FA 2021: Use of Rich Media for Training to Hire Qualified Staff (Gail Ledezma-Smith)

Title:

Use of Rich Media for Training to Hire Qualified Staff

Author Name:

Gail Ledezma-Smith

1. Introduction

In the ongoing growth of technology in the business world, a big focus is getting employees trained (Tracey, 2013).  There are several ways in which instructional design (ID) plays an integral part in business world. One role is as sole designer, which they are the one who designs based on knowledge, skill and performance of the learner (Tracey & Boling, 2013).  Another role is as a team member/leader, in which the ID has a group and is involved as a team to create the design product (Tracey & Boling, 2013).   As a role as an external designer/consultant the ID may be hired by a client to complete the design (Tracey & Boling, 2013). 

Others may play roles, as ID’s will need to adjust and work with in a team setting. Some of the roles they may interact with is as follows (Morrison, 2013):  Client; Subject-matter experts; end user. These all play an intricate role in the design of the final project the ID may be working on. In conjunction with working with others and different roles the ID may play in designing for business, there are some constraints that may occur (Cross, 2011). Constraints may be the same as problem solving, but some models have been created to help ID’s identify and fix them (Lawson, 2006). One sample model is Lawson’s model that divides constraints into 3 areas (Lawson, 2006)( A Principle-Based Model of Instructional Design).  There are also constant changes in the training industry that include the design, which ID’s need to be aware of and adjust to (Cross, 2007).

2. Overview of the Case

In the field of Early childhood education there is a great need to find qualified professionals to work in the field more now during the pandemic than ever before. As a trainer in this field the issue of providing quality training has become a great need.  I believe that the use of rich media will not only provide quality training, but engaging trainings that participants can benefit and gain the knowledge needed to grasp the skills being trained. With the trainings available the businesses/childcare programs will be able to hire and retain qualified employees. The further use of rich media would provide the trainings to be more marketable to the participants in the field (Marketing Courses).

As a trainer of courses designed to be conducted in-person, the pandemic has caused the agency to change this approach and convert them into virtual trainings (Virtual Trainings Conversion).  With some in the department that are knowledgeable of best practices for providing virtual trainings and others that are not has been a constraint in itself. Knowing that change needed to happen to support the Childcare centers(businesses) with the development of their teachers, I along with others began to do further research on how to revise the current trainings to make them virtual (Enhancing E-learning with Rich Media).  Not only revising the trainings to ensure they were engaging was a constraint to tackle but learning a new platform to use was critical. As a trainer and now developer, learning the different platforms, but also creating a guide for the other trainers was a part that needed development as well (Zoom Platform). Another issue to solve was how to engage the learners in a training and ensure the knowledge of the basics of the platform (Zoom for Students/Trainees).

3. Solutions Implemented

As the issues were brought to the forefront, teams were established based on knowledge and volunteers to begin to work on the conversion of the training to virtual. Some of the trainings were just keep as is and trainers began to realize that there was lack in participation from the attendees. The in-person trainings were designed for active participation, so the converting virtual trainings and including active participation is key (Active Participation for Virtual trainings). The trainings have been redesigned to include poll participation, break out rooms with small group activities and virtual games to get the participants to become engage in the trainings (Brain Breaks).

When trying to solve the problem of revising a training that was developed for in-person, there are several factors that need to be taken into consideration. Also in to consideration the different roles of those on the team and how the redesign into virtual trainings will be distributed. As for the factors, active engagement, group times and pre/post evaluation of the in-person training would need to be revised. Also the time factor and breaks given in-person had to be revised, being that virtual is different. Each member took on a role that they felt they were more of a subject matter expert, whether it was the training topic, time management or even virtual platforms.

4. Outcomes

As a result of the revised trainings to meet the need of virtual trainings, they have produced positive feedback from the trainers and the evaluations from the trainees. The trainings were revised to include more active participation using rich media, such as videos, polls, break out rooms with small group activities, jamboard, the use of the chat box and active conversations during the training (Skillshop). As the trainers have presented the revised training the feedback has been met with greater participation of the trainees. The participants have also provided positive feedback as well. The team also revised the trainings to be shorter in time than the in-person, due to the fact that the trainees are sitting in front of a computer and want to be respectful of how long one can sit and still be active.

Another outcome that was produced from the revision of the virtual trainings was how to ensure that the trainees knew how to use the platform. One of the team members designed a zoom tip sheet that was emailed prior to the training along with a slide for the basic steps (Zoom Tip Sheet). With this participant were able to actively engage in the virtual training and minimized the time the trainer had to spend explaining how to use the platform.

Trainers has to be re-trained on the new platforms and the new version of trainings. This was also a trial that we incurred due to the fact that not all trainers are technology savvy. With this issue trainers, were paired up with another trainer who took on the role of panelist. This new role of panelist not only allowed for those who needed guidance as a trainer to learn how the training was done, but also supported the trainers in managing the chat box and any other issues that may arise while the trainer is training. This has actually turned out to be an important role that truly supports the trainer and makes the experience richer for the participants. As we continue to provide virtual trainings, we continue to learn more and more how to better provide the trainings in a virtual environment. The key to our trainings that we keep in mind is to keep them active, so the participant is engaged and learning.

5. Implications

Lesson learned throughout this process has been several. To learn to adjust under the circumstances of the unknown during a pandemic has been trying but a learning process for the team. Knowing that each member of the team had a specific expertise or the willingness to take on something new and assist in the development has been a great lesson for all. One of the main things that came out was adjusting to training virtually verses in-person. This truly has been something that has been hard for the trainers because of the lack of participation that occurred at the beginning. With time and revisions to the trainings and suggestions from the trainers, the additions have added to the active engagement of the participants.

Planning ahead and giving participants tips sheets on how to use the platform, truly eliminated the questions at the beginning of the training on how to use the platform and be engaged. The addition of the panelist has not only supported the trainers, but allowed for those trainers that needed extra time to gain the knowledge of how the virtual trainings are executed had been a game changer.

Overall, the revision of the in-person training to virtual has been a process, that had to occur in a quick turnaround time. With the pandemic and not knowing when in-person training will resume, a focus of our department is to begin developing more virtual trainings, so that the childcare staff would have more of a variety to suit the ever changing needs of the field. With the virtual trainings provided the businesses (childcare centers) are able to allow more staff to attend and gain the knowledge needed to continue to provide quality care for the children in their care.

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