Michael Hickland

Information and Technology in Learning (ILT) Staff Training Strategy

Author: Michael Hickland Date 09/04/2010

Contents
Information and Technology in Learning (ILT) Staff Training Strategy.....................1 Contents................................................................................................................. 1 Purpose of this document....................................................................................4 Abstract.............................................................................................................. 4 Introduction.........................................................................................................4 The purpose of training programmes...................................................................4 Adoption of an idea.............................................................................................5 The Knowledge Stage.......................................................................................5 The Persuasion Stage.......................................................................................5 The Decision Stage...........................................................................................6 The Implementation Stage ..............................................................................6 Confirmation Stage..........................................................................................6 Rate of adoption..................................................................................................7 Adopter categories............................................................................................10 The effect of social networks on adoption..........................................................11 Critical mass......................................................................................................11 The role of staff trainers....................................................................................11 Consequences of adoption................................................................................13 Innovation.........................................................................................................14 Appendix A...........................................................................................................15 Online Support Forum.......................................................................................15 Purpose.............................................................................................................15 Objectives......................................................................................................15 Page 1 of 16

Michael Hickland Verification Criteria........................................................................................15 Target Audience................................................................................................15 Requirements.................................................................................................15 Group Types...................................................................................................15 Innovators......................................................................................................15 Early adopters................................................................................................15 Communications............................................................................................15 Lurkers........................................................................................................... 15 Technology........................................................................................................15 Forum Type....................................................................................................15 Membership Policy.........................................................................................15 Usability.........................................................................................................15 Single Login................................................................................................... 15 Portal Access..................................................................................................15 Forum Governance............................................................................................15 JANET.............................................................................................................15 AUP................................................................................................................15 Spirit of Conference (SoC)..............................................................................15 Controller.......................................................................................................15 e-Moderators.....................................................................................................16 Selection........................................................................................................16 Training..........................................................................................................16 Moderation Hours...........................................................................................16 Part Time Staff...............................................................................................16 Holiday Cover.................................................................................................16 Efficiency versus Effectiveness ......................................................................16 Payment.........................................................................................................16 Develop Community Groups..............................................................................16 Page 2 of 16

Michael Hickland Generate Interest...........................................................................................16 Sustain Interest..............................................................................................16 Support the Embedding of Technology in Learning.........................................16 Social Conferences.........................................................................................16 Face-To-face events.......................................................................................16 Continuous Process Improvement.....................................................................16 Define Processes............................................................................................16 Measurement and Analysis.............................................................................16 Optimisation...................................................................................................16

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Michael Hickland

Purpose of this document

This documents details the methodologies and stratagems required to provide effective and efficient staff training programs for the dissemination of new technologies and teaching practices within educational organisations.

Abstract
As eluded to several times throughout this document, the effective implementation of this strategy document is dependent upon an effective communications strategy. An effective communication strategy that takes into account the overall burden placed upon staff by the use of all ILT used.

Introduction
Implementing new ideas and technology within any work place will usually involve staff training of some kind. How effective any training programme is can only be measured after the training programme is concluded. With pressure on resources organisations need to have a high degree of confidence in the strategies employed to develop staff training programs. Many organisations already possess the required expertise to delivery training from a pedagogical perspective but they lack the expertise to develop a strategic approach to developing training and support programmes that deliver the training in an efficient and effect way. This document will lay out a strategy which is to be used for the development of training programs that have a higher rate of success.

The purpose of training programmes

As with any task in life to be successful we first of all need to know what it is we want to achieve. The purpose of train is to impart enough knowledge to others for them to be able to use a particular practice, procedure, method or technology, or may be all of the above. In other words: to facilitate the adoption of a new idea or technology. A training programme is usually considered as a series of planed training event that provide the required training that will allow staff to move from their current position, i.e. practices or technology, to the adoptions of the new position, i.e. the new practice or technology to be implemented. For the remainder of this document the new practice or technology will be referred to as an idea and the actual event of staff utilising the new idea will be referred to as the adoption.

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Michael Hickland

Adoption of an idea
There are many variables that affect the adoption of an idea but the decision process can be distilled down to the following four categories; The Knowledge Stage The first stage of the adoption process is the knowledge stage and this is where staff are exposed to the idea for the first time. Generally speaking people can either actively seek out ideas to fulfil a need, discovery an idea accidently or be passively introduced to ideas through their peers or training. The document focuses on knowledge that is disseminated in to staff through training and that staff acquire the knowledge passively. There are three different types of knowledge; Awareness knowledge: - Is simply the knowledge that an idea exists. This is an important stage and should be handle carefully, as the old saying suggests, "first impressions are everything". It is important that the correct impression is perceived by staff; otherwise they may not progress to the next type of knowledge. How-to knowledge: - The information required to use an idea correctly. It is vital to maintain the interest of staff in the idea that they receive enough how-to knowledge prior to going it alone with the idea, so that their experiences is positive, as negative results from self-experimentation can lead to staff developing a negative disposition to the idea. Principle knowledge: - An deeper understanding of how the idea works. While it is possible for staff to use most ideas without principle knowledge the rate of misuse of an idea is less with principle knowledge. Principle knowledge in some cases enables staff to enhance an idea to better suit a given context. The knowledge stage is based on cognition, the absorption of facts. The Persuasion Stage During this stage staff will exhibit sign of insecurity of their ability to use the idea or doubt about the idea itself. Trainers should be quick to point out the advantages of the idea to staff, while at the same time having the confidence to inform staff of the disadvantages. While trainers can advise staff of the pros and cons, staff will make their own mind up at this stage whether to adopt the idea or not.

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Michael Hickland The Decision Stage From a training point of view this is the most uncertain stage, in that the idea could be rejected as quickly as it could be rejected. Individuals may decide to trial the idea by themselves and determined whether the idea is worth adopting or not based on their own belief system. Other may wait to see how their peers fair, allowing the experiences of other to influence their decision. Individuals (or groups) who make the decision to reject an idea fall into the one of the following two categories; Active Rejection: - involves the consideration and trial of the idea and then rejection. Passive rejection: - involves the rejection without consideration or trial of the idea.

Active rejection can be reduced by extra support and contextualisation of the idea. Passive rejection is harder to counter, as it is can be a decision made purely on how a person or group feels about the idea, rather than any cognitive process of rejection.

The Implementation Stage After deciding to is the idea the staff them need to go through the implementation stage. This will involved staff using the idea for the first time and they can still be insecure about its effects once implemented. Within a large organisation problems with the implementation of the idea can spread virally, unbeknown to the trainer where suitable communications do not exist. It is preferable for the trainers to ensure that suitable communication systems are in place prior to the training and that staff are made aware of them and how they are used. A suitable system would be some form of online forum (see appendix A), where trainers can advice staff on particular implementation problems in a public way, so that other staff can view the results of the issue and where appropriate offer their own solutions. Not only would this reduce theoften a trainer would have to repeat information, it could also encourage an online community where staff can go to for peer support. At this stage it is vitally important that the trainer be available to offer support and advice as needed. This can be carried out actively or passively depending on the requirements of the staff.

Confirmation Stage
While four stages exist in the decision to adopt an idea we must consider a fifth, somewhat external, stage to the adoption process and that is the Page 6 of 16

Michael Hickland process of confirming that the idea has sound benefits. An assumption is sometimes made that once a member of staff has decided to adopt an idea that is forever. While in reality most staff who adopt an idea are usually unsure that the decision was correct. Knowledge of the existence of the confirmation stage suggest that support for the idea should be continued even after the training programs initial goals were met. Exactly what kind of support will be determined by the idea being adopted. One-to-one sessions, online forums (see appendix A), mailing lists and project groups are a few examples of effective strategies.

Rate of adoption
As with most projects a means of measuring how effective a training programme is essential in determining its effectiveness. One metric that can be developed is the rate at which the adoption of an idea takes place. This can be done by determining the current base level of adoption, i.e. how many members of staff already use the idea to be adopted. Then you make another or several more measurements of the current level of adoption at specific time intervals. For this data estimations can be made of the rate of adoption over time. The rate of adoption can indicate whether the training is effective, whether maximum dissemination has been achieved. However before such estimation can be made a deep understanding of factors that affect adoption should be considered. Perceived Attributes of the idea o Relative advantage: - "What is in it for me?" is a usual consideration for most of us. For some can intrinsically obvious but for others, effort needs to be made to find contextual advantages. And when the carrot doesn't work, some staff have to be required. Although this is least desirable, as it usually involves policing in some way. Compatibility: - Will the new idea to be adopted affect existing practices and course materials, hardware or software? Trainers should take every opportunity to understand compatibility issues before the delivery of training and be able to demonstrate the benefits that the adoptions will bring out weights the disadvantages. o Complexity: - Some would argue that staff are already faced with an unacceptable number of interfaces and the introduction of yet another will not only add to their burden but they might resist the adoption, if the level of complexity is considered to be too high. Page 7 of 16

Michael Hickland Trainers should be aware that complex technology can be hard to sell, so the list of advantages should always be close to hand. o Trial ability: -The rate of adoption may be slow if there is no opportunity for staff to trial the idea to be adopted in a safe environment before using it for real in the work place. Consideration should be given to the creation of practice areas in close proximity to the target staff members. Trainer support may also be require or access to an online notice board/community. o Observability: - The rate of adoption can be assisted by allow staff to observe the idea being used in the real world. Where possible: trainers should encourage staff, that has already adopted, to demonstrate their new found skills to others. Type of adoption decision o Optional: - If the idea being promoted is optional, then the rate of adoption will be determined by individual staff members willingness to adopt but in the right circumstances trainers can help create a positive attitude were adoption can be allowed to be optional. Collective: - When a decision to adopt is allowed to proceed in a group setting, were the merits of the adoption are considered collective. Again if it has been possible for the trainers to establish a positive attitude towards the innovation, collective decision making can help boast the rate of adoption. In the absence of a positive attitude a collective decision approach can impact negatively on the rate of adoption. Authoritarian: - This happens in instances where management have made the decision that an idea must be adopted. This should ensure ultimately that the adoption will take place, however the rate of the adoption can be slow because staff may feel negative towards the imposition of the new idea

Trainers should judge carefully before deciding which type of adoption decision is appropriate, as each has its advantages and disadvantages depending on the context. Communication channels o Mass media: - By far the efficient means of communication system but its effectiveness cannot always be guaranteed. Most organisations over use email to communicate with staff and as a result the "delete" key is used extensively. Page 8 of 16

Michael Hickland Mass media can improve the rate of adoption if it is done in a measured manner but once a point is reach where individuals get tired of it, it becomes ineffective. trainers should therefore use mass media in a measured way. o Interpersonal: - Interpersonal can take two forms; When trainers offer one-to-one sessions on a regular bases to boast adoption rates. This can be effective but certainly not efficient, as the cost could be prohibitive in a large organisation. The second form can only be used if trainers have an understanding of the social communication channels that exist within the body of staff. There needs to be an understanding of group and intergroup communications, so that select group members (opinion leaders) can receive extra support from trainers, who will then spread the information on a group and intergroup bases (viral).

Both communication channels should be used to develop a balance between efficiency and effectiveness. Trainers will however require a deep understanding of social communication channels with the work force. This could be done with the use of surveys and a database application to model the social environment electronically. Nature of the social system o Its norms: - To help the rate of adoption trainers should understand the social norms and determine an effective knowledge dissemination strategy that takes advantage of these norms. Just as importantly trainers should ensure not to go against norms unless they must, as this could slow the rate of adoption. Level of social interconnectivity: - If social interconnectivity is low, then the trainer must serve as the conduit for knowledge dissemination, which can prove to be inefficient. Where interconnectivity is high an understanding of their links can reduce the involvement of the trainer in the knowledge dissemination process, thus improving efficiency while maintaining effectiveness.

Extent of trainer promotional efforts o Positive attitude: - Trainers need to be aware of how important they and their actions are in the adoption process and subsequently the rate of adoption. If the trainer isn't positive Page 9 of 16

Michael Hickland about the new idea, they will be perceived as being negative by those looking for direction. This will slow the adoption process. o Approachable: - Keeping staff motivated is very important to the adoption process and one way to maintain that motivation is to allow them to feel as though they can gain access to information and advice about the idea to be adopted when needed. While it would not be efficient to have a trainer on standby to answer question, it is necessary for staff to feel as though that cushion exists. An online notice board/ forum (see appendix A) would be an excellent way to provide such support.

Adopter categories
We can break staff up into different categories of adopters based on their willingness to adopt new ideals. The categories are as follows; Innovators: - Usually technically minded and driven to try new things. Innovators are a key part of the adoption process, in that they are usually first to try new things and require little or no support from trainers. They are also amongst the first to advertise new ideas with an organisations social system. While they may not be part of large communication networks, their contribution is significant in the early stages. (2.5% of the total staff) Early adopters: - This grouping adopts the idea after it has been demonstrated to have some value, usually by trainers and innovators. Early adopters usually have large communications networks and many potential adopters will check with early adopters before adopting themselves. This is a crucial group in the decision making process, as many will wait to see whether they adopt or not. More opinion leaders are found in this category than any other (13.5% of the total staff) Early majority: - Are usually very deliberate and adopt just before average members in a system. As they make up roughly one third of staff they are a large number of members to have on the side of the adoption. Not only that but they also have a very large and wide communication network and can form a vital communication channel with those who adopt late. (34% of the total staff) Late majority: - Quite often sceptical in their approach to new ideas this group usually adopt as a result of peer pressure, economic pressure or as a directive from authority. Never the less they do represent another one third of the body of staff and a significant communications channel to other social groupings. (34% of the total staff) Laggards: - This group usually measure thing which they have experienced in the past and resist all new ideas. This resistance may be entirely rational from their perspective. It is therefore up to trainers to connect with this group and convince them that the new idea is worth adopting. This came be Page 10 of 16

Michael Hickland the most challenging group to train but the worth to the system cannot be judged simply on how well they respond to innovation. (16% of the total staff) By using the above categories it is possible to target trainer resources in the first instance to obtain a high rate of adoption initially.

The effect of social networks on adoption

Within any social grouping small groups, subgroups can be found and each of these subgroups will have their internal communications, followers and opinion leaders. A simplification of this communication system is that the opinion leader informs the followers of events and the followers spread it further within the group. Social grouping usually consist of like-minded individuals clustering together. Communication within groups like this is referred to as homophilous, which in communication terms means that communications only takes place with likeminded individuals. Initially this sound good for the rate of adoption, in that if you communicate information to one individual within that group, that individual will spread the information throughout the whole group. This is indeed desirable but what would be more desirable is for communication channels that could also spread from group to group. This would involve individuals communicating with other individuals who may not be like minded. This type of communication is referred to as heterophily. Identify possible heterophilious opinion leaders is key to the improved rate of adoption, secondary will be the identification of all opinion leaders and an understanding of their individual influence.

Critical mass
A phrased first coined by nuclear physicists, meaning the point at which nuclear fusion become self-sustaining. In the context of the adoption of an idea the term refers to the point where enough staff members have adopted an idea that the spread of the idea becomes self-sustaining. If is important for trainers to recognise when critical mass has been achieved, so that resources can be reallocated to advanced support rather than introductory.

The role of staff trainers

Trainer linkage: - Usually change is instigated by management and the trainer is then tasked. Often the management is not able to communicate change in a manner conducive to the desired change process. In this regarded the trainer must act as the link between the management and the staff, so that a training programme can be effective. For the trainer to be an Page 11 of 16

Michael Hickland effective link an understanding of the manager's position is required and also an understanding of the staff position. It can also be helpful if the trainer can demonstrate their understanding of the staff position, i.e. I used to perform a similar job to you. The trainer has the following roles; o To develop a need for change: - Often when new ideas or technology arrive staff can be slow to see its advantages and therefore see no need for change. The trainer will identify early why the change is appropriate and communicate this to staff, thus developing the need for change. To establish an information exchange relationship: - Once the need has been created, the trainer needs to develop a trusted relationship with the staff, otherwise that adoption may not occur because of a lack of trust in the trainer not the idea. To diagnose problems: - In the early stages of adoption the trainer is the single point of contact with staff regarding the adoption of the new idea and as such must take on a role that may not have been identified at the outset. They must take on the role arbitrator between other services and the staff, i.e. a software conflict may cause the new software not to function but as far as staff are concerned the new software just doesn't work. The trainer cannot rely of the member staff sorting the issues out with IT support, as it is more likely for the staff member not to pursue it and choose not to adopt the new software. The trainer should peruse the issuer with IT support, to support the initial adoption process. The apron strings can always be cut later. To encourage staff to want to change: - Trainers should always look for way to encourage staff to adopt, such as establish projects around the new idea and invite key opinion leaders to take part. To translate that "want" into change: - This is especially important at the persuasion and decision stages of the adoption and is where the trainer should bring peer/near peer network members to help encourage the adoption through the demonstration of example. To stabilise the adoption and underpin the conformation stage of adoption: - initial implementation and confirmation stages should be considered as being unstable, in that it would take very little for staff to change their minds. Trainers should offer reinforcement message to staff and offering support before it is asked for. It is hoped that support at these stages will help solidify the decision to adopt long enough for the adoption to become permanent. Page 12 of 16

Michael Hickland o To achieve an end to the support relationship: - The trainer should decide when it is appropriate to change the relationship from the staffs reliance on the trainer to one of developing staff self-reliance for the adoption.

Factors for success: - Generalisations can be made on some of the key qualities an effective trainer should possess and these are listed as follows; o Trainer effort: - If staff can see that a trainer is not putting in enough effort then they are likely not to want to bother themselves. Successful trainers are those known to put in a lot of effort. Client oriented: - Many trainers focus too much of stats and lose sight of the needs of the staff (client). Effective trainers always place the member of staff at the centre of their thinking. Compatibility with client: - Trainers are not always suitable to train everyone. If a trainer is not compatible with some staff members, then adoption could be slowed as a result. Trainers should avoid incompatibilities where possible. Empathy: - Being able to understand staff issues by feeling them yourself is a great asset to any trainer, allowing them to tailor their training programme to the needs of staff.

Homophily and trainer contact: - While trainers need to be empathic and be compatible with staff, an effective trainer should be able to communicate homophiously with staff. After all be able to effectively communicate with only one group would place the trainer at a disadvantage. The use of opinion leaders: - One of the best assets to a trainer is the opinion leaders. The can be used to disseminate information virally, in that the information becomes self-replicating over the social communication network. However over use of opinion leaders could undermine the position as opinion leaders, as other staff may begin to perceive them as pseudo trainers and loose trust for them. Therefore it is important that trainers use them sparingly.

Consequences of adoption
In any change situation there will always be consequences and they can be desirable or undesirable. Naturally we all want the desirable but the challenge for trainers is to face the undesirable and be prepared to recommend the withdrawal of a supported idea. This can have consequences on cost, staff morale, confidence in the trainer and confidence in the training programme as a whole. Someone will need to make the Page 13 of 16

Michael Hickland judgement call as to whether it is less damaging to withdrawal it or leave it in place.

Innovation
Newly adopted ideas can often be surrounded by innovative staffs that have created ideas of how the new technology can be applied. The organisation will have to decide whether to allow these innovations to evolve organically or whether to place limits on experimentation. The latter will create stability but has the potential to stifle innovation within the organisation. The former, while less stable initially, will encourage innovation and collaboration amongst staff. Initially there could be a flurry innovation with many methods or procedures being developed. After a short period though a dominant design will emerge as other staff decide what is the preferred way. This period of innovation should be encouraged, as it helps foster a sense of community and ownership.

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Appendix A
Online Support Forum Purpose Objectives Verification Criteria Target Audience Requirements Group Types Innovators Early adopters Communications Lurkers Technology Forum Type Membership Policy Usability Single Login Portal Access Forum Governance JANET AUP Spirit of Conference (SoC) Controller

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e-Moderators Selection Training Moderation Hours Part Time Staff Holiday Cover Efficiency versus Effectiveness Payment Develop Community Groups Generate Interest Sustain Interest Support the Embedding of Technology in Learning Social Conferences Face-To-face events Continuous Process Improvement Define Processes Measurement and Analysis Optimisation

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