such as game based, scenario based or story based activities, and finally, how we will measure the learner’s success.

The explanation or production direction for what needs to happen on a screen and the narration that accompanies the scene can be created on a storyboard (see Appendix E for a sample Storyboard).


A-A- nalyze

D-D- esign

D-D- evelop

I-I- mplement

E-E- valuate


Development PhaseIn this phase, we will create a prototype of the tutorial which includes the Graphical User Interface (GUI) for the e-learning program, any graphics, animations, characters or photos, and any job aids or other learning materials.

Implementation/Evaluation PhaseOnce the prototype is completed, we will conduct an alpha test and a formative evaluation which will identify what problems, mistakes and changes need to be made. Once the alpha tests are completed and changes are made, we will complete the remaining online tutorials which I estimate will only be 3 pre-instruction tutorials.

Final ImplementationWe will launch the new WorkNet CM Training as a two part course; a self-directed pre-instruction course followed by a synchronous hands-on class.

Project Management Project Management

Project TimelineProject TimelineThe amount of work hours available for this project is estimated at a maximum of 10 hours per week. The work may be divided between team members depending on other workload and projects as well as areas of strength. Table 3 shows project timeline for the phases.

Table 3: Project Timeline based on tasks



Content ManagementContent ManagementBarbara Howrey Page 14 5/24/2023

Analysis & Design PhaseTasks # of

HoursDependenci

esWeek #

1 Create a list of all topicsWrite a Topic Description

2 None 1

2 Determine which topics are informational only, application based, non-application related

2 1 1

3 Organize topics into 4 Areas (overlapping):Pre - Instruction (Informational)Basic Instruction (Application Based)Advanced Instruction (Application Based)Post Instruction (Job Aids, non-application information)

2 2 1

4 Categorize topics into lessons 1 2 15 Assign lessons to Admins 1 1 16 Review existing content for accuracy

Make Changes to existing contentCreate any new content needed

20 4, 5 2, 3

7 Determine design/layout/structure 20 3 4, 5Totals 48 5 Weeks

Development Phase8 Create learning objectives/activities 40 6 4-79 Create Storyboards 40 8 8-11

10 Decide on interactivity for lessons 20 8 12, 1311 Determine what components of the

lesson need an assessment and create the assessment.

10 8 14

12 Create learning objects:Design templateImagesAudioVideoJob Aids

40 7,8 15-18

13 Create modules using tools available 60 7, 8, 9, 10, 11, 12

19-23

14 Edit Tutorials (Can begin when first tutorials are ready)

10 13 20-24

Totals 220 19 weeks

Testing/Implementation Phase15 Review tutorials for quality 10 13, 14 2516 Implement Pre-Instruction Training

Modules and new Instruction Format5 15 26

17 30 Day User Testing 16 27-3018 Evaluate and Refine Training Results -

after 30 day trial20 17 31, 32

19 Implement revised training, as needed 5 18 33Totals 40 9 Weeks

Total Project Timeline 308 33 Weeks


In order to manage all the content needed for both the self-managed modules and the synchronous class, there are a number of tasks that need to be accomplished.

1. Create List of Topicsa. Determine if Pre-Instruction, Instruction or Advanced Courseb. Assign each topic to a category or lesson, i.e. Governance, Design, etc.c. Divide the lessons between the administrators for development.

2. Determine learning objectives/design/layout/structure a. Create Storyboard for the lesson

3. Decide on interactivity for lessona. Determine what components of the lesson need an assessment

4. Create a Content Inventory Loga. Does the content already exist?

i. If yes, review content for accuracy and make changes where needed.ii. If no, create the content

b. Create the assessment, if needed.c. Create learning objects

i. Design templateii. Imagesiii. job aidsiv. audio v. video

5. Create modules using tools available; PowerPoint, Captivate, Snag-It, Audio, Photoshop

6. Upload all content to media server for release of eLearning program.

Budget plansBudget plansHardware/Software NeededNone anticipated - The list of software listed for Technical Specification on page 10 will be used for design and development.

Personnel NeededThe training design and development will be done by the three trainers, each of whom has an area in which they are more qualified. Responsibility for the content will be done by our team lead who is a Certified Usability Analyst. Graphics, media and the self-paced



modules’ GUI will be the responsibility of the other trainer on the team. Since my co-workers do not have the Adobe Captivate or Tech Smith Camtasia Software, the development of the tutorials will be my responsibility. Responsibility for the instruction design will also be mine, but I will work with the other trainers for suggestions and ideas. Table 5 shows the distribution of work by trainer.

Table 5: Design and Development tasks assigned by trainerDesign Phase BH DG TSTasks 1, 2, 3, 4, 6, 7 2, 3, 5, 6, 7 6, 7# of Hours 2, 1, 1, 1, 8, 10 = 23 1, 1, 1, 8, 5 = 16 4, 5 = 9

Development Phase BH DG TSTasks 8, 9, 10,11,12,13,14 8, 9,10,11,12,13,14 8, 9,10,11,12,13,14# of Hours 25,25,10, 0, 20,60, 6 =

14610,10,10,10, 0, 0, 2 = 42

5, 5, 0, 0, 20, 0, 2 = 30

Testing/ImplementationPhase

BH DG TS

Tasks 16, 18, 19 15, 16, 18 15, 16, 18# of Hours 1, 10, 1=12 5, 2, 5, 2 = 14 5, 2, 5, 2 = 14Total Hours Projected

181 72 53

Marketing/Promotion

All of our training information including class schedules, job aids, tutorials or general information is on our training website along with an email link and phone numbers to contact us.

Current employees or new people hired to update websites will contact us to take the training. We do not do any marketing or promotion for the basic class. We will send emails to current contributors about our advanced training class or any other new training that we develop.



Evaluation

Activity Measures vs. Performance MeasuresActivity Measures vs. Performance MeasuresMeasuring ActivityCurrently, we only measure activity; how many participants have taken our training. Measuring how much we train is not the same as measuring how well we train (Berk, 2003, p. 1).

Measuring PerformancePerformance measures tell you how well you have trained (Berk, 2003, p. 1). As a team, we have never measured how well we train. We have never asked our participants to evaluate the instructor’s performance or the quality of our training. A satisfaction-type measurement evaluates instructor performance, effectiveness of delivery or general participant satisfaction and can be obtained through an end-of-class evaluation (Berk, 2003, p. 2).

An important measurement is knowledge-transfer. Did the participants learned what they needed to in order to do the tasks they have been assigned? Knowledge-transfer performance measurements tie the training we provide to the business objectives for our area and our company. The more closely aligned our e-learning efforts are to the organizational goals, the more value the training delivers (Brandon, 2004, p. 2).

There are a number of ways to measure performance, one of which is the Kirkpatrick 4 Levels of Learning.

Four Levels of Learning Four Levels of Learning The standard that has been used for many years to evaluate learning has been Dr. Donald Kirkpatrick’s Four Levels of Learning (Fee, 2009, p. 118). The four levels measure the impact of training activities; from reaction to results (Fee, 2009, p. 118)

Level One: ReactionThis evaluation answers the question “Did they like it” (Berk, 2003, p. 3)? This evaluation can be done at the end of the training either informally by the trainer asking for verbal


Results

Reaction

Behavior

Learning

Note: Illustration adapted from “Delivering E-Learning,” by Fee, Kenneth, 2009, p.23, Copyright 2009 by Kogan Page


feedback or through a questionnaire the participant completes before the training concludes (Fee, 2009, p. 119).

Level Two: LearningThe level two evaluation answers the question “Did they learn” (Berk, 2003, p. 3)? It is important to remember that just because someone had a satisfying experience does not mean they learned new skills or knowledge (Berk, 2003, p. 3). This level is measured by tests, quizzes or simulations where learners attempt tasks similar to those they will encounter on the job (Fee, 2009, p. 119).

Level Three: BehaviorThis level answers the question “Did they use it” (Berk, 2003, p. 3)? This is a key performance metric (Berk, 2003, p. 3). This measures if the learner is able to perform the tasks required on the job (Fee, 2009, p. 119).

Level Four: ResultsThis final level answers the question “Did it impact the bottom line” (Berk, 2003, page 3)? Were the business objectives the e-learning program was created to achieve met (Fee, 2009, p. 119)? To measure results, the training must be tied to the business objectives

Meeting Business Objectives with e-LearningMeeting Business Objectives with e-Learning“The basic mission of e-Learning development is to provide a system of instruction and guidance to achieve a valued result through human accomplishment” (Brandon, 2004, p. 1). “Reasonable business decisions dictate that tools that help the business perform better and improve the bottom line are good investments. Did the training help increase revenues? Did it help decrease costs? What kind of impact did it have on the average employee’s job performance relative to the salary paid to the employee” (Berk, 2003, p. 3)?

What value does our training provide?The task of maintaining the corporate intranet is not an income producing activity since there is no charge to take the training. Thus, we are a cost-center, not a profit center. This makes it difficult to quantify our e-learning program in financial terms.

At a time when there are monthly personnel cuts, showing the value for our training is very important. Aligning our e-learning program with the organization’s business Barbara Howrey Page 18 5/24/2023


objectives has to be done by demonstrating value through indirect goals (Fee, 2009, p. 122).

How do we find value? According to Brandon, you have to “find opportunities to deliver value.” We need to ensure our e-learning supports the organization’s vision and strategy (Brandon, 2004, p. 3). Brandon (2004) recommends starting by “identifying the most valued outcome which usually involves defining the problem that created the opportunity” (Brandon, 2004, p. 3). One of our company’s core values is “One Company, One Team.” Based on this, converting the four intranets into one was the problem that created our opportunity. Now that the intranets are merged, we need to realign our training so we can continue to support our company’s vision and strategy. Once we have determined what value our training has, we can then begin to measure our training using Kirkpatrick’s Four Levels of Learning.

Demonstrating ValueDemonstrating ValuePre-Instruction Phase MeasuresWithin the self-directed courses there will be quizzes and assessments that participants will perform. As level 1 & 2 evaluations, these tutorials include tracking who has completed the tutorial and how they did on the quizzes and assessments. A survey can be added at the end for participant to provide feedback to us about the program itself (Fee, 2009, p. 119).

Instruction Phase MeasuresIn the synchronous, hands-on component, the participants will get immediate feedback from the trainer. This level 3 evaluation will measure their ability to perform the tasks required. Through polling, we can also measure if the knowledge-transfer from the pre-instruction phase to the instruction phase is taking place (Fee, 2009, p. 119). A survey can be added at the end of the class as well.

Performance Phase Measures Level 4 evaluations are done through the performance phase to see if the training supports the objectives and performance goals of the participant by monitoring new contributors through the Subscription tool (Fee, 2009, p. 119). A follow up survey can be sent to the participant 30-60 days after training was concluded.



My role as the e-Learning AdvocateMy role as the e-Learning Advocate

As the e-learning proponent for the Intranet Team, I have been advocating a change to our training for the last three years. I began this proposal with no intention that it would be implemented, but over the past few weeks, I have been talking with my team and gaining their support.

As I’ve stated in the background information, there are three administrators that are involved in our training program. I am not the lead and if this plan is put into action, I will not be the lead on this project. My responsibility will be to manage the project plan, maintain the content inventory, and the instructional design documents. The other team members will help with content, assessments, graphics, GUI and alpha testing. As previously discussed, we will not do any marketing of the program other than to send emails when needed. It is my hope that the evaluations will be done together by the team.

My role will be to guide the others on how to create e-learning from what I have learned through the e-learning courses I have taken from Indiana University and University of Colorado. My hope is that, with my guidance and direction, the team can work together to come up with a successful new e-learning program.

Making the ChangeMaking the Change"Your success in life isn't based on your ability to simply change. It is based on your ability to change faster than your competition, customers and business."

— Mark Sanborn

Resisting ChangeResisting ChangeThree years ago, I proposed to my manager and team that we address the issues about how our training is conducted. None of them felt we needed to make the change. There were a number of reasons given. 1. Because of the need to provide training as quickly as possible. 2. There was no time to make the changes to our training. 3. We are not a training department. Based on these reasons my manager did not feel that we needed to re-design our training program. Barbara Howrey Page 20 5/24/2023


At that time, I had been on the team less than a year. I met full resistance. Now, three years later, I can look back and see why there was resistance. First, there was a lack of trust. Asking people to change requires trust and trust is gained by proof (Lynch & Roecker, 2007, p. 146). They did not know me well enough or long enough to have their trust. Second, if we implement a new e-learning solution, it could mean a change to the status quo. People become comfortable with the status quo, and often find ways to resist or sabotage change, particularly if they feel uninvolved or threatened (Lynch & Roecker, 2007, p. 130).

Change is not only a business process, but a political process (Lynch & Roecker, 2007, p. 129). Any change creates “people issues”. Jobs will change, skills and capabilities will be evaluated and developed, and new leaders will emerge (Lynch & Roecker, 2007, p. 133). Change can be construed as a threat or a take over.

Making a case for changeMaking a case for changeSponsorshipThe success of any project is to first get the leaders in the organization to embrace the change (Lynch & Roecker, 2007, p. 134). There are two key people that need to support this project. I envision the team lead as the initiating sponsor (Lynch & Roecker, 2007, p. 149). She will be the person whose support will be needed in order to get the project off the ground. We have met several times and she has already discussed the project briefly with our manager. The key sponsor for the project will be our manager. If she approves the project, she will have authority for the project and be the person who can resolve any problems that arise from other team members (Lynch & Roecker, 2007, p. 149).

The Formal CaseIn order to get her approval, I will present a formal case which will provide a written vision statement, a convincing need for change, demonstrate that the team future is linked to making this change and provide a roadmap to guide behavior and decision making (Lynch & Roecker, 2007, p. 134).

Once her approval is received, the team will meet to discuss the project. Team members need to know how their work will change, what is expected of them during and after the program, how they will be measured, and what success or failure will mean for them (Lynch & Roecker, 2007, p. 135-136). “The first battle of any change situation is Barbara Howrey Page 21 5/24/2023


harnessing a desire to succeed” (Kay, 2007, More than managing during change). To instill a desire to change can be done by creating ownership. “. . . if people are involved in change [...] and their input to the process is valued they will readily engage with it” (Bobinski, 2006, Nothing changes if nothing changes). Ownership is created by involving people in identifying the problems and crafting solutions (Lynch & Roecker, 2007, p. 134).

Mapping StakeholdersAccording to Lynch and Roecker (2007), it is important to understand the people impacted by the change and their concerns regarding the project or personal concerns and potential responses. They have an interest in the change (Lynch & Roecker, 2007, p. 136).

Table 6 identifies who the stakeholders are for this project based on their interest level and what power they have over the project (Lynch & Roecker, 2007, p. 136).

Table 6: Mapping stakeholders

Opposition SupportPower Not

SureActive

OppositionPassive

OppositionFence – Sitters

Passive Support

Active Support

High MarcTim S2

Sue

Medium Tim S3Daris

Bharathi

Doug Ddee

Low Jerry Debbie NancyAaron

Blue – Team Members Green – Developers for Intranet Red - Managers

Knowing this will help determine what each person really wants or if they have any predisposal to be an enemy or an ally. If they are opposed to the project, they will probably react negatively which could indicate that they are feeling threatened, frightened or truly have an investment in doing things the “traditional” way (Lynch & Roecker, 2007, p. 137). (Note: After the project is discussed with the team members, I will probably have a better idea of those in the “Not Sure” column.)

Complexity AnalysisDepending on the complexity of the project based on task and people issues, different approaches may be needed to manage the project. Task Complexity identifies the tasks for the project without consider the people issues (Lynch & Roecker, 2007, p. 141). The factors I will need to consider are the number, variety, complexity and interdependencies Barbara Howrey Page 22 5/24/2023


of tasks. Potential problems exist around the people on the project. The “people” factors I will need to consider separately from the tasks include political style, power balance and sponsor commitment (Lynch & Roecker, 2007, p. 141). (See Appendix F for Complexity Charts.)

Style of Change – CollaborativeOur team is made up of creative, talented and intelligent people. These are some of the smartest people I have ever worked with. We have always tried to use a collaborative approach to projects because we all have unique views and ideas. By utilizing a collaborative management style, I hope to gain their commitment to invest in the project (Lynch & Roecker, 2007, p. 142). I will need to define to what extent they can make decisions vs. recommendations. As the only person on the team with any background in instructional design, I will have to work hard to guide them.

Conclusion

This proposal for the re-design of the WorkNet Content Management eLearning program is meant to illustrate that by providing blended learning through self-paced modules and hands-on interactivity, the transfer of information to knowledge and then to skill will occur at a faster pace and at a deeper level for the contributor. The results should be a reduction in the amount of time the administrators spend solving contributor mistakes, aiding the contributor to better utilize the web content tool and ultimately, creating a better intranet for all associates. This will also provide a performance measure for the administrators for improving their training skills. Finally, it is a chance to expand our current skills as we all work together to learn instructional design concepts and methods as we create this new e-learning program.



References

Allen, M. W. (2007). Chapter 5: What is Instructional Design? In Designing Successful E-Learning (pp. 40-42). San Francisco, CA: Pfeiffer.

Allen, M. W. (2007). Chapter 7: Designing Outside the Box. In Designing Successful E-Learning (pp. 63-76). San Francisco, CA: Pfeiffer.

Berk, J. (2003, November 3). Learning Measurement: It’s Not How Much You Train, But How Well. In The eLearning Developers’ Journal. Retrieved from http://www.elearningguild.com/

Billington, D. D. (n.d.). Seven Characteristics of Highly Effective Adult Learning Programs. In New Horizons for Learning [website]. Retrieved from http://www.newhorizons.org/index.html

Bobinski, D. (2006, June 15). Nothing changes if nothing changes. In Management Issues. Retrieved from http://www.management-issues.com/default.asp

Brandon, B. (2004, April 12). Connect e-Learning to Business Objectives. In The eLearning Developers’ Journal. Retrieved from http://www.elearningguild.com/

Dornbush, C. (n.d.). E-Learning Project Management [video file]. Retrieved from http://www.youtube.com/watch?v=WURExEwxU2M.

Fee, K. (2009). Chapter 1: Understanding e-learning. In Delivering E-Learning (p. 23). London, UK: Kogan Page Limited.

Fee, K. (2009). Chapter 6: E-learning strategy: measurement and results. In Delivering E-Learning (pp. 118-122). London, UK: Kogan Page Limited.

Goldstein, W. (2009, January 17). Building an e-Learning Strategy that Keeps Pace with Business Dynamics. In The eLearning Developers’ Journal. Retrieved from http://www.elearningguild.com/

Intulogy (n.d.). The ADDIE Instructional Design Model [website]. Retrieved from http://www.intulogy.com/addie/



Kay, B. (2007, March 6). More than managing during change. In Management Issues. Retrieved from http://www.management-issues.com/default.asp

Lynch, M. M. & Roecker, J. (2007). Chapter 8: Change Management. In Project Managing E-Learning (pp. 129-150). New York, NY: Routledge.

Merriam, S. B. & Caffarella, R. S. (1999). Chapter 10: Experience and Learning. In Learning in Adulthood (pp. 241-244). San Francisco, CA: Jossey-Bass.

Merriam, S. B. & Caffarella, R. S. (1999). Chapter 17: Integrating Theory and Practice. In Learning in Adulthood (pp. 397). San Francisco, CA: Jossey-Bass.

Wikipedia, B. (2009, September 4). Re: Cognitive apprenticeship [online forum]. Retrieved from http://en.wikipedia.org/wiki/Cognitive_Apprenticeship


Appendix A

WorkNet Content Management Training Survey

Appendix B

Training Survey Results Table

Questions Averaged Response

Scale of 1 - 5(1 being lowest)

The training helped me understand how to use the Content Management ToolComments: • Hands on is the best training tool (in my opinion)• I am a novice and had no idea about creating a web site much less how to update a webpage with content. The class was very easy to understand• This information shared was good however it was an abundance of data. Hands on labs would have been more successful for retaining the data. I have still not utilized the knowledge learned and will need to reference the training material whenever I need to make an update as I assumed accountability of pages within the tool.

4

My level of understanding about building a website after attending the trainingComments: • I suggest a testing environment where everyone can log in at once and "create a landing page" in real time. This will allow the trainer to answer questions in a live setting.• I'm still a little confused on how to do some things because there seems to be so many 'rules' about what to do and not to do, but I think I can manage if I review the materials each time I want to revise a website.

3

Rate the thoroughness of the content presentedComments: • Too much data to retain after the first 15 minutes.• very detailed

4

Rate the quality of the presentation (clarity, organization, pace, maintaining interest)Comments: • Again, too much data to absorb in one setting.• Was a little to fast for me. I'll be one of the folks taking it twice :-)• the pace was good enough for me to be able to understand the topics discuss• I felt the pace of the presentation was very good especially since there as a variety of skill levels attending the class.

4

Rate the quality of the facilitation (discussion, demonstrations, activity, Q&A)Comments: • Would love to see this as an online class, I would have absorbed more of it if I could interact and go at my own pace.• very well• The demonstrations were good, but needed more activity on our end.

3.5

Rate the effectiveness of teaching methodsComments: • Ddee - she was very candid.• Very well structured.

3.2

What did you like most about the training you attended?• Length of training at one setting. Inability to do a hands on training.• The facilitator was very clear.• The instructor was very patient and helpful in answering questions.• The facilitator knowledge of the product and real world experiences were wonderful• It was interesting.• The training was very detailed and thorough.

NA

What did you like the least about the training you attended?• Break the training session up into smaller parts. Allow users to log in and train with the trainer.• should have been phased• I was unclear about which areas of the training session would actually apply to my specific job functions.• lack of hands on. I learn so much better if I am working along with the facilitator• It was pretty long, and a lot of info to take in during one training.• The training was could learn better hands on instead of watching.

NA

Please provide any additional feedback about the training. (What we could do better, what you would like to see.)• A better worknet GUI application - it is cumbersome and not very intuitive (in my opinion)• maybe in 2 phases• More interactivity would probably be more effective.• Heads on provides more impactful training when its this detailed• I wish there were more examples of how to revise websites vs building websites, as this is what I would be doing -- working on an existing website, not creating a new one.

NA

Overall, the training met my expectations 3

Appendix C

WorkNet CM Training Survey Results

Background Information:

1. What business area are you in? Example: Human Resources, Individual Business, Sales and Marketing, etc.

Operations: 2Information Technology: 3Communications: 1Finance: 1eBusiness: 1Claims: 1

2. What is your Job Title? Example: Project Manager, Business Systems Analyst, etc.

Business Systems Analysts: 4 Project Management: 3 Process Improvement Consultant: 1 Infrastructure Process Architect: 1

3. What is the highest level of education you have obtained?

Some High School: 0Graduated High School: 2Some undergraduate college: 2Bachelor’s Degree: 4Some graduate level college: 0Graduate Degree: 1Prefer not to answer: 0

4. What is your age range?

18-25: 1 26-35: 2 36-45: 3 46-55: 1 56-65: 0 65+: 0 No Answer: 1

5. What is your gender?

Male: 4 Female: 5

6. The date and time of the webinar you attended?

10/20/2009: 110/07/2009: 309/16/2009: 309/01/2009: 008/18/2009: 007/22/2009: 2

7. My previous experience building a website prior to this training.No Experience with the web. 2I am a web surfer, but have never created a web site. 2I have created a website using a WYSIWYG. 0I have created a website using HTML. 5Other: 0

Appendix D

Topic DetailCourse Title: GovernancesDelivery Method: Self-Paced Online tutorial

Timing: Approximately 5 minutesCourse Focus (Theme): o Understanding WorkNet’s Design Concept

o How to maintain a consistent “look and feel” Course Objectives: Upon completion of this course . . .

Course Outline:

Course Look and Feel: Apply standard look and feel for online tutorials including navigation . . .

Reviewer Feedback:

Instructions for development:

Instructional Design Document

Note: Adapted from “E-Learning Project Management,” by Dornbush, C. [videocast], Retrieved from http://www.youtube.com/watch?v=WURExEwxU2M.

Appendix E

Storyboard

Scene:

Explanation or production directions for what needs to happen

Narration:

narration notes go here

Note: Adapted from “E-Learning Project Management,” by Dornbush, C. [video file], Retrieved from http://www.youtube.com/watch?v=WURExEwxU2M.

Appendix F

Complexity Charts

Task Complexity ChartFactor Description of complexityNumber of tasks The more things there are to do, the more complex managing

will be.

Variety of tasks If there are lots of similar tasks then similar tools and management methods may be used.

Complexity of tasks

More difficult tasks require greater attention and have more ways to fail.

Verifiability of work

If you can’t see what has been done, then it is difficult to track progress.

Interdependencies between tasks

When one change depends on others or can affect many things, tasks are more complex.

Quality criteria Quality requirements are high.

Note: Adapted from “Project Managing E-Learning,” by Lynch, M. M & Roecker, J., p. 142, Copyright 2007 by Routledge.

People Complexity ChartFactor DescriptionPolitical Style If the prevailing political style is divisive and devious then

change will be far more difficultPower Balance If the balance of power must change then those that hold power

are likely to fight to hold onto itSponsor commitment

If sponsors do not give their full and visible support, then the people affected by the change will also be less committed

Personal change If people must change beliefs, value, etc., then this is more difficult than a simple change in activities

Change skills If the people managing the change have not done this before then they may lack the ability to do it effectively.

Note: Adapted from “Project Managing E-Learning,” by Lynch, M. M & Roecker, J., p. 143, Copyright 2007 by Routledge.

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