HPT Process (.pdf) or (.gif)

Non-instructional Interventions

Instructional Interventions

The Future

References

Links

Instructional Interventions

The following is a list of common instructional intervention methods incorporated by HP technologists: 

• E-learning

• Classroom training

• Web-based tutorials

• On-the-Job Training

• Online interactive training

• Knowledge Management

• Corporate Universities

• Games and simulations

What is E-learning?  Marc Rosenberg (2001) took a stab at defining e-learning as follows:

E-learning refers to the use of Internet technologies to deliver a broad array of solutions that enhance knowledge and performance. It is based on three fundamental criteria:

1. E-Learning is networked, which makes it capable of instant updating, storage/retrieval, distribution and sharing of instruction or information.

2. It is delivered to the end-user via a computer using standard Internet technology.

3. It focuses on the broadset view of learning - learning solutions that go beyond the traditional paradigms of training.

This is one of the most comprehensive definitions of e-learning coming from a veritable plethora of them.  Performance consultants, trainers, and businesses try to put a label on this (yet another) new concept, each taking a someone different spin.  Rosenberg puts forth the main components of this instructional tool.

Being internet based and thus widely accessible, e-learning is taking a strong foothold in businesses trying to improve training accessibility while reducing costs.  Nevertheless, e-learning does impact organizations in complex ways. An HP technologist should consider the following as they look at e-learning as an intervention (from Tanguay, 2002).

• Vision/Mission Statement - What is the purpose and/or goal of this initiative as it relates to the organization? Is it in line with the organization's vision?
• Delivery Models – What technology and methods will be employed to deliver the e-learning product? Asynchronous or synchronous?
• Virtual Teams/Collaboration – Who will make up the team to make this e-learning initiative happen?
• Infrastructure - Does the technological infrastructure already exist? Does something need to be added?
• Organizational Dynamics – Is the organization ready for this? Culturally? Will there be buy-in from both leadership and staff?
• Cost Justification – What are the cost-savings associated with this e-learning initiative?
• Staffing – Will the organization require more or less staff to design and support this e-learning application?
• Corporate University – Can the e-learning product somehow fit into the overall corporate university scheme?
• Global Reach – Would this e-learning project be useful to other levels of the organization, community, society?
• Future Evolution – How much is this e-learning initiative likely to grow or atrophy as years pass?

Like any intervention the HPT professional works with utilizing e-learning has implications to be considered throughout the organization.  Because of it's breadth, e-learning is the entire focus of several excellent textbooks including:  

Demos are also common ways of learning more about e-learning and other HPT concepts. This demo uses e-learning to teach / prescribe a model that company uses to implement e-learning.  Here is another demo that gives a tour of how this university implements e-learning.

Structured OJT, on the other hand, while requiring much more time and effort than it's unstructured counterpart, offers much better results.   Jacobs outlines the structured OJT process, represented as a cycle, as follows:

1. Decide whether to use structured OJT
2. Analyze the tasks to be learned
3. Select, train, and manage the trainers
4. Prepare the training modules
5. Deliver structured OJT
6. Evaluate and troubleshoot structured OJT

When used appropriately, structured OJT can be a very effective instructional mechanism. What are factors affect when structured OJT is well suited?  Jacobs describes the following criteria:

• Nature of the task - immediacy, frequency, difficulty, and error consequences affect this
• Available resources - who and what equipment is available to train are important
• Constraints in the work setting - training location and conditions
• Financial considerations - number of trainees, financial benefits of using structured OJT
• Individual differences - mastery prerequisites, individual trainee learning preferences

Once the decision is made to use On-the-Job Training, work through the process shown above.  In preparing training modules, then during the delivery, the following list of tasks, proposed by Neil Dabb, can be beneficial:

Master performer tasks:

• Demonstrate a sample of the best practices for delivering the appropriate training.
• Demonstrate proper in class demonstrations and activities.
• Demonstrate for apprentice how to prepare materials for the training session.
• Give general hints and brief information on training and learning necessary as needed.
• Give advanced information beyond what is given in class so that the apprentice will be prepared to answer student questions.
• Give feedback concerning the apprentices performance as they demonstrate their training skills.
• Verify that apprentices are performing according to standards defined by corporate offices.

 Apprentice performer tasks:

• Observe master performer during training presentations noting both subject matter as well as training methods.
• Participate in 'in class' demonstrations and activities noting how methods used to ensure successful outcomes.
• Aid master performer in preparing training materials for class as master is teaching.
• When apprentice feels ready, prepare to demonstrate training abilities by discussing advanced information on class, as well as training and learning methods.
• Demonstrate training abilities, and get appropriate feedback from the master performer.

The key to On-The-Job Training is to take a structured, systematic approach so as to ensure the best, most reliable training results.