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SELECTING AND IMPLEMENTING
COMPUTER-BASED TRAINING
NATIONAL ALLIANCE OF BUSINESS
By Brett Bixler and Terri Bergman
ACKNOWLEDGMENTS
This publication was written by Brett Bixler, Institute for the Study of
Adult Literacy at The Pennsylvania State University, and Terri Bergman,
National Alliance of Business. Noreen Rice and Robert Visdos contributed to
the research and writing. Scott Cheney helped develop the information on the
costs of computer-based training and technology requirements. Tony Kauffman
provided input on power and wiring issues. Kay Drake Jones and Cathy Stewart
helped collect information on resources for the appendices. Stephen Mitchell
provided continued support and guidance throughout this publication's
development.
The National Workforce Assistance Collaborative would like to thank the
individuals who provided guidance on the development of this publication:
* Russ Barnes, consultant
* Dale Brandenburg, Wayne State University
* Ned Ellington, Georgia Technical/EDI Management Services
* Lynne Fry, U.S. Department of Labor
* Jim Hayes, SPIRC
* Nancy Renner, Catonsville Community College
* James Van Erden, National Alliance of Business
* Jack Wismer, Black Hawk College
This publication could not have been completed without their help.
TABLE OF CONTENTS
Introduction .......................................................1
This Guide in Context ..............................................7
Process for Addressing a Company Performance Problem ...............9
Selecting the Training Medium .....................................10
Checklist: Selecting the Training Medium ..........................16
Selecting the Type of Computer-Based Training .....................18
Types of Computer-Based Training .............................19
Issues in Selecting Computer-Based Training ..................23
Checklist: Selecting the Type of Computer-Based Training .....36
Selecting a Computer-Based Training Product or Provider ...........39
Checklist: Selecting a Computer-Based Training Product .......49
Checklist: Selecting a Computer-Based Training Provider ......54
Checklist: Selecting a Total Computer-Based Training Package .56
Implementing Training .............................................57
Appendices ........................................................62
Training Vendors .............................................63
Books and Magazines ..........................................70
Electronic Resources .........................................73
Associations .................................................79
Conferences ..................................................82
Glossary of Computer Terms ...................................83
National Workforce Assistance Collaborative Advisory Groups ..92
NWAC Products and Services ...................................93
****************
* INTRODUCTION *
****************
AUDIENCE FOR THIS GUIDE
This guide is appropriate for your use if you are involved in selecting,
developing, or revising training. It is particularly appropriate if you work
with small and mid-sized companies, as a company employee or an employee of a
service provider, because of the advantages computer-based training can offer
smaller organizations.ˇCompanies can purchase off-the-shelf computer-based
training programs or enroll their employees in computer-based training labs
at relatively low prices, making these training methods very cost-effective
for firms that only need to train a few individuals.
* Much computer-based training can be provided any time of the
day or night, allowing firms the flexibility they need to keep
employees at their work stations when they are needed there.
* Frequently, trainees do not all need to be participating in
computer-based instruction at the same time, which enables firms
to rotate workers in and out of training, and keep work stations
covered throughout the work day.
Consider the following questions:
* Are you familiar with CBT terminology?
* Do you know when to use CBT?
* Do you know how to select high-quality CBT that is appropriate
for your training needs?
* Do you know the proper methodology for implementing CBT?
* Do you have a list of available CBT resources?
* Do you know how to locate CBT vendors?
If you answered "no" to any or all of these questions, this guide will
provide you with valuable assistance in your training preparation and
planning efforts.
PURPOSE OF THIS GUIDE
Selecting and Implementing Computer-Based Training can be used by a business
person, labor representative, or service provider to determine whether
computer-based training (CBT) is the most appropriate methodology for meeting
a specific training need. If computer-based training is appropriate, this
guide will help you determine the most appropriate type of computer-based
training, and determine the best computer-based training product or provider
for a company's circumstances. It will also provide guidance on how to
implement computer-based training.
CBT offers several advantages over other forms of training, including:
* Cost-effective delivery,
* A self-paced, flexible, and individualized training curriculum,
* Management control over training activities, and
* A catalyst for gaining acceptance for integrating new technology
within a company.
CBT is no longer considered an esoteric training delivery method. Advances
over the last decade in technology and the knowledge of how to properly use
it make CBT a tool worthy of investigation any time you are planning a
training program.
DEFINITION OF COMPUTER-BASED TRAINING
Computer-based training is any training that uses a computer as the focal
point for instructional delivery. With CBT, training is provided through the
use of a computer and software, which guides a learner through an
instructional program.
Other related terms:
* CAI - Computer-Assisted Instruction, and CBI - Computer-Based
Instruction.
Delivering instruction through the medium of a computer. These are
alternative terms for computer-based training.
* CAL - Computer-Assisted Learning. Using a computer as an adjunct
tool to aid in a traditional learning situation, like classroom
training. The computer is a device to assist the instructor during
the training process, like a blackboard or handouts.
* CAT - Computer-Assisted Testing. Assessing an individual through
the medium of a computer. Individuals take the test at the
computer, and the computer records and scores the test. CAT is
imbedded in most computer-based training.
COMPUTER-BASED TRAINING TECHNIQUES
Most CBT uses one or a combination of the following techniques:
* Tutorial. The most common of all techniques is the tutorial. It is
used to introduce new information that must be taught in a
sequential manner. It is useful for teaching factual information,
simple discrimination, rules, and simple application of rules.
* Drill and Practice. Another commonly used technique is known as
drill and practice. It provides opportunities for practice when
mastery of a new skill or information is desired. It should be used
after initial instruction.
* Training Games. Training games supplement other instruction and are
used to provide motivating and engaging opportunities for practice
after a skill or new information is taught. Training games
capitalize on the competitive interests of learners and add
entertainment value to instruction.
* Simulation. The technique of simulation is most often used when
practicing a skill in its real context is too costly or dangerous.
It provides an opportunity for experimentation, and allows students
to test assumptions in a realistic context. Simulations are also
used to model real-world situations that are not physically
dangerous or costly, in order to build realism and relevance into
the training situation.
* Problem Solving. One of the most challenging techniques used in CBT
is problem solving. It helps students develop skills in logic,
solving problems, and following directions, and is generally used
to augment higher order thinking skills.
* Demonstration/Presentation. Demonstration or presentation is best
used to support the introduction of new information. It can also be
used as a review tool.
Most CBT incorporates one or more of these techniques. A training game, for
example, might have some of the elements of drill and practice; a tutorial
might use problem solving questions. If one or more of these techniques is
right for meeting your training requirements, CBT may be an appropriate
training method for you.
COMPUTER-BASED TRAINING FEATURES
CBT has a number of distinct features, including:
* Immediate Feedback. The immediate feedback most computer-based
training provides on trainee progress allows both instructors and
trainees to monitor progress and adjust instruction accordingly.
This feature is important for all skills, because it ensures that
students are actually learning what they need to know.
* Placement. Placement via on-line testing that matches a trainee
with needed training is also built into many CBT systems. By using
this feature, you avoid any unnecessary training for an individual.
The CBT can accommodate each individual's needs by "branching" to
the level of training that is appropriate for that individual.
* Integration of Text, Graphics, Video, and Sound. If the training is
particularly content dense (many new concepts presented close
together) or uses a hierarchy of skill acquisition (where current
concept mastery is dependent on mastery of earlier concepts), CBT's
integration of text, graphics, video, and sound facilitates the
learning process. On average, people remember:
10% of what they read,
20% of what they hear,
30% of what they see, and
50% of what they hear and see,
so CBT's rich, multi-sensory delivery system can facilitate greater
retention of new knowledge.
BENEFITS OF COMPUTER-BASED TRAINING
"Computer-based training is an inherently active mode of learning.
The learner must continually do something --answer a question,
select a topic, ask for a review, and so on.
This contrasts with the inherently passive instructional approach
involved in classroom lectures, videotapes, or textbooks.
Students learn at their own pace, individual learning styles are
considered, resulting in increased student satisfaction."
-- Greg Kearsley, Computer-Based Training: A Guide to Selection
and Implementation.
CBT has many positive features and effects, many of which are particularly
important to small and mid-sized companies.
CBT is cost effective:
* While customized computer-based training programs can be very
expensive, off-the shelf and "customizable" programs can run as
little as $20 to $100, and enrolling employees in
computer-based learning labs may cost only $30 to $50 per credit
hour.
* After initial costs, you have a 24 hour per day trainer.
* Using CBT, a trainer can teach any number of trainees at the same
time.
* By customizing CBT programs to focus only on what trainees need
to learn, training time and costs can be significantly reduced.
CBT works with an adult population:
* The trainee feels in control.
* The computer is non-judgmental and non-threatening. It provides
a privacy factor that reduces learners' embarrassment about taking
"remedial" classes or making mistakes while answering questions in
the training materials.
* The computer actively engages the trainee in the training process,
providing increased trainee satisfaction.
CBT is self-paced, flexible, and individualized:
* Trainees work at their own pace.
* CBT can sequence training to match the trainee's needs.
* The computer can always match the trainee's schedule.
* CBT can reach trainees outside the traditional classroom,
providing instruction on the job or at home.
* CBT provides immediate feedback to trainees on their progress.
* CBT does not have to be delivered to all employees at the same
time, thus allowing the company to maintain coverage of critical
positions.
CBT is tireless:
* It never needs a break.
* It is always there.
* It can train greater numbers of students in a given time frame
compared to other methods.
* It meets the need for round-the-clock (continuous) training.
CBT gives trainers increased control over training activities:
* It provides management systems for tracking trainees' progress
and location.
* It provides on-line testing to match a trainee with needed
training.
* It provides consistency of training in terms of quality and
information presented.
* It provides standardization of training when training occurs
in several work locations simultaneously.
CBT can reduce resource requirements:
* You can have a higher trainee-to-trainer ratio, where the
instructor serves as facilitator, assisting trainees as needed.
* There is less need for a centralized training facility.
* Facilitators can serve more than one company with a CBT program,
lessening the investment each company would have to make.
* Because CBT may enable you to reduce or eliminate travel for
trainees, your total training costs can also be lessened.
CBT can improve job performance:
* It trains people in specific skills for specific performance.
* It trains people in general skills that broadly affect general
performance.
* It provides increased access to information tools for
decision making.
CBT can be a change agent:
* CBT may be the catalyst for a paradigm shift to new training
approaches within an organization. Companies might begin to look
beyond traditional classroom instruction to meet their training
needs.
* CBT can provide computer literacy skills to employees, resulting
in improved personal and organizational productivity.
Computer-based training is not, however, the answer to every training need.
It is more appropriate -- effective and cost efficient -- in some situations
than others. The material in this guide will help you determine when
computer-based training can effectively meet your training needs.
STRUCTURE OF THIS GUIDE
Selecting and Implementing Computer-Based Training is divided into seven
chapters:
1. Introduction -- Explains the purpose of the guide, defines CBT,
and provides a rationale for using CBT.
2. This Guide in Context -- Lays out the entire training process
and identifies how and where this guide can help you in
that process.
3. Selecting the Training Medium -- Walks you through the process
of determining whether CBT is the best instructional delivery
system to use (versus other methods, such as videos, texts,
workbooks, or lectures).
4. Selecting the Type of Computer-Based Training -- Helps you
determine which type of CBT may best match your needs.
5. Selecting a Computer-Based Training Product or Provider -- Helps
you identify potential products and providers, and determine which
will best meet your needs.
6. Implementing Training -- Provides a plan for implementing CBT,
covering such issues as installation, staffing, and the capability
of your company to effectively use CBT.
7. Appendices -- Provides information on computer-based training
vendors, books and magazines, electronic resources, associations,
and conferences; contains a glossary of computer terms; and lists
members of the Collaborative's Board and Councils, and the
Collaborative's products and services.
*************************
* THIS GUIDE IN CONTEXT *
*************************
Selecting and implementing computer-based training is just a part of the
process of developing and operating a training program. To ensure that a
training program will meet a company's needs, the company, or a provider in
concert with the company must:
1. Identify the problem facing the company,
2. Determine whether training will solve that problem, and,
If training is called for,
3. Determine the most appropriate methodology for delivering training,
4. Select the most appropriate training product or provider, or
develop appropriate training,
5. Set up the training program,
6. Deliver the training program,
7. Evaluate the training results, and
8. Use the evaluation results to improve future training delivery.
This guide only pertains to steps 3, 4, and 5:
* Determining whether computer-based training is the most
appropriate methodology for delivering training, and, if it is,
determining the most appropriate type of computer-based training,
* Selecting the most appropriate computer-based training product or
provider, and
* Setting up a computer-based training program.
It assumes that:
* A business problem or objective was identified, and
* It was determined that training would address this problem or
meet this objective.
The National Workforce Assistance Collaborative has developed a number of
other tools to help companies and service providers carry out the steps
involved in developing and operating a training program, including:
* Assessing an Organization's Training Needs, to identify
performance assessment issues and help identify assessment tools,
* Employee Training Product Checklist and Workplace Literacy Product
Checklist, to select the most appropriate employee training or
workplace literacy product,
* Employee Training Interview Guide and Workplace Literacy Interview
Guide, to select the most appropriate employee training or
workplace literacy provider,
* Assessing the Value of Training, to evaluate training results
and use these results to improve future training delivery,
* Resource Guide, for locating training resources and providers, and
* Workplace Literacy Publications, for locating workplace literacy
tools and information.
The process for addressing a company performance problem is outlined in the
flow chart at the end of this chapter. Notes on the flow chart highlight both
when other Collaborative products could assist in the process, and when the
various chapters in this publication
would be useful.
All Collaborative publications can be ordered through the National Alliance
of Business Distribution Center, listed on the inside front cover.
Collaborative products can also be downloaded from our Internet gopher server
or world wide web home page. Instructions for accessing these are contained
in the appendix listing Collaborative products and
services.
********************************************************
* PROCESS FOR ADDRESSING A COMPANY PERFORMANCE PROBLEM *
********************************************************
NWAC products Chapters from
that could this guide that
assist in the could assist in
process: the process:
Start
|
---------------------------
|
Identify the
problem facing
the company. (5)
|
Will training
solve the ---------------YES------------------>Determine the most
problem? appropriate method-
| ology for delivering
| NO training. (1)
| |
Can a labor- |
management or |
work restruct- Is it computer
ing solve the ----NO---->* -----NO------ -based
problem? (6) | training?
| | |
| YES | | YES
| | |
Select a labor- | Determine the most
management or work | appropriate type
restructuring | of CBT. (2)
consultant. (7) | |
| | |
| | |
* Select a training Select a computer-
product or based training
provider. product or
| provider. (3)
| |
| |
Set up and |
---------------> deliver the training <-----
| program. (4)
| |
| |
Use the |
evaluation to Evaulate the
improve the program.
training. (8) |
^ |
| |
--------NO--------Were program
goals achieved?
|
| YES
|
END
1. Selecting the Training Medium (IN THIS GUIDE)
2. Selecting the Type of Computer-based Training (IN THIS GUIDE)
3. Selecting a Computer-based Training Product or Provider
(IN THIS GUIDE)
4. Implementing Training (IN THIS GUIDE)
5. Assessing an Organization's Training Needs (SEPARATE PUBLICATION)
6. Labor-Management Relations and Work Restructuring
Interview Guides (SEPARATE PUBLICATION)
7. Employee Training and Workplace Literacy Product Checklists
and Interview Guides (SEPARATE PUBLICATION)
8. Assessing the Value of Training (SEPARATE PUBLICATION)
* There are no NWAC products to continue the process from these
points. In one case, the company still needs to identify a solution
to its performance problem. In both cases, the solutions must be
implemented, evaluated, and improved on, until the performance
problem is solved.
*********************************
* SELECTING THE TRAINING MEDIUM *
*********************************
Before you begin selecting a specific CBT product or provider, you need to
determine whether CBT is appropriate for your training situation. Computer-
based training is not an appropriate tool for all training situations.
Whether it is appropriate for your situation depends on your task, learner,
administrative, and cost requirements. The discussion below lays out the
issues involved in selecting the most appropriate training medium. The
checklist at the end of this chapter can walk you through the decision making
process, contrasting computer-based training with video-, text-, workbook-,
and lecture-based training.
***************************************************************
* TRAINING MEDIA *
*-------------------------------------------------------------*
* Computer | Video | Text | Workbook | Lecture *
***************************************************************
There are a variety of training media. Some of the more common ones are
compared with computer-based training in this chapter.
* Computer-Based Training. As discussed in the Introduction,
computer-based training is any training that uses a computer as the
focal point for instructional delivery.
* Video-Based Training. Video-based training is provided on a
standard video cassette tape for playing in a standard video
cassette recorder (VCR). Video-based training does not allow for
interaction between an instructor and trainees, but it does allow
access to the most respected minds in the country, action pictures
of anything being demonstrated, flexible delivery times, and, if
necessary, repeated instruction. These days, VCRs are available in
almost every home and most work sites.
* Text-Based Training. Text-based training comes from a standard
textbook or any book on the subject of study. Again, text-based
training does not allow for interaction between an
instructor and trainees, but the books may be written by the
country's foremost experts on a subject, trainees can access them
when needed, and trainees can re-read sections as
needed. Bookstores carry books on just about any subject one might
need to study.
* Workbook-Based Training. Workbooks include both instructional text
and practice exercises. These books are written specifically to
help readers master particular subjects or techniques. The practice
exercises help readers remember what is covered in the books.
* Lecture-Based Training. Lecture-based training is what most of us
associate with the word "training." It is the traditional
instructional technique -- teacher in front of a classroom -- most
of us grew up with. It can allow for considerable interaction
between teacher and students, though it can be very inflexible in
other regards.
***************************************************************
* REQUIREMENTS *
*-------------------------------------------------------------*
* Task | Learner | Student Management | Budget *
***************************************************************
The appropriate training media depends on the tasks the training must
accomplish, as well as the learners' needs, and a company's student
management requirements and budget limitations.
TASK REQUIREMENTS
The tasks that training must accomplish vary, depending on a company's
instructional requirements. These instructional requirements might stem from
the training subject, or the training environment. How important each of
these tasks is to a company will depend on its own training needs.
* Ability to teach a physical skill. Most of the training media highlighted
in this chapter are not well suited to teaching skills that involve physical
action, such as running a machine. Learning that involves physically doing
something is best done using the actual machine or tool.
However, recent advances in CBT simulations may allow you to teach physical
skills using specifically designed CBT programs. If your employees are to be
using expensive or complicated equipment, or working in hazardous
environments, CBT can provide "practice" via simulations. With simulations,
mistakes, and the learning that results from them, will take place on the
computer, not on the job.
* Ability to provide human interaction. Social interactions (conversations
between people) are very difficult to teach in the abstract. If your trainees
are learning how to use English (or the appropriate spoken language) that is
acceptable with supervisors, peers, and clients; follow, clarify, or provide
feedback to oral instructions; use aural communications devices; or engage in
appropriate social interaction with supervisors, the public, co-workers, or
instructors, live, lecture- (or conversation-) based training is probably the
best training delivery method.
However, recent advances in CBT simulations and video instruction tapes may
allow you to use these media for language instruction. And in some cases, CBT
or video might be an appropriate adjunct to instruction with human
interaction.
* Ability to use computers. Computer literacy is rapidly becoming a basic
skill all productive people will need to function in society and on the job.
If employees are in jobs that require them to use computers, computer-based
training can do double duty: both providing the training content intended,
and building employees' comfort and facility with computers. If computers
aren't yet used on the job, but will be soon, using CBT will introduce
employees to computers and familiarize them with computer functions.
* Ability to determine and adapt to individual needs. Assessment is a valid
part of any training. It enables the training program to target instruction
appropriately. Computer-based training assessments may be best at initially
placing and then monitoring students' progress within a curriculum. Workbooks
and lecturers may also be able to assess learners and gauge their needs. The
greatest value of assessment is the guidance it provides on targeting
instruction. Good CBT can adapt to learners' individual needs, providing the
amount of instructional support needed. Workbooks and lectures can do this to
a lesser degree.
* Ability to question students and adjust instruction accordingly. It is
important to quiz students periodically to determine whether or not they are
mastering the material, and then to adjust instruction accordingly. Well
designed CBT will provide follow-up instruction appropriate to students'
responses. Lecturers can also adapt instruction to students' grasp of the
course content, but they usually have to target their follow-up to general
student needs, rather than to each student's needs. Students using workbooks
will probably have to determine what further instruction they might need on
their own.
* Ability to provide immediate feedback. It is important for students to know
how they are doing and whether they are mastering course content as soon as
possible. Immediate feedback can keep them from floundering, or going forward
under misperceptions. CBT is best at providing immediate feedback. Workbooks
and lecturers may also be able to, though not as well.
* Ability to produce life-like images. Some instruction requires high quality
visuals, such as illustrations of machine parts or body organs, to be
effective. All of the training media discussed here have that capability,
though lecture-based instruction needs some augmentation to provide these
visuals.
* Ability to produce high quality audio. Some instruction also requires high
quality audio reproduction to prepare trainees properly. Machine malfunctions
might be best diagnosed by the sounds that they make, and the different
sounds people make breathing could indicate different ailments. CBT and video
are best suited to providing high quality audio, and with augmentation,
lectures can provide it as well.
* Ability to portray motion. Instruction using motion can demonstrate how
something is to be done, for example, assembling equipment or a piece of
furniture. CBT and video can clearly show the action, while texts and
workbooks can only show pictures at various points in the process. Lectures
can be augmented to portray motion.
* Ability to telescope time (e.g., time lapse or slow motion). Some processes
(like the life cycle of a flower) are best shown with time-lapse video. CBT
and video can do this extremely well. Conversely, some training may require
slowing down time (showing the individual piston strokes of an internal
combustion engine, for example). Again, CBT and video do this well.
* Ability to use in combination with other media. Some forms of instruction
can be combined fairly easily (lecture with text, for example), some cannot.
The ability to combine media may be important if, for example, learners need
to master both theory and practice. Textbooks and workbooks are frequently
designed for use with other media, while most CBT is designed as a stand
alone product.
* Ability to reach trainees remotely. Trainees may not all be in the same
physical place at the same time. All of the training media discussed in this
chapter, except lectures, can handle this situation well.
* Ability to access training where needed. Many organizations are also
seeking ways to conduct training without removing employees from their day-
to-day job tasks. Again, textbooks and workbooks are most mobile, classroom-
based lectures are least mobile. The mobility of computer- and video-based
instruction depends on a company's access to computers and VCRs.
* Ability to access training when needed. Many organizations today are
looking for a way to train employees when skills are needed. Textbooks and
workbooks are most responsive to satisfying the immediate needs of an
employee. Lectures are least responsive. CBT and videos can also enable
employees to work through an appropriate skill module when the skill is
demanded by the job, making them very efficient training delivery methods.
* Ability to teach more than one trainee simultaneously. If a company has a
number of people that need to be trained, it is important that the training
media work well with groups. All five of the media looked at in this chapter
(computer-, video-, text-, workbook-, and lecture-based training) can teach
more than one trainee at a time, though trainees would need to be able to
access the computer-based training and textbooks individually, and each
student would need his or her own workbook.
* Ability to provide team as well as individual study. At times, it may be
appropriate for individuals to learn how to do something as a group, such as
analyze production processes in order to improve quality. In these cases, it
is best that individuals receive instruction together, so that they can share
ideas and practice techniques together. Solitary training media, such as
texts and workbooks, are not well designed for team instruction.
* Ability to update and change course content frequently. If the content of
the subject being taught will change frequently, the training media needs to
be fairly flexible. If course content is more stable, media flexibility is
unnecessary. The lecture format is most flexible, videos and computer-based
training least flexible.
LEARNER REQUIREMENTS
Different training media are best suited for different learners. Companies
need to evaluate their own situations to determine their learners'
requirements.
* Ability to gain attention and motivate. If trainees are resistant to
training, or the subject matter is particularly difficult, it may be
important to keep the trainees' interest and motivate them. CBT and lectures
are best at this, text- and workbook-based instruction are worst.
* Ability to minimize demands on verbal and reading skills. If trainees have
difficultly reading, text- and workbook-based instruction will be difficult.
Video- and lecture-based instruction will be easiest.
* Ability to minimize demands on technical skills. If trainees are not
computer literate, it may be best to stay away from computer-based training
media. Unfamiliarity with a computer could turn trainees' focus from the
substance of the CBT course, to the technology itself. At a minimum, trainees
should be able to activate a computer, navigate to an appropriate program and
start it, use a keyboard and mouse to enter and manipulate data, and access
on-line help.
STUDENT MANAGEMENT REQUIREMENTS
Some organizations may need to track trainees' progress in order to satisfy
an external requirement, from, for example, large company customers or grant
providers. Others may want to track progress for their own purposes.
* Ability to record trainees' progress. High quality computer-based training
is designed to record trainees' progress. Lecturers can track progress, and
workbooks can be checked to track trainees' progress as well. Videos and
textbooks provide no means of gauging trainee progress.
* Ability to report on trainees' progress. Computer-based training systems
are also designed to produce reports on trainees' progress. Trainee progress
records from lecturers and workbooks can be compiled into reports, as well.
BUDGET REQUIREMENTS
All organizations operate with limited funds these days, and the costs of
training media must fit within an organization's budget constraints.
* Costs (development, acquisition, equipment) must be kept low. In general,
text and workbooks are the most economical training media on the market.
Videos usually fall in the mid range, while lectures and computer-based
training, particularly when equipment costs are included, tend to be the most
expensive. However, off-the-shelf CBT packages can be very affordable,
particularly when a company already owns the necessary hardware.
ANALYSIS
The checklist on the next page can help you determine which training media is
most
appropriate for your situation. To use the checklist, you should:
1. Determine how important each requirement on the checklist is to you.
Rate the requirements on a scale of 0 to 4, and note your ratings in
the column marked "X."
0 Not important
1 Somewhat important
2 Important
3 Very important
4 Critically important
2. Multiply the numbers already in the chart by the importance ratings
you determined. (The checklist uses numbers from 0 to 3 to indicate
how well each training medium addresses the various task, learner,
student management, and cost requirements. A "0" indicates the
medium does not address it at all, a "3" that it addresses it very
well.) For example, if you gave the first task requirement a rating
of 2, you would fill out the chart this way:
*******************************************************************
* Requirements | X | CBT | Video | Text | Workbook | Lecture *
*-----------------------------------------------------------------*
* Task Req: Ability | | | | | | | | | | | *
* Teach a physical | | | | | | | | | | | *
* skill. | 2 |x2| 4| x1| 2| x1| 2| x1 | 2| x1 | 2*
*******************************************************************
3. Add the columns of numbers you created by multiplying those in the
chart by your importance ratings on each page, and then add the
subtotals together.
4. Determine the medium that is most appropriate for your training
need. Do not simply select the medium with the highest total score.
Look back at the individual requirements and make sure the medium
you select can handle those that are most important to you (those
you rated with a 3 or 4).
Combining media may reduce or eliminate weaknesses present in any single
medium. For example, CBT may deliver instruction, a text may contain
photographs that augment the lesson, and an instructor may motivate students
and lead a group discussion on how the new information and skills may be
transferred to other challenges. Each component of the delivery system
provides unique strengths and minimizes the potential limitations of the
other media.
*********************************
* CHECKLIST *
* Selecting the Training Medium *
*********************************
Instructions:
1. Rate each requirement's importance, on a scale of 0 to 4,
in column "X."
2. Multiply the numbers in the columns by your importance factors.
3. Sum the new columns of numbers.
4. Select the most appropriate training medium. Compare the totals,
but also ensure that the final selection will address the
requirements most important to you.
*******************************************************************
* Requirements | X | CBT | Video | Text | Workbook | Lecture *
*-----------------------------------------------------------------*
* TASK REQ: | | | | | | | | | | | *
* ABILITY TO . . . | | | | | | | | | | | *
* Teach a physical | | | | | | | | | | | *
* skill. | |x2| | x1| | x1| | x1 | | x1 | *
*-----------------------------------------------------------------*
* Provide human | | | | | | | | | | | *
* interaction | |x1| | x1| | x0| | x0 | | x3 | *
*-----------------------------------------------------------------*
* Use computers | |x3| | x0| | x0| | x0 | | x0 | *
*-----------------------------------------------------------------*
* Determine and | | | | | | | | | | | *
* adapt to | | | | | | | | | | | *
* individual needs | |x3| | x0| | x0| | x1 | | x2 | *
*-----------------------------------------------------------------*
* Question students | | | | | | | | | | | *
* and adjust instru-| | | | | | | | | | | *
* tion accordingly | |x3| | x0| | x0| | x1 | | x2 | *
*-----------------------------------------------------------------*
* Provide immediate | | | | | | | | | | | *
* feedback | |x3| | x0| | x0| | x2 | | x2 | *
*-----------------------------------------------------------------*
* Produce life-like | | | | | | | | | | | *
* images | |x3| | x3| | x3| | x3 | | x2 | *
*-----------------------------------------------------------------*
* Produce high | | | | | | | | | | | *
* quality audio | |x3| | x3| | x0| | x0 | | x2 | *
*-----------------------------------------------------------------*
* Portray motion | |x3| | x3| | x0| | x0 | | x2 | *
*-----------------------------------------------------------------*
* Telescope time | | | | | | | | | | | *
* (e.g., time lapse | | | | | | | | | | | *
* or slow motion) | |x3| | x3| | x1| | x1 | | x2 | *
*-----------------------------------------------------------------*
* Use in combination| | | | | | | | | | | *
* with other media | |x1| | x2| | x3| | x3 | | x2 | *
*-----------------------------------------------------------------*
* Reach trainees | | | | | | | | | | | *
* remotely | |x3| | x3| | x3| | x3 | | x1 | *
*-----------------------------------------------------------------*
* Access training | | | | | | | | | | | *
* where needed | |x2| | x2| | x3| | x3 | | x1 | *
*-----------------------------------------------------------------*
* Access training | | | | | | | | | | | *
* when needed | |x2| | x2| | x3| | x3 | | x1 | *
*-----------------------------------------------------------------*
* Teach more than | | | | | | | | | | | *
* one trainee | | | | | | | | | | | *
* simultaneously | |x2| | x2| | x3| | x3 | | x1 | *
*-----------------------------------------------------------------*
* Provide team as | | | | | | | | | | | *
* well as individual| | | | | | | | | | | *
* study | |x2| | x2| | x1| | x1 | | x2 | *
*-----------------------------------------------------------------*
* Update and change | | | | | | | | | | | *
* course content | | | | | | | | | | | *
* frequently | |x0| | x0| | x1| | x1 | | x3 | *
*-----------------------------------------------------------------*
*-----------------------------------------------------------------*
* LEARNER REQS: | | | | | | | | | | | *
* ABILITY TO. . . | | | | | | | | | | | *
* Gain attention | | | | | | | | | | | *
* and motivate | |x3| | x2| | x1| | x1 | | x3 | *
*-----------------------------------------------------------------*
* Minimize demands | | | | | | | | | | | *
* on verbal and | | | | | | | | | | | *
* reading skill | |x1| | x3| | x0| | x0 | | x3 | *
*-----------------------------------------------------------------*
* Minimize demands | | | | | | | | | | | *
* on | | | | | | | | | | | *
* technical skills | |x0| | x2| | x3| | x3 | | x3 | *
*-----------------------------------------------------------------*
*-----------------------------------------------------------------*
* STUDENT MANAGEMNT | | | | | | | | | | | *
* REQS: ABILITY TO | | | | | | | | | | | *
* Record trainees' | | | | | | | | | | | *
* progress | |x3| | x0| | x0| | x1 | | x3 | *
*-----------------------------------------------------------------*
* Report on | | | | | | | | | | | *
* trainees'progress | |x3| | x0| | x0| | x1 | | x2 | *
*-----------------------------------------------------------------*
*-----------------------------------------------------------------*
* BUDGET REQS: | | | | | | | | | | | *
* Costs (developmnt,| | | | | | | | | | | *
* acquisition, etc.)| | | | | | | | | | | *
* must be kept low | |x1| | x2| | x3| | x3 | | x1 | *
*-----------------------------------------------------------------*
*-----------------------------------------------------------------*
* TOTAL |******| |***| |***| |*****| |****| *
*******************************************************************
This checklist was adapted from M. J. Hannifin and K. L. Peck, The Design,
Development, and Evaluation of Instructional Software (New York: Macmillan
Publishing Company, 1988).
*************************************************
* SELECTING THE TYPE OF COMPUTER-BASED TRAINING *
*************************************************
Once you determine computer-based training is the right approach for your
training situation, you need to decide what type of computer-based training
can best meet your needs. Different types of computer-based training are
appropriate for different training situations. Which is appropriate for you
depends on both your training needs and your training capacity. Small and
mid-sized companies might find that their restricted training capacity limits
the types of computer-based training they can pursue.
The discussion below first explains the different types of computer-based
training, and then lays out the issues involved in selecting one. Graphic
boxes at the beginning of each section summarize the material that follows.
These boxes are then combined at the end of this chapter into a checklist
that can aid you in the decision making process.
TYPES OF COMPUTER-BASED TRAINING
This publication looks at six types of computer-based training, which cover
most of the available options: performance support systems, training
instruction, off-the-shelf training, customizable training, customized
training, independent study, on-site classroom training, and off-site
classroom training. These six types of training, which are discussed in
detail below, can be classified within three training dimensions.
*******************************************************
* COMPUTER-BASED TRAINING DIMENSIONS *
*-----------------------------------------------------*
* Timeliness | Customizability | Instructional Format *
*******************************************************
Computer-based training can vary along three dimensions: timeliness,
customizabilty, and instructional format.
* Timeliness. While all computer-based training allows great flexibility in
the timing of training delivery, some types are more flexible than others.
Performance support systems are the most flexible, enabling employees to call
up instruction on a particular task at the precise moment they need to
perform that task on the job. Computer-based training instruction, on the
other hand, occurs separate from job performance, and therefore sets some
limits on the timing of training delivery.
* Customizability. The degree to which computer-based training programs can
be customized to company needs varies greatly. At one extreme are off-the-
shelf packages where no modifications can be made. At the other extreme are
customized programs, built from scratch, to company specifications, by
professional computer-based training developers. In between are customizable
programs that allow companies to insert their own technical vocabulary and
practice reading materials in lessons, and create exercises from materials
used on the job or in the employee handbook.
* Instructional format. Computer-based training can be offered as an
independent study exercise, where trainees are expected to work through the
instruction on their own, with little or no support. It can also be offered
in an on-site class or off-site class where trainees have access to an
instructor who can provide them with assistance.
*****************************************************
* TIMELINESS *
*---------------------------------------------------*
* Performance Support System | Training Instruction *
*****************************************************
The most timely computer-based training are performance support systems,
though computer-based training instruction can be very timely also.
* Performance Support Systems. Performance support systems are used to
provide employees with specific training, when questions arise, and without
removing them from their day-to-day job tasks. Thus, a performance support
system must be immediately available to employees at their job locations.
Performance support systems are best for situations where short instructional
sequences (20 minutes or less) are possible and the skills to be learned are
simple. They are inappropriate for learning complex skills, unless these can
be broken up into less complex tasks.
Note: Some performance support systems are ideal for learning complex skills
because they allow the user to focus on single segments of these skills at a
time.
An example of a performance support system is how bank loan officers might be
prepared to fill out a new loan form. Instead of providing a sequential
training program, the bank could load the loan form onto officers' computers,
along with optional instruction modules (the performance support system). The
officers could then call up instruction on specific aspects of the form as
they were filling the form out and had questions.
Performance support systems are still in their infancy and may be out of the
reach of small and mid-sized companies, unless a number of companies have the
same skill needs and can share the cost of the systems' development.
* Training Instruction. Training instruction usually occurs separate from job
performance. During instruction, trainees sit in front of computers and
receive training, via the computer, for varying lengths of time (_ hour or
more). Most computer-based training falls into this category. Training
instruction is best for learning complex skills.
In contrast to the performance support system example discussed above, loan
officers receiving training instruction on filling out a new loan form would
work through a sequential CBT package on their computers and at their
convenience, or at a special training facility. While undertaking the
training instruction the officers would not be performing the job task of
completing the loan form; they would only be learning how to do so. Upon
completion of the training instruction, the loan officers should have the
skills needed to complete the loan form correctly.
*********************************************
* CUSTOMIZABILITY *
*-------------------------------------------*
* Off-the-Shelf | Customizable | Customized *
*********************************************
Off-the-shelf computer-based training offers companies few opportunities for
adapting programs to their needs, while customizable and customized training
can be adjusted to meet company specifications.
* Off-the-Shelf. Off-the-shelf training is computer-based training you buy
and use "as is." The content of the computer-based training is fixed and
can't be changed. This type of computer-based training is best when the
skills to be taught are relatively generic. It is inappropriate for learning
unique skills. Reading improvement and awareness of cultural diversity are
generic skills that translate well into a variety of environments, and are
offered on a number of off-the-shelf training programs. Operating a specific
manufacturing machine is a unique skill unlikely to be taught by an off-the-
shelf training program. Because off-the-shelf CBT tends to be inexpensive, it
is one of the best options for small and mid-sized companies.
* Customizable. Customizable training is computer-based training that you can
alter to meet your specific training needs. Most customizable computer-based
training comes with a set of specific content you can augment or replace.
Usually you cannot alter the manner in which the content is delivered; you
can only alter the content itself. This type of computer-based training is
best when the skills to be taught are relatively unique, you cannot locate
computer-based training that meets your specific needs, and you have a large
number of people to be trained. It is usually inappropriate for training
small numbers of people, due to the cost of customization. While customizable
CBT usually costs more than off-the-shelf CBT, it may still be affordable for
small and mid-sized companies.
* Customized. Customized training is computer-based training that is built
from scratch according to your needs. You specify both the content and the
sequence of instruction. This is the most expensive type of computer-based
training to implement. It is best used when the skills to be taught are
unique, no computer-based training exists to teach those skills, and you have
a large number of people to be trained. It is usually inappropriate for
training small numbers of people, due to the cost of customization.
Customized CBT is likely to be beyond the reach of most small and mid-sized
companies.
**********************************************************
* INSTRUCTIONAL FORMAT *
*--------------------------------------------------------*
* Independent Study | On-Site Classes | Off-Site Classes *
**********************************************************
Computer-based training can be offered in a variety of environments.
* Independent Study. Trainees undertaking independent study are expected to
use the computer-based training on their own. The training could take place
at the trainee's home, work-site, a designated "resource room" with
computers, a local library --wherever the trainee has access to a computer.
Because there is no instructional support or "formal" instruction beyond the
computer-based training, it doesn't matter where the training takes place.
Independent study works best when the skills taught are easily mastered. It
is inappropriate for learning complex skills, because there are no
instructors to guide the trainee through difficult training sequences. It
would also be inappropriate when trainees have little or no facility with
computers.
* On-Site Classes. When CBT is delivered through an on-site classroom --
usually located in the same environment where the trainee works -- an
instructor is provided to facilitate learning. Different trainees might be
working on different concepts during the same time period, while the
instructor is available to provide assistance. On-site classroom CBT must
take place at a specified time and location because of this instructional
support. On-site classroom computer-based training is best when the skills to
be taught are complex or must be completely mastered. It is inappropriate
when the numbers of trainees are too small to justify hiring an instructor
and operating a classroom.
* Off-Site Classes. Off-site classroom CBT is provided by an outside
organization, like a community college, that has a computer-based training
lab employees can go to for instruction. The site provides the computer-based
training package, computers to use for the training, and instructors who
either run classes at specified times or are available as resources to help
students when they are having trouble. This type of computer-based training
is best when the skills to be taught are complex or must be completely
mastered and when you have only a small number of employees that need to be
trained. It is inappropriate when employees need to learn very specific
skills, because such training must be relatively generic. Off-site CBT
classes may be a very good option for small and mid-sized companies.
The types of computer-based training listed here are not necessarily mutually
exclusive. In many cases selecting a computer-based training package will be
like ordering from a Chinese menu; you will be selecting one from column A
(timeliness), one from column B (customizability), and one from column C
(instructional format). In other words, you can, for example, purchase
training instruction, that is customized, and is taught in an on-site class.
***********************************************
* ISSUES IN SELECTING COMPUTER-BASED TRAINING *
***********************************************
The type of computer-based training that is best for you depends on both your
training needs and training capacity.
*****************************************************
* TRAINING NEEDS *
*---------------------------------------------------*
* Skill Needs | Instructional Needs | Trainee Needs *
*****************************************************
Training needs can be divided into three categories: skill needs,
instructional needs, and trainee needs. In the charts that follow, symbols
are used to indicate which types of computer-based training are best for a
particular situation (+), fine for a situation (v), not most appropriate for
a situation (-), or inappropriate for a situation ( ).
Legend
P - Performance Support System
T - Training Instruction
O - Off-the-shelf
C - Customizable
Cu - Customized
I - Independent Study
OnS - On-site Classes
OfS - Off-site Classes
+ - Best for a particular situation
v - Fine for a particular situation
- - Not most appropriate for a situation
Blank - Inappropriate for a situation
************************************************************
* SKILL NEEDS *
*----------------------------------------------------------*
* | Time- | Customiz- | Instructional *
* | liness | ability | Format *
*----------------------------------------------------------*
* | P | T | O | C | Cu| I | OnS | OfS *
*----------------------------------------------------------*
* Skills to be taught | | | | | | | | *
* are relatively | v | v | + | - | - | v | v | v *
* generic. | | | | | | | | *
*----------------------------------------------------------*
* Skills to be taught | | | | | | | | *
* are relatively | v | v | | + | + | v | v | v *
* unique. | | | | | | | | *
*----------------------------------------------------------*
* Skills to be taught | | | | | | | | *
* are complex. | | + | v | v | v | | + | + *
*----------------------------------------------------------*
* Skills to be taught | | | | | | | | *
* are easily mastered.| + | v | v | v | v | + | - | - *
*----------------------------------------------------------*
************************************************************
* Skills to be taught are relatively generic. Generic skills are skills that
people in your organization need that are not company-specific. For example,
understanding diversity issues is a generic skill most people need in today's
workplace. Because generic skills don't vary much by workplace, an off-the-
shelf computer-based training package is an appropriate, low-cost option. It
would be a waste of money to purchase a customizable or customized training
package for teaching generic skills.
* Skills to be taught are relatively unique. Unique skills are those specific
to your company. Some of the skills needed to operate a piece of machinery
only your company uses or complete a process only your company follows fall
into this category. An off-the-shelf package would not capture your unique
circumstances, so you would have to have an existing package customized to
your specific needs, or an entirely new package developed to meet your
specific needs. If you only had a few people in your company who needed to
learn these skills, it would be very expensive to have a computer-based
training package developed just to train them.
* Skills to be taught are complex. Complex skills are those that involve
higher-order concepts (such as problem solving and decision making), or
multi-step processes. Skills that must be totally mastered (such as learning
to pilot an airplane) fall into this category as well. The skills needed are
complex so people need to be trained on them; independent study might not be
sufficient. Employees can't just stop in the middle of their work to check
one thing, so a performance support system would not be appropriate. Fully
developed computer-based training is usually best to teach complex skills.
Note: Performance support systems may be used to support complex tasks, such
as flying an airplane. However, you would not want pilots to be learning new
skills for the first time while they are up in the air.
* Skills to be taught are easily mastered. Easily mastered skills are skills
involving recognition and recall of information. Performance support systems
and independent study work well when the skills to be taught are easily
mastered. On-site or off-site classes would add an unnecessary expense to the
computer-based training.
************************************************************
* INSTRUCTIONAL NEEDS *
*----------------------------------------------------------*
* | Time- | Customiz- | Instructional *
* | liness | ability | Format *
*----------------------------------------------------------*
* | P | T | O | C | Cu| I | OnS | OfS *
*----------------------------------------------------------*
* Large number of | | | | | | | | *
* people are to be | v | v | v | + | + | v | v | v *
* trained. | | | | | | | | *
*----------------------------------------------------------*
* Small number of | | | | | | | | *
* people are to be | v | v | + | | | + | | + *
* trained. | | | | | | | | *
*----------------------------------------------------------*
************************************************************
* Large number of people are to be trained. The cost of computer-based
training development is high. To be economically feasible, these development
costs must be shared by a large number of trainees. If you have a large
number of trainees, you can justify the purchase of customizable or fully
customized computer-based training.
* Small number of people are to be trained. If you only have a small number
of trainees, the development costs must be shared with others outside your
firm. This can occur if you purchase off-the-shelf computer-based training or
send trainees to an off-site class. It can also be accomplished by combining
small companies with similar training needs into a learning consortium.2 A
secondary cost of CBT is delivery. With a small number of trainees, the costs
associated with setting up an on-site classroom might not be justified, so
employees would either need to engage in independent study or attend an off-
site classroom.
************************************************************
* TRAINEE NEEDS *
*----------------------------------------------------------*
* | Time- | Customiz- | Instructional *
* | liness | ability | Format *
*----------------------------------------------------------*
* | P | T | O | C | Cu| I | OnS | OfS *
*----------------------------------------------------------*
* Large differences | | | | | | | | *
* exist in trainees' | - | v | v | v | v | - | + | v *
* initial skill levels| | | | | | | | *
*----------------------------------------------------------*
* Few differences | | | | | | | | *
* exist in trainees' | v | v | v | v | v | v | v | v *
* initial skill levels| | | | | | | | *
*----------------------------------------------------------*
************************************************************
* Large differences exist in trainees' initial skill levels. When there are
large differences in trainees' initial skill levels, training should take
place where instructors or facilitators are readily available. The capability
of some computer-based training packages to adjust completely to an
individual's needs is still limited, though most packages are able to make
some accommodations to trainees' skill levels provided a facilitator is
available to assist. If you have trainees whose skills are near the bottom of
the computer-based training program's recommended level, the trainees may
need additional help that only an instructor or facilitator could provide,
though these trainees might be able to work with the computer-based training
package after some initial period of instruction.
Performance support systems may also be inappropriate when trainees' skills
vary greatly because the systems are limited in the depth of instruction they
provide. On-site classrooms with facilitators that know each individual
trainee's needs are best in this situation.
Note: A high quality computer-based training program or performance support
system might well be designed to meet the needs of trainees with different
initial skill levels without any instructional support.
* Few differences exist in trainees' initial skill levels. When there are few
differences in trainees' initial skill levels, training can take place as
independent study. For example, professional electrical engineers could
independently use a computer-based training program to learn about new
electrical fields produced by a new machine, because they all have strong
backgrounds in electrical engineering. This same group, however, might have
difficulty learning how to identify and deal with sexual harassment problems
through independent study; their prior knowledge on the subject could vary
greatly, while the computer-based training package's approach could have
assumed a common knowledge base.
**************************************************
* TRAINING CAPACITY *
*------------------------------------------------*
* Technological | Support | Space | Budget *
* Capacity | Capacity | Capacity | Capacity *
**************************************************
Training capacity can be divided into four categories: technological
capacity, support capacity, space capacity, and budget. Because this section
only refers to a company's own training capacity, that is, conditions within
the company seeking training, most of the issues raised in this section are
not relevant to off-site classes. The space capacity issues are only relevant
for classes provided on company sites.
In the charts that follow, symbols are used to indecate which situations are
required for a particular type of CBT (+), which situations are fine for a
type of CBT (v), which types of CBT cannot be used in a particular situation
( ), and which situations are not relevant to a type of CBT (NR). The charts
also show cost estimates for the different types of CBT.
Legend
P - Performance Support System
T - Training Instruction
O - Off-the-shelf
C - Customizable
Cu - Customized
I - Independent Study
OnS - On-site Classes
OfS - Off-site Classes
+ - Required a particular situation
v - Fine for a particular situation
Blank - Cannot be used for a situation
NR - Not relevant
************************************************************
* TECHNOLOGICAL CAPACITY *
*----------------------------------------------------------*
* | Time- | Customiz- | Instructional *
* | liness | ability | Format *
*----------------------------------------------------------*
* | P | T | O | C | Cu| I | OnS | OfS *
*----------------------------------------------------------*
* Trainee/computer | | v | v | v | v | v | v | NR *
* ratio is high. | | | | | | | | *
*----------------------------------------------------------*
* Trainee/computer | + | v | v | v | v | v | + | NR *
* ratio is low. | | | | | | | | *
*----------------------------------------------------------*
* Hardware is suffici-| + | + | + | + | + | + | + | NR *
* ently powerful. | | | | | | | | *
*----------------------------------------------------------*
* Operating system | | | | | | | | *
* software is suffici-| + | + | + | + | + | + | + | NR *
* ently current. | | | | | | | | *
*----------------------------------------------------------*
************************************************************
* Trainee/computer ratio is high. Computer-based training is appropriate for
most situations where you have many trainees in comparison to the number of
computers you have available, except performance support systems, where each
person must have a computer "on demand." It is only appropriate for on-site
classes if trainees will be in class at different times, so that all trainees
have a computer when they are in class.
* Trainee/computer ratio is low. Any type of computer-based training is
possible when there are few trainees per computer -- or a one-to-one
correspondence between trainees and computers. This low ratio is critical
though for performance support systems and on-site classes where all of the
trainees will be in the class at the same time.
* Hardware is sufficiently powerful. Most computer-based training programs
require at least a 486 PC, with 8 megabytes of RAM (random access memory),
and enough hard drive space that there is at least 20 megabytes free when
running the program for the computer to swap files between the hard drive and
the RAM.
* Operating system software is sufficiently current. These days much software
is developed and upgraded pretty quickly, and new programs are designed with
an eye toward the next generation of computer and operating systems. This
means that most of the computer-based training programs on the shelves are
made for DOS 6.1 and Windows
95.
Legend
P - Performance Support System
T - Training Instruction
O - Off-the-shelf
C - Customizable
Cu - Customized
I - Independent Study
OnS - On-site Classes
OfS - Off-site Classes
+ - Required a particular situation
v - Fine for a particular situation
Blank - Cannot be used for a situation
NR - Not relevant
************************************************************
* SUPPORT CAPACITY *
*----------------------------------------------------------*
* | Time- | Customiz- | Instructional *
* | liness | ability | Format *
*----------------------------------------------------------*
* | P | T | O | C | Cu| I | OnS | OfS *
*----------------------------------------------------------*
* Qualified instruc- | | | | | | | | *
* tional personnel | v | v | v | v | v | v | + | NR *
* are available. | | | | | | | | *
*----------------------------------------------------------*
* Qualified technical | | | | | | | | *
* support personnel | + | + | v | v | v | + | + | NR *
* are available. | | | | | | | | *
*----------------------------------------------------------*
* Qualified administ. | | | | | | | | *
* support personnel | v | v | v | v | v | + | v | + *
* are available. | | | | | | | | *
*----------------------------------------------------------*
* Group instructional | | | | | | | | *
* equipment is | NR| v | v | v | v | NR| + | NR *
* available. | | | | | | | | *
*----------------------------------------------------------*
************************************************************
* Qualified instructional personnel are available. Instructional personnel
help trainees with training content when they are having difficulties.
Qualified instructional personnel should be available in all cases. Qualified
instructional personnel are critical for on-site classes. Instructional
personnel do not have to be full-time company employees; they can be
contractors engaged for a limited number of hours each week.
* Qualified technical support personnel are available. Technical personnel
are responsible for implementing, operating, and maintaining a CBT system --
the hardware and software. Technical support is needed in all cases. It is
critical for both performance support systems and training instruction in on-
site classes and independent study. Technical personnel do not have to be
full-time company employees; they can be contractors engaged to respond to
requests on an "as needed" basis.
* Qualified administrative support personnel are available. Administrative
personnel are responsible for planning, supervising, and managing CBT
activities -- making things happen. Technical personnel by themselves cannot
ensure CBT will be successful within your company. How the CBT is used and
scheduled is equally important to its success. This is important in all cases
and is critical for independent study and off-site classes. Administrative
personnel do not have to devote full time to this effort; they can be regular
employees who spend only a few hours a week on the program, or they can be
contractors engaged for a limited number of hours each week.
* Group instructional equipment is available. If group instruction will be
part of the CBT delivery, it is important to have such instructional aids as
white boards, and overhead projectors. This does not apply to performance
support systems or independent study, as neither takes place in a classroom.
The company may not need to own all of this equipment; some of it might be
leased.
************************************************************
* SPACE CAPACITY *
*----------------------------------------------------------*
* | On-Site Classes *
*----------------------------------------| ----------------*
* Self-contained space for instruction | + *
* exists. | *
*----------------------------------------| ----------------*
* Space is sufficiently large | + *
* for students. | *
*----------------------------------------| ----------------*
* Doors guarantee security | + *
* and privacy. | *
*----------------------------------------| ----------------*
* Windows guarantee security | + *
* and privacy. | *
*----------------------------------------| ----------------*
* Lighting is appropriate. | + *
*----------------------------------------| ----------------*
* Ventilation, heating, and air | + *
* conditioning are sufficient. | *
*----------------------------------------| ----------------*
* Telephone outlets or network | *
* connections are sufficient and well | + *
* located. | *
*----------------------------------------| ----------------*
* Electrical outlets are | + *
* sufficient and safe. | *
*----------------------------------------| ----------------*
************************************************************
* Self-contained space for instruction exists. If you will be operating on-
site classes, it is important that a separate, self-contained space for
instruction be used. It will be very difficult for trainees to pay attention
to lessons if they are in a room with other activities going on. Finding
self-contained space will be particularly difficult for small and mid-sized
companies. These companies might want to join with others to jointly share
the costs of a training facility.3
* Space is sufficiently large for students. In a lab or classroom situation,
each trainee should have enough space to operate the computer, take notes,
and use other nearby resources easily.
* Doors guarantee security and privacy. Doors giving access to a lab should
be sturdy and have strong locks to prevent theft. Doors with windows should
have blinds to discourage prying eyes.
* Windows guarantee security and privacy. Windows in a lab should be sturdy
and have strong locks. They may need to be covered with bars or wire mesh to
prevent theft. Windows should have blinds.
* Lighting is appropriate. Lighting is also a consideration when planning a
computer lab. When you place your computers in the lab, it is important to
avoid locations where direct sunlight can shine on them. This will help to
reduce glare on the screens and avoid potential damage the sun can cause on
the computer, floppy disks, etc. In addition to sunlight, you need adequate
overhead lighting that can be easily controlled for presentations.
* Ventilation, heating, and air conditioning are sufficient. Ventilation is
very important for computers. Although great strides were made in this area
during the last decade, some computers will malfunction in temperature
extremes. Ideally, a computer lab should be kept at a comfortable -- 70 to 80
degrees Fahrenheit -- temperature.
* Telephone outlets or network connections are sufficient and well located.
The location of telephone outlets or network connections is important only if
you are using telecommunications or certain networks. If this is the case,
you want the outlets or connections as close to the computers as possible, to
avoid wire tangles and tripping.
* Electrical outlets are sufficient and safe. Because most computer stations
have several power cords, many grounded electrical outlets are needed in a
lab. Surge protectors should be available to help protect your equipment from
electrical surges. The electrical outlets must be able to handle the
electrical load placed on them.
Legend
P - Performance Support System
T - Training Instruction
O - Off-the-shelf
C - Customizable
Cu - Customized
I - Independent Study
OnS - On-site Classes
OfS - Off-site Classes
+ - Required a particular situation
v - Fine for a particular situation
Blank - Cannot be used for a situation
NR - Not relevant
************************************************************
* BUDGET *
*----------------------------------------------------------*
* Timeliness | Customizability | Instructional Format *
*----------------------------------------------------------*
* P | T | O | C | Cu | I | OnS | OfS *
*----------------------------------------------------------*
* NR | NR |$2020| $3300|$32740| $2020| $2276 | $1752 *
* | | to | to | to | to | to | to *
* | |$2476| $8456|$50265|$50000| $50265 | $21152*
*----------------------------------------------------------*
************************************************************
The budget figures presented in this section represent costs to a company
purchasing computer-based training, assuming the company -- and not its
individual employees -- is paying for the training. The costs for CBT would
be the sum of the development and delivery costs charged to the company.
Development costs depend on the customizability of the training, while
delivery costs depend on the instructional format.
In most cases, calculating the expected cost of a computer-based training
effort involves determining the customizability and the instructional format
of the program, and adding the costs associated with these together. The one
exception to this rule is off-site training classes. Charges for off-site
classes incorporate the costs of development within them; therefore no
additional costs need to be added to these figures.
Note: The timeliness of computer-based training -- whether it is a
performance support system or training instruction -- will not affect the
cost of the training. What will affect the cost are the other dimensions --
customizability and instructional format. Costing out a performance support
system or training instruction program follows the general rule: determine
the customizability and the instructional format of the program, and add the
costs associated with those together.
The cost estimates of the various computer-based training options shown in
this section's charts are based on the following assumptions:
* A company will be training five employees, a reasonable figure for a small
to mid-sized firm.
* The training will be eight hours long and delivered over an eight week
period.
The descriptions of the various cost components in the text following the
charts frequently provide information that will help companies develop
alternative cost figures if these assumptions do not meet their needs.
************************************************************
* DEVELOPMENT COSTS *
*----------------------------------------------------------*
* | Off-the | Customizable | Customized *
* | -Shelf | | *
*--------------------|---------|--------------|------------*
* Computer program/ |$100-300 | $100-5000 | $100-2000 *
* software | | | *
*--------------------|---------|--------------|------------*
* Customization or | - | $1280 | $30720- *
* development | | | 46,080 *
*--------------------|---------|--------------|------------*
* Selection and | $640 | $640 | $640 *
* installation | | | *
*--------------------|---------|--------------|------------*
* TOTAL | $740-940| $2020-6920 | $31460- *
* | | | 48720 *
*----------------------------------------------------------*
************************************************************
* Off-the-Shelf. The development costs for CBT modules that are purchased off
the shelf are very low. Computerized language instruction may cost between
$30 and $60, while typing instruction may cost $20 to $50. The cost for
purchasing five such modules would range from $100 to $300. However, staff
time should be factored into the cost to cover choosing the software,
installing it on the computer(s), and making sure it functions properly. This
cost is estimated assuming 20 hours of work at a staff cost of $32 per hour,
fully loaded, or $640. (The figure of $32 per hour is based on a wage of $21
per hour, a reasonable figure for a mid-level employee, pus 25 percent each
for benefits and overhead.)
* Customizable. Customizable training packages range from $25 to $1,250 in
price, with lab packs (enabling a site to train five individuals at a time)
ranging from about $100 to $5,000, and site licenses (allowing a site to
train an unlimited number of individuals) costing from $300 to $5,000. For
example, "Spelling," a multi-grade level approach to helping users spell
words correctly, allows teachers to enter their own spelling words, and costs
$24.95 for an individual user and $99.95 for a lab pack. At the other end of
the scale is "Skills Bank '96," a comprehensive resource for diagnosing and
remediating students' basic skills, which allows student, teacher, or
computer assigned lessons, and provides customizable worksheets. This package
costs $1,245 for an individual, and $4,980 for a site license.
The estimated time for customizing these training packages by building in
company-specific material and selecting relevant lessons is about 40 hours,
though it could be considerably less for the more simple programs. The 1995
report "Compensation in the Human Resources Field," by Abbott, Langer, &
Associates, shows the median hourly wage of training materials developers in
business and industry to be nearly $21 per hour.4 Adjusting this figure to
account for benefits and overhead yields a median cost per hour of $32
($21+25%+25%). The cost for customizing the packages, then, would be $1,280.
Another 20 hours is added for selecting, installing, and trouble-shooting the
programs. At $32 per hour, fully loaded, this would be $640.
* Customized. Customized software is software built from scratch. Your
specific content is taken and developed into a new and unique CBT package.
Most customized CBT is developed by using an authoring system -- software
designed to assist you in developing CBT.
Software packages for developing customized computer-based training programs
range between $100 and $2,000 in price. For instance, the development package
for ExpressTrainTM costs $1,950 while the retail prices for ToolBookTM and
AuthorWareTM are $600 and $1,000, respectively. Low-end development tools may
cost as little as $100, though.
Customized modules are the most expensive to develop. Training magazine's
1993 survey estimates the median number of hours to develop a one-hour,
customized CBT module at 120 hours. The "1995 CBT Report," conducted by SB
Communications, estimates the median to be 180 hours. (Abbott, Langer, &
Associates; Crete, IL.)
Using the estimates of 120 to 180 hours for developing a one-hour training
module, and $32 per hour for a training developer, we arrive at an estimated
cost of $3,840 to $5,760 for one hour of instruction.6 Eight hours of
instruction would cost $30,720 to $46,080.
Twenty hours is again added to the cost estimate for selecting and working
with the developer, an additional $640.
************************************************************
* DELIVERY COSTS *
*----------------------------------------------------------*
* | Independent | On-Site | Off-Site *
* | Study | Classes | Classes *
*-------------------|-------------|-----------|------------*
* Instruction | - | $768 | $600-20000 *
*-------------------|-------------|-----------|------------*
* Instructional | $1280 | $768 | $512 *
* support | | | *
*-------------------|-------------|-----------|------------*
* Selection and | - | - | $640 *
* enrollment | | | *
*-------------------|-------------|-----------|------------*
* TOTAL | $1280 | $1536 | $1752- *
* | | | 21152 *
*----------------------------------------------------------*
************************************************************
* Independent Study. Independent study requires limited instructional
support, but it would be a mistake to assume that it will not require any. Up
to five hours per week may be necessary to support independent study:
tracking student progress, providing limited instructional support, and
addressing any problems that might arise with the training program. The
estimate shown above assumes an eight week training program, and a salary of
$32 per hour, fully loaded.
* On-Site Classes. Abbott, Langer and Associates reports that the median
hourly wage for classroom instructors in business and industry is roughly
$15/hour. After appropriate adjustments to account for overhead and benefits,
this would yield a median hourly rate of $24. If we assume three hours of
additional work for every hour of instruction, eight hours of instruction
would yield instruction costs of $768. With on-site classes, companies would
need to provide less instructional support, which is estimated here at only
three hours per week.
* Off-Site Classes. Off-site instruction would most likely occur at a school
campus, and costs would generally be charged per credit hour. Costs per
credit hour vary, depending on the institution and the state, and may range
from $30 to $50 in a community college, to $600 to $1,000 at private four-
year universities. Assuming a four unit course, the cost to a company for
enrolling five students would be $600 to $20,000.
The cost of off-site instruction needs to be augmented by the cost a company
would bear in searching for and selecting the appropriate program for its
employees, and enrolling them in a computer-based learning lab (estimated at
20 hours and $32 per hour, fully loaded), and of instructional support
(estimated at two hours per week for monitoring employees' progress and
communicating with the provider).
*************************************************************
* BUDGET MATRIX *
*-----------------------------------------------------------*
* | Delivery Costs *
* |--------------------------------------*
* Development | Independent | On-Site | Off-Site *
* Costs | Study | Classes | Classes *
* |-------------|-----------|------------*
* | $1280 | $1536 | $1752-21152*
*-----------------------------------------------------------*
* Off- the | $740- | $2020- | $2276- | - *
* Shelf | 940 | 2220 | 2476 | *
*------------|-------|-------------|-----------|------------*
* Customiz- |$2020- | $3300- | $3556- | - *
* able | 6920 | 8200 | 8456 | *
*------------|-------|-------------|-----------|------------*
* Customized |$31460-| $32740- | $32996- | - *
* | 48720 | 50000 | 50256 | *
*-----------------------------------------------------------*
*************************************************************
To accurately compare the prices of most of the computer-based training
options, development and delivery costs need to be added together. With off-
site classes, however, the cost figures do not need to be augmented; these
costs already incorporate their development costs within them.
Development and delivery costs are shown together in the above matrix. An
off-the-shelf computer-based training package delivered through independent
study, for example, would cost a company between $2,020 and $2,220 for five
employees. At the other extreme, a customized computer-based training program
delivered in an on-site classroom would cost a company between $32,996 and
$50,256.
The range of costs for off-the shelf, customizable, and customized computer-
based training programs depends on whether the programs are delivered through
independent study or on-site classes, and can be read from left to right on
the table:
* $2,020 to $2,476 for off-the-shelf programs,
* $3,300 to $8,456 for customizable programs, and
* $32,740 to $50,256 for customized programs.
The range of costs for independent study and on-site classes depends on
whether a company uses off-the-shelf, customizable, or customized programs,
and can be read from top to bottom on the table:
* $2,020 to $50,000 for independent study programs, and
* $2,276 to $50,256 for on-site classes.
Enrolling the five employees in an off-site class would cost a company
between $1,752 and $21,152. There are no additional development costs charged
for these programs, as these are incorporated into the delivery costs.
ADDITIONAL COMPANY COSTS
It is important to note that the figures detailed above reflect only those
costs relating directly to the actual development and delivery of the CBT
module. Many CBT instructional designers estimate that as much as 80 percent
of their time on a project is spent on such activities as planning meetings
and gathering information, in addition to module development. Further, there
may be additional costs for up-front services to make the CBT training most
effective, such as evaluations of training needs (to identify what the CBT
should address) and assessments of individuals' skill levels (to identify at
what level each employee should start the CBT training).
Costs may also be incurred to purchase the necessary computer hardware on
which to customize the training modules and through which to provide them.
Video and audio capabilities, color scanners, and expanded memory and hard
drives may be required for customizing training modules. For instruction,
additional hardware may be needed to network computers. If computer networks
are to be used for the CBT, the higher prices for networked site-licenses
should be factored into the budget equations.
ANALYSIS
You can use the checklist on the following pages to select the type of
computer-based training most appropriate for your company.
* First, place check marks in the "Your Firm" column for each of the traits
that matches your training situation in the "Training Needs" section.
* Second, place check marks in the "Your Firm" column for each of the traits
that matches your training capacity in the "Training Capacity" section.
* Third, insert your training budget in the "Budget" row.
* Finally, compare your firm's traits and budget to those of the CBT types
shown in the table, and select the type (or combination of types) that
corresponds most closely to your situation by following these steps:
1. Compare your budget to the estimated budget needed for each
of the CBT types.(The budget estimates in the checklist are
based on five trainees and eight hours of instruction over
an eight week period. If your conditions do not match these
assumptions, you should re-compute the figures using the
budget information provided.) Rule out any that you cannot
afford.
2. Compare your check marks to blank spaces in the checklist.
These match ups show CBT types that are inappropriate for
your firm. Rule these out.
3. Compare your blank spaces to + in Section II. These
match ups show CBT types that are inappropriate for your
firm. Rule these out.
4. Compare your check marks to + in Section I. These
match ups show CBT types that are most appropriate for your
firm. Of the CBT types remaining after steps 1, 2,
and 3, these are your best candidates. Match ups to CBT
types with v are your next best candidates, and match ups to
those with - are your final candidates.
5. If steps 1, 2, and 3 leave you with no options, reconsider
your analysis. Can you change some of the conditions in your
firm? Are you willing to go with a CBT option that is not
completely appropriate?
CHECKLIST
Selecting the Type of Computer-Based Training
Follow the instructions for parts I and II to fill in the
"Your Firm" columns, then use the instructions in part III
to determine which type of computer-based training will best
meet your needs.
I. TRAINING NEEDS
Instructions: Place check marks in the "Your "Firm" column for
each of the traits that matches your training situation.
Legend
P - Performance Support System
T - Training Instruction
O - Off-the-shelf
C - Customizable
Cu - Customized
I - Independent Study
OnS - On-site Classes
OfS - Off-site Classes
+ - Type of CBT is BEST for this situation
v - Type of CBT is FINE for a particular situation
- - Type of CBT can be used in this situation, but is
NOT most appropriate
Blank - Type of CBT is INAPPROPRIATE for this situation
*******************************************************************
*-----------------------------------------------------------------*
* | Your | Time- | Customiz- | Instructional *
* | Firm | liness | ability | Format *
*-----------------------------------------------------------------*
* Skill Needs | | P | T | O | C | Cu| I | OnS | OfS *
*-----------------------------------------------------------------*
* Skills to be taught | | | | | | | | | *
* are relatively | | v | v | + | - | - | v | v | v *
* generic. | | | | | | | | | *
*-----------------------------------------------------------------*
* Skills to be taught | | | | | | | | | *
* are relatively | | v | v | | + | + | v | v | v *
* unique. | | | | | | | | | *
*-----------------------------------------------------------------*
* Skills to be taught | | | | | | | | | *
* are complex. | | | + | v | v | v | | + | + *
*-----------------------------------------------------------------*
* Skills to be taught | | | | | | | | | *
* are easily mastered.| | + | v | v | v | v | + | - | - *
*-----------------------------------------------------------------*
* Instructional Needs |-------------------------------------------*
*-----------------------------------------------------------------*
* Large number of | | | | | | | | | *
* people are to be | | v | v | v | + | + | v | v | v *
* trained. | | | | | | | | | *
*-----------------------------------------------------------------*
* Small number of | | | | | | | | | *
* people are to be | | v | v | + | | | + | | + *
* trained. | | | | | | | | | *
*-----------------------------------------------------------------*
* Trainee Needs |-------------------------------------------*
*-----------------------------------------------------------------*
* Large differences | | | | | | | | | *
* exist in trainees' | | - | v | v | v | v | - | + | v *
* initial skill levels| | | | | | | | | *
*-----------------------------------------------------------------*
* Few differences | | | | | | | | | *
* exist in trainees' | | v | v | v | v | v | v | v | v *
* initial skill levels| | | | | | | | | *
*-----------------------------------------------------------------*
*******************************************************************
II. TRAINING CAPACITY
Instructions: Place check marks in the "Your "Firm" column for
each of the traits that matches your training capacity, and place
your training budget in the "Budget" row.
Legend
P - Performance Support System
T - Training Instruction
O - Off-the-shelf
C - Customizable
Cu - Customized
I - Independent Study
OnS - On-site Classes
OfS - Off-site Classes
+ - This situation is REQUIRED for this type of CBT
v - This situation is FINE for this type of CBT
Blank - Type of CBT CANNOT BE USED in this situation
NR - This situation is NOT RELEVANT to this type of CBT
*******************************************************************
*-----------------------------------------------------------------*
* | Your | Time- | Customiz- | Instructional *
* | Firm | liness | ability | Format *
*-----------------------------------------------------------------*
* Tech. Capacity | | P | T | O | C | Cu| I | OnS | OfS *
*-----------------------------------------------------------------*
* Trainee/computer | | | v | v | v | v | v | v | NR *
* ratio is high. | | | | | | | | | *
*-----------------------------------------------------------------*
* Trainee/computer | | + | v | v | v | v | v | + | NR *
* ratio is low. | | | | | | | | | *
*-----------------------------------------------------------------*
* Hardware is suffici-| | + | + | + | + | + | + | + | NR *
* ently powerful. | | | | | | | | | *
*-----------------------------------------------------------------*
* Operating system | | | | | | | | | *
* software is suffici-| | + | + | + | + | + | + | + | NR *
* ently current. | | | | | | | | | *
*-----------------------------------------------------------------*
* Support Capacity |-------------------------------------------*
*-----------------------------------------------------------------*
* Large differences | | | | | | | | | *
* exist in trainees' | | - | v | v | v | v | - | + | v *
* initial skill levels| | | | | | | | | *
*-----------------------------------------------------------------*
* Few differences | | | | | | | | | *
* exist in trainees' | | v | v | v | v | v | v | v | v *
* initial skill levels| | | | | | | | | *
*-----------------------------------------------------------------*
* Qualified instruc- | | | | | | | | | *
* tional personnel | | v | v | v | v | v | v | + | NR *
* are available. | | | | | | | | | *
*-----------------------------------------------------------------*
* Qualified technical | | | | | | | | | *
* support personnel | | + | + | v | v | v | + | + | NR *
* are available. | | | | | | | | | *
*-----------------------------------------------------------------*
* Qualified administ. | | | | | | | | | *
* support personnel | | v | v | v | v | v | + | v | + *
* are available. | | | | | | | | | *
*-----------------------------------------------------------------*
* Group instructional | | | | | | | | | *
* equipment is | | NR| v | v | v | v | NR| + | NR *
* available. | | | | | | | | | *
*-----------------------------------------------------------------*
* Support Capacity |-------------------------------------------*
* (On-site Classes) |-------------------------------------------*
*-----------------------------------------------------------------*
* Self-contained space| | | | | | | | | *
* for instruction | | NR| NR | NR| NR| NR| NR| + | NR *
* exists. | | | | | | | | | *
*-----------------------------------------------------------------*
* Space is suffici- | | | | | | | | | *
* ently large | | NR| NR | NR| NR| NR| NR| + | NR *
* for trainees. | | | | | | | | | *
*-----------------------------------------------------------------*
* Doors guarantee | | | | | | | | | *
* security and | | NR| NR | NR| NR| NR| NR| + | NR *
* privacy . | | | | | | | | | *
*-----------------------------------------------------------------*
* Windows guarantee | | | | | | | | | *
* security and | | NR| NR | NR| NR| NR| NR| + | NR *
* privacy . | | | | | | | | | *
*-----------------------------------------------------------------*
* Lighting is | | | | | | | | | *
* appropriate | | NR| NR | NR| NR| NR| NR| + | NR *
*-----------------------------------------------------------------*
* Ventilation, heating| | | | | | | | | *
* and air conditioning| | NR| NR | NR| NR| NR| NR| + | NR *
* are sufficient. | | | | | | | | | *
*-----------------------------------------------------------------*
* Telephone outlets | | | | | | | | | *
* or network connec- | | NR| NR | NR| NR| NR| NR| + | NR *
* tions are sufficient| | | | | | | | | *
* and well located. | | | | | | | | | *
*-----------------------------------------------------------------*
* Electrical outlets | | | | | | | | | *
* are sufficient and | | NR| NR | NR| NR| NR| NR| + | NR *
* safe . | | | | | | | | | *
*-----------------------------------------------------------------*
* Budget | | NR| NR | B1| B2| B3| B4| B5 | B6 *
*-----------------------------------------------------------------*
*******************************************************************
B1 - $2,020 to $2,476
B2 - $3,300 to $8,456
B3 - $32,740 to $50,256
B4 - $2,020 to $50,000
B5 - $2,276 to $50,256
B6 - $1,752 to $21,152
III. ANALYSIS
Instructions: Compare your firm's traits and budget to those of the CBT
types shown in the table, and select the type (or combination of types) that
corresponds most closely to your situation by following these steps:
1. Compare your budget to the estimated budget needed for each
of the CBT types. Rule out any that you cannot afford.
2. Compare your check marks to blank spaces in the checklist.
These match ups show CBT types that are inappropriate for
your firm. Rule these out.
3. Compare your blank spaces to + in Section II. These match ups
show CBT types that are inappropriate for your firm.
Rule these out.
4. Compare your check marks to + in Section I. These match ups
show CBT types that are most appropriate for your firm.
Of the CBT types remaining after steps 1, 2, and 3, these are
your best candidates. Match ups to CBT types with v are your
next best candidates, and match ups to those with - are your
final candidates.
5. If steps 1, 2, and 3 leave you with no options, reconsider
your analysis. Can you change some of the conditions in your
firm? Are you willing to go with a CBT option that is not
completely appropriate?
***********************************************************
* SELECTING A COMPUTER-BASED TRAINING PRODUCT OR PROVIDER *
***********************************************************
Selecting a specific computer-based training product or provider is a complex
task. You will want to evaluate the quality of a product's training content,
delivery, and support. If you'll be hiring a company to provide services, you
will need to check out the company's qualifications.
Before you can begin comparing products and providers, you need to find them.
When searching for potential computer-based training products or providers,
don't limit yourself to one information resource. Instead, explore multiple
avenues of information. You can ask business colleagues you know if they have
any recommendations. You can also explore possibilities on your own.
A number of training vendors, books and magazines, electronic resources,
associations, and conferences are listed in the appendix to help you begin
your search. You can also consult the National Workforce Assistance
Collaborative publication Resource Guide: A Key to Organizations Working in
Employee Training, Labor-Management Relations, Work Restructuring, and
Workplace Literacy, which is listed in the appendix on Collaborative products
and services.
Once you've located a few products and providers that seem promising, you are
ready to compare and contrast them. The checklists at the end of each section
of this chapter will help you compare computer-based training products and
providers. The final analysis checklist at the end of the chapter enables you
to combine the results of the two separate checklists to select the best
total computer-based training package for your needs.
Legend
P - Performance Support System
T - Training Instruction
O - Off-the-shelf
C - Customizable
Cu - Customized
I - Independent Study
OnS - On-site Classes
OfS - Off-site Classes
************************************************************
* REVIEWING PRODUCTS AND PROVIDERS *
*----------------------------------------------------------*
* | Time- | Customiz- | Instructional *
* | liness | ability | Format *
*----------------------------------------------------------*
* | P | T | O | C | Cu| I | OnS | OfS *
*----------------------------------------------------------*
* Conduct a product | v | v | v | v | v | v | v | v *
* evaluation. | | | | | | | | *
*----------------------------------------------------------*
* Conduct a provider | | ? | ? | ? | ? | | v | v *
* evaluation. | | | | | | | | *
*----------------------------------------------------------*
************************************************************
You will need to conduct a product evaluation no matter what kind of
computer-based training program or service you are purchasing. You will only
need to conduct a provider evaluation if you plan to have your program
delivered in on- or off-site classes. You will never have to conduct a
provider evaluation if you plan to purchase a performance support system or
have your employees train through independent study. However, you will need
to conduct a provider evaluation for training instruction, or off-the-shelf,
customizable, or customized computer-based programs if you plan to have these
programs delivered in on- or off-site classes.
As was the case with the budget analysis, the real driving forces shaping
your product and provider evaluations are their customizability and
instructional. Your product evaluation should be shaped by the computer-based
program's customizability (off-the-shelf, customizable, or customized), while
your provider evaluation should be shaped by its instructional format
(independent study, on-site class, or off-site class).
The product and provider checklists found in this chapter may be more
extensive than you need. Which parts of this chapter's checklists you use
will depend on the type of computer-based training package you intend to buy,
and the computer-based training characteristics that are important to you.
While this chapter discusses all characteristics, you will be picking and
choosing which ones you include in your analysis. For example, if you are
sending your employees to an off-site class, you may only be concerned with
selected parts of the product checklist.
************************************************************
* TRAINING PRODUCT *
*----------------------------------------------------------*
* | Off-the | Customizable | Customized *
* | -Shelf | | *
*--------------------|---------|--------------|------------*
* Review character- | | | *
* istics within | v | v | *
* existing programs. | | | *
*--------------------|---------|--------------|------------*
* Review customizer's| | | *
* history in develop-| | | *
* ing programs with | | | *
* specific character-| | maybe | v *
* istics. | | | *
* installation | | | *
*----------------------------------------------------------*
************************************************************
A training product can be an off-the-shelf, customizable, or customized
program. When evaluating off-the-shelf or customizable programs, you will
need to look for specific characteristics within the existing programs. When
selecting a customized program, you will want to look at a customizer's
history in developing programs with those characteristics. For customizable
programs, you will also want to look at a customizer's history in developing
programs with specific characteristics, if you are going to hire a provider
to undertake the customization.
You should examine a computer-based training product from a conceptual
(instructional quality) and physical (computer systems) standpoint. You need
to look at course content, delivery, implementation, and design;
technological compatibility; and review options. You will also want to look
at instructional and technical support. These supports could be built into
the products, or they could be on- or off-site services the product developer
can provide.
For more information on selecting computer-based training products, see the
National Workforce Assistance Collaborative's publications Employee Training
Product Checklist: Judging the Quality of Training Products, by Terri Bergman
(Washington, DC: National Alliance of Business, 1996) and Workplace Literacy
Product Checklist: Judging the Quality of Workplace Literacy Products, by
Terri Bergman (Washington, DC: National Alliance of Business, 1995).
Course Content. High quality computer-based training products have the
following course content characteristics:
* Clear description of course content exists. A clear description of the
content is needed to help you make a quick decision on whether to examine the
product further.
* Course content is accurate and up-to-date. If the product contains
inaccurate data or is several years old, it won't be appropriate. Unlike
wine, computer-based training does not age well. If you are hiring a
customizer, the customizer should be knowledgeable about the issues to be
taught and understand your subject matter. While customizers do not have to
be experts on your subject themselves, they need to understand it well enough
to take content information provided by experts, and incorporate it into a
computer-based training package.
* Course content fulfills company training requirements. The product needs to
meet your training needs as closely as possible. If there is a gap between
your needs and what the product provides, you will have to acquire additional
instruction to meet your training goals.
Most off-the-shelf products will not meet 100 percent of your needs, though
some may come close. Customizable products should help decrease the gap
between your needs and what the product offers. A fully customized product
should meet all of your needs completely. A customizer should know how to
develop a CBT product that will meet your training needs for both the content
and instructional design characteristics.
* Instructional objectives are clearly stated. Objectives tell you what the
product was designed to do. Each objective should contain an audience, a
behavior, a condition, and a degree. This is often called the ABCDs of
objectives. For example, in the following objective, "Upon completion of unit
12, the trainee will be able to identify, with no errors, the mean and
standard deviation in a statistical chart," the audience is the trainee, the
behavior is identify the mean and standard deviation, the condition is
completion of unit 12, and the degree is 100 percent (without error).
* Instructional objectives are divided into appropriate sub-categories.
Objectives should be broken up by category so you can measure your training
gains effectively. Ideally, each section of the product should have its own
specific objectives.
* Training gains are measurable. Your training gains should be directly
related to the instructional objectives of the product. If the objectives are
clearly stated, especially the degree of each objective, they should be easy
to measure.
* Course is designed for intended trainees. The product should be graded or
scaled in such a way that you can quickly know if it is at the appropriate
training level. It is extremely important that a customizer understand your
trainees' skills before a customized product is developed. If the existing or
customized product is too easy for your trainees they will be bored and learn
little. On the other hand, if the product is too difficult or advanced, your
trainees will be frustrated and again learn little.
* Course can be customized. Customization is always a plus for any product.
Only fully customized computer-based training will meet your exact needs, but
if you can identify a product that you can customize, you can approach this
ideal at a fraction of the cost of fully customized computer-based training.
Course Delivery. High quality computer-based training products have the
following course delivery characteristics:
* Courseware is reliable. The courseware should be bug free and run on your
system smoothly, without crashing. A customizer should have a history of
developing reliable courseware. You can test a customizer's history by
examining other products it has developed, by asking it for a list of former
clients you can contact, and by checking how long it has been in business.
* Instructional format is appropriate. The format -- tutorial, drill and
practice, training games, simulation, problem solving, and
demonstration/presentation -- must work for your training needs. A
customizer's previous products should demonstrate expertise in appropriate
instructional formats. (See the introduction for more detail on the different
instructional formats and their uses.)
* Degree of interactivity meets training requirements. Active learning is
more likely to stick than passive learning. As the old saying goes:
Tell me and I'll forget.
Teach me and I'll remember.
Involve me and I'll learn.
Also, if your training requirements specify that trainees must demonstrate
certain skills upon completion of the training, the product should provide
the interactivity or "hands-on" time to practice these skills.
* Training features are appropriate. The use of text, graphics, video, and
sound in the product are an integral part of the training. They should be
used when and where they are needed. A customizer's products should
demonstrate expertise in the training features appropriate for your proposed
training.
* Course provides appropriate feedback for correct or incorrect answers.
Trainees need to know when they are on the right track. Feedback (the
computer responding to what the trainee does) is very important. It allows
trainees to assess their progress and adjust accordingly.
* Courseware is user friendly. The product should be easy to operate.
Navigation is best accomplished via a menu or some other easily understood
device. The screen advance should be user controlled. If appropriate,
trainees should be able to bypass instructions they don't need. There should
be a non-frustrating method for answering questions, i.e., using a space bar
or clicking the mouse button instead of typing an answer.
A customizer's products should demonstrate "look and feel" expertise. You
should be able to maneuver through the products easily, choose a specific
instructional sequence from all instruction available, and answer questions
easily.
* Course directions are clearly understandable. The trainee should always
know what to do next, how to proceed to the next screen or topic, etc.
* On-line glossary is available for definition of technical terms. If jargon,
acronyms, or obtuse terms are used in the product, the trainee should be able
to quickly and easily access definitions within the product.
* Keyboard skill requirements match trainees' skills. If your trainees have
low keyboarding skills, a product that forces them to input paragraphs of
text is inappropriate. The keyboarding requirements of the product should be
equal to or lower than the trainees' keyboarding skills, unless the product
is designed to increase these skills.
Course Implementation. High quality computer-based training products have the
following course implementation characteristics:
* Computer-based training is available when the company needs it. If you need
the training right away, the product should actually exist and not be "under
development." If you are using an off-site class, the off-site class should
already have the product and have it installed.
A customizer should be able to complete the course in time to meet a
company's needs. To check a customizer's reliability, you may want to ask to
see past development time lines for products it has developed. Check to make
sure the customizer met these development deadlines. Ask the customizer for a
list of past clients you can contact about this issue.
* Easy-to-use student management system exists to track trainee progress,
print records, and prescribe instructions. A management system will enable
you to monitor your trainees and document their progress. A good management
system will either prescribe instructions directly to trainees as needed, or
show you what you need to prescribe to your trainees. You can check the
management systems in other products a customizer developed to determine its
skills in this area.
* System can accommodate multiple trainees simultaneously. It is only
important for the system to accommodate multiple trainees simultaneously if
you are running the product on a network or off of a file server. In that
case, the product should be designed to work well in this environment. If you
will be serving multiple trainees at the same time, it is important that a
customizer have a history of developing products that work well in networked
environments, where the product is stored on a file server linked to many
computers.
* System accommodates security needs. If you work with on-line, proprietary
information, the product should be protected from unauthorized access via
passwords or codes. Unauthorized people should not be able to access the
product, nor should people using the product be able to enter other
connected, restricted electronic areas. Unauthorized people should not be
able to access any records kept on individual trainees. If security is an
issue for you, be sure to check the security systems in other products a
customizer developed.
Course Design. High quality computer-based training products have the
following course design characteristics:
* Experts were used to design the course. One way of ensuring the quality of
the training is determining whether subject matter experts were used to
develop the product's content. You should be able to verify this easily.
Another benefit of expert involvement is that you may be able to contact
these experts when a content-related question arises. If you will be having a
product customized, checking designer resumes is another way to ensure the
product developed will be top quality.
* Course was field tested before it was released. It is important that the
product was tested in an environment similar to yours before it was available
for sale to the public. This will increase the likelihood that any problems
specific to your conditions were eradicated earlier. The product developer
should be able to tell you what field testing was undertaken.
If you are having a product customized, it should be bug free when it is
delivered to you. The only way any customizer can ensure this is to test it
on an audience similar to your trainees during the development process. This
audience might well by your own employees. However, if your employees are
used, the provider should make a commitment to refine the program based on a
trial period of use.
* Course is bias free. Not only should the product be free of
sex/racial/age/ethnic stereotypes, it should be free of any biases that make
it harder for some people to learn than others. These biases frequently arise
when instruction is culturally based.
* Course is part of a product line. In some cases, you might want the course
to be part of an integrated product line containing other courses that may be
useful to you at a later time. If you decide to use another course in the
same product line, your instructors or trainees will need little or no
training to operate the program because the new course should function
similarly to the first one.
If you think you will want additional, related training programs in the
future, it is important to examine the long-term viability of the product
developer or customizer and its ability to develop the other programs you may
need. Think about your future development needs up front; make tentative
plans for your future.
Technological Compatibility. Appropriate computer-based training products
have the following technological compatibility characteristics:
* Platform requirements match the company's existing system. It is important
that the product run on your existing computers, unless you plan to upgrade
your computer technology. If you already have a computer system in place, a
customizer must be able to develop the product so it runs on that hardware,
unless you are willing to purchase new hardware.
* Storage requirements match the company's existing system. You need to be
able to store a product you purchase on your computer system without
overtaxing your storage requirements, and a customizer needs to be able to
develop a course compatible with your existing storage capacity. Because the
storage capacities of modern computer systems have increased dramatically,
and many new products are now available on CD-ROM, this is not nearly as much
of a concern as it used to be.
* Memory requirements match the company's existing system. The product should
be able to run on your current computer system with no additional memory
requirements, and a customizer needs to be able to develop a course
compatible with your existing memory capacity, unless you are prepared to
purchase expansions. Most products today state their memory requirements in
terms on megabytes (MB) of random access memory (RAM).
* Peripherals required match the company's existing system. Some computer-
based training products require additional hardware, such as printers, to
function effectively. You need to make sure you have any of these extra
devices if they are needed. A customizer should be able to provide you with a
product that will not use extra devices you don't currently have, unless you
are willing to purchase them
Review Options. High quality computer-based training products have the
following review options:
* Inspection copy is available and satisfactory. An inspection copy or
demonstration disk of the product should be available. This is a very
valuable way for you to perform an initial evaluation of any product. The
demo disk should be free, or if there is a charge, you should be able to
deduct this charge from the purchase price of the product. For a customized
product, previous work should be available for review and should be
satisfactory. Reviewing previous work is the best way to determine whether a
customizer can meet many of the requirements discussed in this section.
* Trial period is allowed and satisfactory. Most computer-based training
products have a trial or test period after you purchase the product. During
this time you can return the product for a refund if it does not meet your
needs. Generally, you will need several months to determine this fact, so
look for a trial period of 90 days or more.
* References or reviews are available and satisfactory. You should examine
any reviews a journal or magazine conducted on the product you're examining.
The reviews will help you decide whether to purchase the product or not. When
hiring a customizer, it is important to check with previous clients and
obtain several opinions on the quality of the customizer's work.
Instructional Support. High quality computer-based training products have the
following instructional supports:
* Course includes supporting materials. A manual that explains to the trainer
how the product is to be used is essential. Off-line workbooks that explain
and supplement the product are very useful for trainees to take with them and
work on when they can't access the CBT itself. You should check the support
materials in other products a customizer developed to see if they would meet
your needs.
* Course updates are available and at a reasonable cost. All software
requires periodic updating. Operating system software and computer
capabilities change constantly, and the CBT package must change accordingly.
Update costs should not be more than 30 percent of the original purchase
price. You should examine the long-term viability of a customizer and its
history of providing updates to its previous clients.
* Train-the-trainer option exists. A train-the-trainer option allows you to
send your trainers to the developer for instruction on how to use the product
to train other people. The trainers can then return to your organization and
successfully implement the product. If you are hiring a customizer, you
should check the training programs for other products it developed to see if
they meet your needs.
Technical Support. High quality computer-based training products have the
following technical supports:
* Documentation is available. Specifications on exactly what hardware and
configurations the product was designed to operate with should be available.
Installation and trouble-shooting suggestions should be included as well. A
name and process for contacting technical support should be readily
available. You should check the technical manuals in other products a
customizer developed to see if they meet these standards.
* Maintenance agreement is available. A maintenance contract between you and
the provider of the product should be available as an option. Maintenance
should include updates, bug-fixes, and priority technical support.
* Support is available by phone. If a product developer offers phone support,
you could quickly contact the developer, via the telephone, when a technical
or operational problem arises. The developer could then work with you to
solve the problem. During the evaluation of a product, look for a technical
support 800 number to defray operating costs after purchase.
While many developers offer technical assistance via the telephone, the
quality and accessibility of this service varies greatly from developer to
developer. If you purchase a maintenance agreement with a developer, look for
a priority telephone number that guarantees you quick access to support. It
may be valuable to try to reach the support help line before you buy, to see
how responsive it is.
* Support is available on-line. On-line support enables you to quickly
contact the product developer, via on-line services, when a technical or
operational problem arises. The developer could then work with you to solve
the problem. This generally is not as fast as telephone support, but can
allow you to write a concise statement of the problem and receive a concise
reply.
If a developer offers on-line technical support, make sure you have
electronic access to it. If a developer is on Compuserve, for example, and
you do not have a Compuserve account, the on-line support will do you no
good. Look also for on-line updates for the product, on-line discussion areas
where you can talk to other people using the product, and an on-line listing
of common problems with their fixes that is updated regularly.
* Field representative is available to provide help. A field representative
that can come on-site when requested is a valuable technical support resource
you can use when telephone or on-line support are not sufficient.
* Product developer can configure the product's operating system. You may
want the developer to come on-site to configure, or set up, your system to
run the CBT product effectively.
* Continuing system configuration support is available to meet increased
demands. As your computer system grows, you may need to reconfigure your
system to run the CBT product effectively. You might want the product
developer to offer this assistance.
CHECKLIST
Selecting a Computer-Based Training Product
Instructions:
1. Place the names of the CBT products you are reviewing at
the top of the four right-hand columns.
2. Place a check mark in the "Your Firm" column for each of
the characteristics that is important for your company's
CBT program. (There are likely to be fewer important
characteristics for an off-site class product than for
products you will be using in a company.)
3. For each CBT product you evaluate, place a check mark in
the appropriate column for each important characteristic
the product has. Be sure to evaluate the products only
against the important characteristics selected during step 2.
4. Total the number of check marks, and insert these numbers,
along with the products' costs, into the "Analysis" checklist
at the end of this chapter in order to select the best total
computer-based training package.
**************************************************************
* Computer-Based | | | | | *
* Training Characteristics | Your Firm | | | | *
*--------------------------------|-----------|---|---|---|---*
* Course Content | | | | | *
* Course content is accurate | | | | | *
* and up-to-date. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Course content fulfills | | | | | *
* company training requirements. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Instructional objectives | | | | | *
* are clearly stated. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Instructional objectives are | | | | | *
* divided into appropriate sub- | | | | | *
* categories. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Training gains are measurable. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Course is designed for | | | | | *
* intended trainees. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Course can be customized. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Course Delivery | | | | | *
* Courseware is reliable. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Instructional format | | | | | *
* is appropriate. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Degree of interactivity | | | | | *
* meets training requirements. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Training features | | | | | *
* are appropriate. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Course provides appropriate | | | | | *
* feedback for correct or | | | | | *
* incorrect answers. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Courseware is user friendly. | | | | | *
* | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Course directions are | | | | | *
* clearly understandable. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* On-line glossary is available | | | | | *
* for definition of tech. terms. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Keyboard skill requirements | | | | | *
* match trainees' skills. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Course Implementation | | | | | *
* Computer-based training is | | | | | *
* available when the | | | | | *
* company needs it. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Easy-to-use student management | | | | | *
* system exists to track | | | | | *
* trainee progress, print | | | | | *
* records, and prescribe | | | | | *
* instructions. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* System can accommodate multip- | | | | | *
* le trainees simultaneously. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* System accommodates | | | | | *
* security needs. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Course Design | | | | | *
* Experts were used to | | | | | *
* design the course. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Course was field tested | | | | | *
* before it was released. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Course is bias free. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Course is part of | | | | | *
* a product line. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Technological Compatibility | | | | | *
* Platform requirements match | | | | | *
* the company's existing system. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Storage requirements match | | | | | *
* the company's existing system. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Memory requirements match | | | | | *
* the company's existing system. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Peripherals required match | | | | | *
* the company's existing system. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Review Options | | | | | *
* Inspection copy is available | | | | | *
* and satisfactory. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Trial period is allowed | | | | | *
* and satisfactory. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* References or reviews are | | | | | *
* available and satisfactory. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Instructional Support | | | | | *
* Course includes supporting | | | | | *
* materials. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Course updates are available | | | | | *
* and at reasonable cost. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Train-the-trainer option | | | | | *
* exists. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Technical Support | | | | | *
* Documentation is available. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Maintenance agreement | | | | | *
* is available. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Support is available by phone. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Support is available on-line. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Field representative is | | | | | *
* available to provide help. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Product developer can configure| | | | | *
* the product's operating system.| | | | | *
*--------------------------------|-----------|---|---|---|---*
* Continuing system configuration| | | | | *
* support is available to meet | | | | | *
* increased demands. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* TOTAL | | | | | *
* | | | | | *
*--------------------------------|-----------|---|---|---|---*
**************************************************************
************************************************************
* TRAINING PROVIDER *
*----------------------------------------------------------*
* | Independent | On-Site | Off-Site *
* | Study | Classes | Classes *
*-------------------|-------------|-----------|------------*
* Review | | | *
* instructional | | v | v *
* support. | | | *
*-------------------|-------------|-----------|------------*
* Review off-site | | | v *
* services. | | | *
*----------------------------------------------------------*
************************************************************
A training provider is an individual or organization you hire to conduct your
computer-based training class. A provider is only needed for on- and off-site
classes. In reviewing providers for on-site classes, you will want to gauge
their abilities to provide instructional support. For off-site classes, you
will also want to evaluate a few specific off-site services.
For more information on selecting computer-based training products, see the
National Workforce Assistance Collaborative's publications Employee Training
Product Checklist: Judging the Quality of Training Products, by Terri Bergman
(Washington, DC: National Alliance of Business, 1996) and Workplace Literacy
Product Checklist: Judging the Quality of Workplace Literacy Products, by
Terri Bergman (Washington, DC: National Alliance of Business, 1995).
Instructional Support. High quality training providers deliver the following
instructional supports:
* Delivery times accommodate trainees' schedules. It is important that the
provider's schedule of services match the trainees' availability.
* Instructor is knowledgeable about the issues being taught. The instructor
should be an expert on the instructional concepts embedded in the package and
how to use them effectively. You should have some proof of this from a resume
or references.
* Instructor is skilled in the operation of the CBT package. The instructor
should know how to run the CBT package smoothly and help trainees work it
easily. You should have some proof of this from a resume or references.
* Instructor is skilled at teaching adults. The instructor should be familiar
with adult learning theories and methodologies. You should have some proof of
this from a resume or references.
* Instructor can modify the course to meet company training needs. You may
want the instructor to assess your organization's unique needs and suggest
the best way to use the package to meet those needs. This could involve
modifying the scope and sequence of various modules, or suggesting ways to
integrate company materials and practices into the instructional exercises.
This is more feasible with on-site than off-site classes, though some off-
site computer labs do try to make some accommodations for companies'
individual needs.
* Technical support is always available. The instructor, or other provider
staff, should have the skills and be available to address all technical
crises whenever they occur.
Off-Site Services. The following, additional services are important to note
when selecting an off-site training provider:
* Place(s) of training accommodate(s) trainees' needs. Off-site training
classes should be easily accessible to the trainees. They should be close to
where trainees live or work, and they should accommodate any physical
handicaps the trainees may have.
* Computer hardware is appropriate. An off-site computer lab should have up-
to-date computer equipment that is in good working order. There should also
be enough computer stations for all trainees attending classes.
* Instructors are always on site. You need to be sure that trainees will
always have access to instructional personnel when they are at the training
site. Some computer-based training labs rely heavily on resource assistants
with limited instructional and technical skills.
CHECKLIST
Selecting a Computer-Based Training Provider
Instructions:
1. Place the names of the CBT providers you are reviewing at
the top of the four right-hand columns.
2. Place a check mark in the "Your Firm" column for each of
the characteristics that is important for your company's
CBT program.
3. For each CBT provider you evaluate, place a check mark in
the appropriate column for each important characteristic the
provider has. Be sure to evaluate the providers only
against the important characteristics selected during step 2.
4. Total the number of check marks, and insert these numbers,
along with the providers' costs, into the "Analysis" checklist
at the end of this chapter in order to select the best total
computer-based training package.
**************************************************************
* Computer-Based | | | | | *
* Training Characteristics | Your Firm | | | | *
*--------------------------------|-----------|---|---|---|---*
* Instructional Support | | | | | *
* Delivery times accommodate | | | | | *
* trainees' schedules. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Instructor is knowledgeable | | | | | *
* about the issues being taught. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Instructor is skilled in the | | | | | *
* operation of the CBT package. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Instructor is skilled at | | | | | *
* teaching adults. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Instructor can modify the | | | | | *
* course to meet company | | | | | *
* training needs. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Technical support is always | | | | | *
* available. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Off-Site Services | | | | | *
* Place(s) of training | | | | | *
* accommodate(s) trainees' needs.| | | | | *
*--------------------------------|-----------|---|---|---|---*
* Computer hardware is | | | | | *
* appropriate. | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Instructors are always on site.| | | | | *
*--------------------------------|-----------|---|---|---|---*
* TOTAL | | | | | *
*------------------------------------------------------------*
**************************************************************
ANALYSIS
Because the computer-based training program you are reviewing might be a
combination of products and providers, you need to look at these services in
combination in order to select the best total computer-based training
package. The checklist on the next page lets you combine the results from
your product and provider checklists by following these steps:
1. Place the names of the CBT product/providers you are
reviewing at the top of the four right-hand columns.
2. Insert the check mark totals from the earlier checklists.
3. Add together the check mark totals from the product and
provider checklists.
4. Insert the costs of the CBT product/providers.
5. Compare the totals, grand totals, and costs of the items
you are reviewing. Do not rely solely on these summary
figures. Where the numbers are close, look back at which
traits the CBT product/providers did or did not include.
Some of these may be more important to you than others.
CHECKLIST
Selecting a Total Computer-Based Training Package
**************************************************************
* Computer-Based | | | | | *
* Training Characteristics | Your Firm | | | | *
*--------------------------------|-----------|---|---|---|---*
* Training Product Total | | | | | *
*--------------------------------|-----------|---|---|---|---*
* Training Provider Total | | | | | *
*--------------------------------|-----------|---|---|---|---*
* GRAND TOTAL | | | | | *
*--------------------------------|-----------|---|---|---|---*
* COST | | | | | *
*------------------------------------------------------------*
**************************************************************
*************************
* IMPLEMENTING TRAINING *
*************************
INTRODUCTION
In many computer-based training projects, most of the attention and funding
goes to the acquisition of hardware and software; little goes to implementing
the computer-based training. Implementation will proceed smoothly if you plan
ahead for it. Implementation issues vary depending on whether you are having
people train independently or in a classroom on site, or you are sending them
to off-site classes.
INDEPENDENT STUDY AND ON-SITE CLASSES
There are a number of basic logistical and administrative tasks, as well as
technical tasks, you will need to handle if you will be operating either
independent study programs or on-site classes:
* Warranties. The warranties for the computer-based training, as well as the
hardware and any support software, must be adequate, and the warranty forms
completed and returned to manufacturers.
* Maintenance Agreements. If you plan on using the hardware and/or software
for a period of time beyond the time limit of the warranty, you may want to
have extended maintenance agreements for the hardware, the computer-based
training, and any support software you are using. The maintenance agreements
should cover failures, bug fixes, and updates. Maintenance agreements are
usually cost-effective only if you are dealing with relatively large numbers
of computers, or with very expensive products.
* Installation. All the hardware, computer-based training, and support
software should be installed and running properly. The people responsible for
maintaining the system should be well-versed in its operation and able to
verify that there are no bugs or glitches when the system is used.
* Materials. Any support materials (e.g., handouts, workbooks) should be
ready to use and in adequate supply.
* Technical Staff. The technical staff must be able to adequately deal with
emergency situations and keep the CBT system operating. They should have
skill in trouble-shooting and solving technical problems quickly. Technical
support staff also do not have to be full-time company employees. Small and
mid-sized companies may want to hire consultants and engage them on an as-
needed basis.
* Administrative Staff. The administrative staff must have a system in place
for keeping records of the training, and ensuring the training fits within
the organization's overall policies and procedures.
* Hardware and Software Maintenance. If you do not have a long-term
maintenance agreement, an adequate budget for hardware and software fixes
must be maintained. You should have extra equipment available to temporarily
replace broken hardware. You also should plan for hardware and software
upgrades, and build the costs of these into existing and future budgets.
Another important part of implementing computer-based training is documenting
your program. All computer-based training systems should have a standard
description with the following information:
1. Topic of the program.
2. Description of the intended audience.
3. Description of the objectives and program content.
4. Support materials required.
5. Availability and listing of other supporting documentation.
6. Status and usage of the program to date.
7. Availability and conditions for use, including prerequisites.
8. Time for completion (average and range).
9. Address and contact information of the program authors
or distributors.
10. Version information.
11. Hardware and software requirements.
12. Evaluation data.
13. Date of the documentation.
All personnel responsible for implementing the computer-based training
program should maintain documentation of their activities associated with the
program. Good documentation will minimize the disruptive aspects of staff
turnover, allowing new people to come up to speed quickly. It will also
enable the organization to provide smooth operation and maintenance, and
further the development and revision of the computer-based training.
ON-SITE CLASSES
There are additional issues that must be addressed for on-site classes.
* Classrooms. You need to make sure that your classroom has enough space and
appropriate doors, windows, lighting, ventilation, heating, air conditioning,
telephone outlets, network connections, and electrical outlets. You can refer
back to the discussion on space capacity in the chapter "Selecting the Type
of Computer-Based Training" for details on these issues.
* Instructional Staff. The instructional staff must have considerable
expertise in the course's subject in order to provide content assistance to
trainees. They also should be well-versed in the computer-based training
operation and prepared to answer all trainees' questions. Instructional
personnel should have access to materials to facilitate implementation of the
computer-based training, such as training manuals and outside expertise
available via phone/e-mail. Instructors do not have to be full-time company
employees. Small and mid-sized companies may want to hire consultants and
engage them for a limited number of hours each week.
* Monitoring and Evaluation. The trainer should assess trainees' progress
periodically, so he or she can fill in and flesh out concepts not grasped by
the trainees. An evaluation form should be available to the trainees so they
can evaluate the trainer, the course content, supporting materials, the
computer-based training itself, and the training environment. This evaluation
should be used to revise and improve subsequent training sessions.
Getting training sessions up and running is a complicated process. Companies
need to consider a number of issues:
* Scheduling of Facilities. Handling such logistics as location, media, and
equipment.
* Networking. Making sure the network (if it's used) is available when
needed. If you are delivering CBT over the Internet and it is not available
at a certain time, you cannot deliver the CBT during that time.
* Remote Access. Allowing trainees to access the CBT stored at one location
from another location, via modem, Internet, etc.
* Security. Making sure the electronic records of trainees cannot be accessed
by unauthorized individuals.
* Time Shifting. Moving personnel around to provide coverage for trainees
when they are not at their job.
* On-the-Job and/or Off-the-Job Availability. Deciding whether trainee will
have access to the CBT during working hours, "off the clock," or both.
* Team Access vs. Individual Access. Planning the physical setup, as well as
how individual progress will be tracked, if the CBT is to be used by two or
more trainees per station. Most CBT is set to record one trainee's progress
per station, but there may be valid reasons for grouping trainees together at
one station.
* Duration of Lessons, Tests, and Sessions. Handling the logistical elements
needed for scheduling and calculating training times. The training schedule
should provide adequate breaks to allow for reflection and absorption.
OFF-SITE CLASSES
If you are using an off-site service provider, many of the implementation
issues are the responsibility of that provider. You are responsible for
making sure your trainees have easy access to the off-site facility. You
should schedule trainees' training times according to your organization's
needs and policies, and the trainees' own preferences. You may want to make
travel arrangements for your trainees as well.
You need to decide whether you are going to provide release time for
trainees, have them train on their own time, pay them for the time they are
in training, or some combination of these options. You may want to look into
ways to provide employees with incentives to attend training, anything from
small, inexpensive awards (like free pizzas), to substantial bonuses or
raises.
CONCLUSION
Computer-based training can be an effective and efficient method for
upgrading employees' skills -- but it isn't always. Before committing to a
program of computer-based training, you must first decide whether computer-
based training is the best instructional method for your needs. If it is, you
then can determine what type of computer-based training can best suit your
needs: a performance support system or an instructional program; off-the-
shelf, customizable, or customized training; and independent study, on-site
classroom, or off-site classroom training.
Selecting the best product and provider requires additional work, and depends
critically on what computer-based training features are most important to
you. The information and checklists contained in this guide should help walk
you through all of these decision steps.
Small and mid-sized companies may find their computer-based training options
more limited than those of larger firms. Off-the-shelf computer-based
training programs might be among the most effective and affordable training
these companies can access. They might also be able to find appropriate
customizable computer-based training programs, but customized programs would
almost certainly be out of their reach.
Training through independent study or at off-site classrooms could also prove
effective for these smaller firms, though setting up and operating on-site
classrooms might well require more resources -- both time and materials --
than these companies could afford.
In theory, small and mid-sized companies should have no more trouble
accessing performance support systems than instructional programs; the
relevant distinction would be whether these were off-the-shelf, customizable,
or customized products. Performance support systems, though, are still in
their infancy. They tend to be customized, rather than off-the-shelf or
customizable products, so they may well be unaffordable for smaller firms.
Small and mid-sized companies can expand their access to a wider range of
computer-based training options by joining with other companies that have
similar training needs. By forming into "learning consortia," these companies
could more easily afford to purchase customizable or customized training or
establish their own on-site computer-based training classrooms. Staff at
local community colleges or community development organizations might be
willing to help the companies organize and operate their learning consortia.
Small and mid-sized companies should not rule out any training strategies
that might meet their needs until they explore all of the alternatives
available to them. There's a wealth of computer-based training options on the
market, many of which could provide effective and efficient solutions to
smaller companies' training problems. The resources listed in the appendix
should provide these companies with a starting point for beginning their
search for computer-based training products and providers.
**************
* APPENDICES *
**************
The resources listed in this appendix are just a few of the many available to
those searching for computer-based training assistance. They were compiled
from information gathered at conferences the authors attended, books and
magazines they read, and sites they found while "surfing the Net," as well as
from the reviewers who assisted with the development of this publication. The
authors did not have the opportunity to review all of the resources listed in
this publication; therefore, inclusion does not represent an endorsement.
None-the-less, the resources here should provide readers with a good start as
they begin to research computer-based training.
Training Vendors .............................................63
Books and Magazines ..........................................70
Electronic Resources .........................................73
Associations .................................................79
Conferences ..................................................82
Glossary of Computer Terms ...................................83
National Workforce Assistance Collaborative Advisory Groups ..92
NWAC Products and Services ...................................93
TRAINING VENDORS
It may require some research to find the computer-based training vendor that
can best meet your needs. One place to start might be SoftBank Institute (10
Presidents Landing, Medford, MA 02155, telephone 800/34-TRAIN), which
provides vendor reference information. Another would be one of the vendor
reference books listed in the "Books and Magazines" section of the appendix.
Vendors' sales representatives can also be valuable sources of information
about what computer-based training programs can and cannot do for you.
However, you need to recognize that many of their answers may be biased;
their number one job is to sell their training packages to you.
Ainsworth & Partners, Inc.
4504 N. Highway H
Ridgeway, WI 53582
Telephone: 608/924-9234
Ainsworth & Partners offers a teacher's keyboard guide: keyboarding in the
classroom, touch entry keypad training, automatic number entry, teacher's
questions, and personal hands on demonstration.
American Management Association
135 West 50th Street
New York, NY 10020
Telephone: 800/262-9699
Fax: 518/891-0368
Product lines include: 1) a planning and scheduling technology that lets you
experience the roles and responsibilities of a project manager first hand,
and 2) quality improvement tools.
Aztec Software Associates/CAL
24 Tulip Street, Box 864
Summit, NJ 07901
Telephone: 201/273-7443
Course emphasis is computer-based training in writing skills and numerical
skills. Aztec Software develops and markets competency-based education and
self-paced skill training for the business and government environments.
Products are designed to enhance personnel development and to give employees
the opportunity to learn basic skills privately, with the ability to practice
at their own pace. Products can also be part of an instructor-led course, or
an evaluation tool, or just used for reinforcement.
CATSco - Counseling and Training Solutions
1531 Chapala Street, Suite 4
Santa Barbara, CA 93101
Telephone: 805/963-3206
Course emphasis is interactive computer-based training programs for wellness,
health education, self improvement and management training, and personal
development. CATSco offers computer-based training programs primarily on
health and wellness topics. Representative programs include the following:
Birth Control, HELP-Assert, HELP-Esteem, HELP-Stress, and HELP-Think.
Computer Knowledge International (CKI)
1300 Weathervane Lane, Suite 210
Akron, OH 44313
Telephone: 216/836-1866
Course emphasis is computer-based training products, consulting, and
customization for the data processing training industry. CKI has an
experienced computer-based training production team and does customized
projects for major companies. CKI carefully created its own authoring system,
Images, over a three-year period for the creation of computer-based training
products.
Computer Training & Support Corporation
Software Products Division
14115 Farmington Road
Livonia, MI 48154
Telephone: 313/525-1400
Fax: 313/525-1681
CTSC offers three products related to testing and training: Test Construction
Set, Survey Construction Set, and Skills Assessment Tests.
The Conover Company, Ltd.
P.O. Box 155
Omro, WI 54963-0155
Telephone: 800/933-1933
Fax: 800/933-1943
Conover offers The Integrator Series, a competency-based, applied academic
program integrating, or connecting, an assessment process to a comprehensive
skill enhancement process. The series includes modules in math
communications, interpersonal skills, and problem solving using a functional
context approach. Exercises are job-specific and have basic skills content
taken directly from the workplace or occupational training programs.
Courseware Technologies Inc.
11300 Sorrento Valley Road, Suite 105
San Diego, CA 92121
Telephone: 800/736-1936 ext. 13
Courseware Technologies' catalog offers a variety of CBT products on
databases, networking, office automation, operating systems, etc. The
packages are designed for self-paced learning and the presentation is easy to
follow. You can request evaluation copies of each product.
Curriculum Associates, Inc.
5 Esquire Road
North Billerica, MA 01862-2589
Telephone: 508/667-8000 or 800/225-0248
Fax: 508/667-5706
Curriculum Associates markets workplace courseware that provides skills for
on the job success.
DPEC, Inc.
1679 Old Henderson Road
Columbus, OH 43220
Telephone: 614/457-0577
Course emphasis is computer-based training (CBT) for data processing and
professional development topics. DPEC provides effective, affordable and
highly interactive computer-based training from a library of 52 courses and
over 400 student hours of instruction available for immediate use. Topics
include many technical mainframe programming subjects as well as office
automation, fourth generation languages, databases, data communications, and
professional development areas.
Educational Testing Service
P.O. Box 6064
Princeton, NJ 08543-5145
Educational Testing Service has developed the LearningPlus program for adult
learners who need help with basic reading, writing, and mathematics skills.
Glencoe, Macmillan/McGraw-Hill
936 Eastwind Drive
Westerville, OH 43081
Telephone: 614/899-4489
Fax: 614/899-4414
Product lines include: 1) Glencoe Foundations For Success -- Beyond Words; 2)
Glencoe Foundations for Success -- Math Basics; and 3) Another Page.
Home Planet Technologies
609 C Street
Petaluma, CA 94952
Telephone: 707/769-8577
Fax: 707/769-0152
Home Planet Technologies sells The protean Strategist, a business simulation
program to help managers explore and refine strategic business skills.
InfoSource, Inc.
6947 University Boulevard
Winter Park, FL 32792
Telephone: 407/677-0300 or 800/393-4636
Fax: 407/677-9226
E-Mail: pctrain@gate.net
Seminar-On-A-Disk courses include: operating environments, databases,
Internet, graphics and presentation, and electronic mail & utilities.
Seminar-On-A-Disk, Multimedia Edition Computer-Based, Multimedia Learning on
CD-ROM courses include: operating environments, databases, spreadsheets, and
graphics and presentations. Presenter Series-Instructor-Led, Customizable,
Presentation-Based Courseware include: operating environments, Internet,
spreadsheets, graphics and presentations, integrated
software.
InterCom
3 Grogan's Park, Suite 200
The Woodlands, TX 77380
Telephone: 713/298-1010
Course emphasis is how to develop computer-based training or interactive
videodisc training. InterCom specializes in interactive media, having
produced materials in a wide range of applications using a variety of
hardware and authoring systems. Since 1981, InterCom has also developed and
produced over 60 interactive video discs, and the firm's workshops in
computer-based training have been offered since 1982.
ITC
13515 Dulles Technology Drive
Herndon, VA 22071-3416
Telephone: 800/638-3757
Fax: 703/713-0065
ITC offers products for Activ Learning Libraries. The Comsell Library
includes courses on windows, DOS, and information engineering. The Basic
Skills Library includes applied mathematics, reading and writing enhancement,
and enhancing team performance. The Regulatory Library has 13 specific
regulatory courses. The Technical Skills Library contains courses in
fundamentals, quality safety, mechanical, electrical/electronic, and
instrumentation.
Laurel Mountain Communications (LMC Consultants)
15 Straw Avenue
Northampton, MA 01060
Telephone: 800/665-7603
E-Mail: dcox@lmcinc.com
LMC Consultants has broad experience in designing computer-based instruction
programs. The company has worked with many Fortune 500 clients such as AT&T,
Pfizer, General Reinsurance, KPMG Peat Marwick, Pratt and Whitney, and
others. The firm's three levels of focus include: needs analysis and front-
end consulting, design and development of high-quality instructional and
communications materials, and evaluation of programs and participant
assessments to determine the impact of training.
Learning Tree International
1805 Library Street
Reston, VA 22090
Telephone: 800/709-5915 or 703/709-5915
Fax: 703/709-6405
Learning Tree International's courses include: network and
telecommunications; NetWare CNE/CNA; client/server; Oracle 7, Sybase, and
RDBMS; operating systems and programming; software development and technical
management; PC service and support.
LexIcon
Interactive Media Solutions
Beaver Meadow Road
Sharon, VT 05065
Telephone: 802/763-7599
E-Mail: lexicon@aol.com
LexIcon sells computer-based training programs that use hypertext to link
together job-related and basic skills instruction. Training modules on such
topics as hazardous materials, total quality management, and communications
are backed up with instruction on reading graphs or understanding difficult
words and technical terms. Students work through the job-related instruction
and only call up the supporting basic skills instruction, via hypertext, when
they need it.
NetPool Technologies
Developing Innovative Approaches to Assist People with Disabilities
1800 Robert Fulton Drive, Suite 115
Reston, VA 22091
Telephone: 703/715-0460
Fax: 703/715-0462
NetPool Technologies offers innovative systems, training programs, and
approaches to facilitate the employment of people with disabilities or who
are economically disabled. Subject areas include: employment, temporary
services, internship programs, educational programs, PASS management, NetPool
statistics, merchant resources, case management, service providers,
entrepreneur businesses, prospective employers, funding resource management,
and ADA compliance for prospective employers.
NovaNET
University Communication, Inc.
3895 North Business Center Drive
Tucson, AZ 85705
Telephone: 800/YES-NOVA (800/937-6682)
Fax: 602/888-8729
Derived from the PLATO system and the product of over thirty years of
research at the University of Illinois, NovaNET is an on-line integrated
learning system with instructional material in more than 150 subject areas.
The system provides instruction, communications, courseware authoring, and
curriculum and student management tools. It is a service whose subscribers
generally establish one or more computer "labs," each of which is connected
to NovaNET via a single data circuit. Once connected, subscribers may access
the full library of NovaNET lessons and tests.
TRO Learning, Inc.
4660 West 77th Street
Edina, MN 55435
Telephone: 800/869-2000
TRO Learning is a leading developer and marketer of microcomputer-based,
interactive, self-paced instructional and testing systems specifically
designed for adult and young learners. The company's PLATO Learning Systems
are marketed to middle and high schools, community colleges, job training
programs, correctional institutions, government-funded programs, and
corporations.
Ultimedia Tools Series
Advanced Media Fulfillment Center
695 Town Center Drive, Suite 250
Costa Mesa, CA 92626
Telephone: 800/UTS-7771
Fax: 800/UTS-7772
Ultimedia's Multimedia Studio Lite product line includes: Album and Image
Editor.
BOOKS AND MAGAZINES
BOOKS
Books are an excellent source of information on the theories of computer-
based training, as well as where to locate resources. If you are new to this
field, it will be beneficial for you to review several computer-based
training books to understand the basic concepts. Books like the ASTD Buyer's
Guide and Consultant Directory, the Personnel Software Census, and the
Trainer's Resource Directory can help point you in the direction of specific
products or providers.
Alessi, Stephen M. and Stanley R. Trollip, Computer-Based Instruction:
Methods and Development, 2nd ed. (Englewood Cliffs, NJ: Prentice-Hall, Inc.,
1991).
American Society for Training and Development, 1996 ASTD Buyer's Guide and
Consultant Directory (Alexandria, VA: American Society for Training and
Development, 1996).
Association for Supervision and Curriculum Development, Only the Best: The
Annual Guide to the Highest-Rated Educational Software and Multimedia
(Alexandria, VA: Association for Supervision and Curriculum Development,
updated annually).
Lee, William W. and Robert A. Mamone, The Computer Based Training Handbook:
Assessment, Design, Development, Evaluation (Englewood Cliffs, NJ:
Educational Technology Publications, 1995).
1995/1996 Personnel Software Census (Roseville, CA: Advanced Personnel
Systems).
Schwier and Misanchuk, Interactive Multimedia Instruction (Englewood Cliffs,
NJ: Educational Technology Publications, 1993).
Steinberg, Esther R., Computer-Assisted Instruction -- A Synthesis of Theory,
Practice, and Technology (Hillsdale, NJ: Lawrence Erlbaum Associates, 1993).
Trainer's Resource Directory (Hopkins, MN: Linton Publishing Company).
MAGAZINES
Many training magazines review computer-based training materials. Because
computer-based training is a fast-changing field, magazines are one of the
best ways to obtain current information on the latest state-of-the-art
systems. Magazines are also an excellent source of computer-based training
product reviews.
CBT Solutions [free subscription to qualified candidates]
44 Brewster Road
Hingham, MA 02043
Telephone: 617/749-4929
Creative Training Techniques (CTT) [$99/12]
Lakewood Publications, Inc.
50 S. Ninth Street
Minneapolis, MN 55402
Telephone: 800/328-4329 or 612/333-0471 Service Center
Educom Review [$60/6]
InterUniversity Communications Council, Inc.
1112 16th Street, NW, Suite 600
Washington, DC 20036
Telephone: 202/872-4200
E-Mail: pubs@educom.edu
The ERIC File [no charge]
ERIC Clearinghouse on Adult, Career, and Vocational Education
1900 Kenny Road
Columbus, OH 43210-1090
Telephone: 800/848-4815 or 614/292-435
E-Mail: ericacve@magnus.acs.ohio-state.edu
IT Training [$30/12 UK, $50 overseas]
Training Information Network Ltd.
Jubilee House, The Oaks, Pulslip
Middlesex HA4 7LF United Kingdom
Telephone: 0895-622112
Fax: 0895-621582
MicroComputer Trainer [$195/12 prepaid]
696 9th Street, PO Box 2487
Secaucus, NJ 07096-2487
Telephone: 201/330-8923
Fax: 201/330-0163
E-Mail: loretta@panix.com
Performance and Instruction [$69/12]
International Society for Performance & Instruction (ISPI)
1300 L Street NW, Suite 1250
Washington, DC 20005
Telephone: 202/408-7969
E-Mail: 75143.410@compuserv.com
Technical & Skills Training [$59/12, $50/12 member]
American Society for Training & Development (ASTD)
1640 King Street, Box 1443
Alexandria, VA 22313
Membership and Information: 800/628-2783
Customer Service: 703/683-8100
Information Center: 703/683-8183
E-Mail: astdic@capcon.net
Training and Development [$85/12 non-member]
American Society for Training & Development (ASTD)
1640 King Street, Box 1443
Alexandria, VA 22313
Membership and Information: 800/628-2783
Customer Service: 703/683-8100
Information Center: 703/683-8183
E-Mail: astdic@capcon.net
Training Directors Forum [$118/12]
Lakewood Publications, Inc.
50 S. Ninth Street
Minneapolis, MN 55402
Telephone: 800/328-4329 or 612/333-0471 Service Center
Training Magazine [$68/12 US, $78/12 Canada/Mexico, $89/12 international]
Lakewood Publications, Inc.
50 S. Ninth Street
Minneapolis, MN 55402
Telephone: 800/328-4329 or 612/333-0471 Service Center
E-Mail: trainmag@aol.com
ELECTRONIC RESOURCES
(Much of this list was compiled from Dr. E's Eclectic Compendium of
Electronic Resources for Adult/Distance Education, Compiled by J. H.
Ellsworth, Ph.D., je@world.std.com, Updated: 1-July-1994, Scheduled Update 28
February, 1995. © 1994. The full list is available via FTP at host:
una.hh.lib.umich.edu, path: /inetdirsstacks, file:
disted:ellsworth and from ftp.std.com as /pub/je/dre-list.txt.)
Some computer-based training providers advertise their products and services
on the Internet and commercial services, and the number doing this is growing
daily. Most electronic resources offer fast searching capabilities, enabling
you to quickly locate what you need. This section includes several sites with
search engines capable of exploring the entire Internet.
Adult Education Network
AEDNET is an international electronic listserv that includes approximately
750 individuals from 12 countries.
Listserv Subscription Address: listserv@alpha.acast.nova.edu
Full searching of AEDNET messages and the New Horizons in Adult Education
Journal index is available on the world wide web.
URL: http://alpha.acast.nova.edu/education/aednet.html
Alberta Association of Courseware Producers' Courseware Clearinghouse
This site has some searchable databases as well as seminar materials and some
prototype course development for delivery of instruction using the Internet.
URL: http://www.sas.ab.ca/course
American Society for Training and Development (ASTD)
E-Mail: astdic@capcon.net.
American Society for Training and Development CyberChapter
A new membership organization applying for formal "chapter" charter to ASTD,
CyberChapter brings the chapter experience to those who want community,
involvement, development, and inclusion through the medium of cyberspace.
E-Mail: 72734.3225@compuserve.com for the latest ASTD CyberChapter Fact Sheet
Canadian Adult Education Network
ADLTED-L, the Canadian Adult Continuing Education list is a broad world-wide
discussion group.
Listserv Subscription Address: listserv@uregina1.uregina.ca
DECNEWS
DECnews-EDU is a monthly e-publication from Digital Equipment for the
education and business communities world wide.
Listserv Subscription Address: listserv@ubvm.cc.buffalo.edu
Distance Education Instructional Technology Group
At the University of Hawaii World Wide Web
URL: http://www.deit.hawaii.edu/deit.html
DPTRAIN
DPTRAIN is a computer training and support forum that serves as an on-line
"home base" for professionals who provide computer training, support, and
documentation services to adults in workplace settings.
Telephone: 800/34-TRAIN inside the US, 617/252-5187 outside the US
E-Mail: 74143,3000@compuserve.com
EDTECH - Educational Technology
Listserv: edtech@msu.edu
Education and Information Technologies
Listserv: edutel@vm.its.rpi.edu
Education Net
EDNET is for those interested in exploring the educational potential of the
Internet. Discussions range from K-12 through post secondary education. It is
a very active list.
Listserv Subscription Address: listserv@nic.umass.edu
Education, Training and Development Resource Center for Business and Industry
This site helps people in business and industry find training, development,
and education resources when, where, in the form, and by the providers that
they choose, and provides a high visibility place where qualified providers
and their excellent resources can easily be found.
URL: http://www.tasl.com/tasl/home.html
Educational Software Institute
This site contains thousands of software titles that can be searched by a
variety of methods, enabling users to produce a list of software that meets
their needs.
URL: http://www.bonsai.com/q/edsoftcat/htdocs/esihome.html
EDUCOM
EDUPAGE: A news update from EDUCOM; a newsletter put out by EDUCOM
summarizing information technology news. Subscribe by sending a note to
edupage@educom.edu with your name, institutional affiliation, and e-mail
address.
EUITNEWS: EDUCOM's newsletter for the Educational Uses of Information
Technology (EUIT) program, encompassing distance learning, self-paced
instruction, CAI, video, and other information technologies for teaching and
learning.
EUITLIST@BITNIC.EDUCOM.EDU: EUIT's listserv.
Listserv Subscription Address: listserv@bitnic.educom.edu
ERIC
Clearinghouse on Adult, Career, and Vocational Education
E-Mail: ericacve@magnus.acs.ohio-state.edu.
ERIC Clearinghouse on Assessment and Evaluation
E-Mail: eric_ae@cua.edu.
AskERIC Electronic Library
Gopher: ericir.syr.edu.
The Human Resource Information Network
HRIN contains on-line information on human resources issues, including
training and development.
Contact: HRIN Corporation, 800/638-8094 or 301/961-6779
Information Technology Training Initiative (ITTI)
ITTI, in the United Kingdom, has produced many products aimed at improving
the availability of information technology training materials (CBT,
electronic, and hard copy) to universities in the UK. ITTI also makes its
products available to other institutions.
URL: http://www.hull.ac.uk/hull/itti/itti.html.
Institute for Academic Technology
Pubs-IAT is a newsletter that shares information on publications, programs
courses and other activities of the Institute for Academic Technology.
Listserv Subscription Address: listserv@gibbs.oit.unc.edu
Instructional Technology Connection
At the University of Colorado at Denver
URL: gopher://ccnucd.denver.colorado.edu/h0/ucd/dept/edu/it/itcon.html
International Center for Distance Education
At the Open University
Gopher: rowen.open.ac.uk.
International Society for Technology in Education Online
This site contains conference information, newsletters, copies of major ISTE
reports, distance education course descriptions, contacts for ISTE, etc.
Gopher: iste-gopher.uoregon.edu
Also available on America Online's Forum on Technology in Education &
Training
Interpersonal Computing and Technology
IPCT-L is a listserv focused on computer mediated communication, and teaching
and learning broadly.
Listserv Subscription Address: listserv@guvm.ccf.georgetown.edu
IPCT-J is an electronic journal for the 21st Century. This journal is an
outgrowth of the IPCT-L discussion group (above). It is refereed, and covers
the topics broadly.
Listserv Subscription Address: listserv@guvm.ccf.georgetown.edu
Journal of Technology Education
JTE-L, the Journal of Technology Education, provides a forum for all topics
relating to technology in education. It is refereed.
Listserv Subscription Address: listserv@vtvm1.cc.vt.edu
Media in Education
MEDIA-L is a listserv.
Listserv Subscription Address: listserv@bingvmb.cc.binghamton.edu
National Distance Learning Center
This is a centralized electronic information source for distance learning
programs and resources, containing listings of K-12, higher education,
continuing education, and teleconferences.
Telnet: ndlc.occ.uky.edu. Login as ndlc.
National Education Training Group (NETG)
This site lists over 600 training courses on strategic subject areas such as
information technologies, management and professional development, desktop
computing, and health and safety/industrial skills.
URL: http://www.netg.com/netgpage/catalog.htm
New Patterns in Education List
NEWEDU-L discusses education very broadly, including delivery systems, media,
collaborative learning, learning styles and distance education.
Listserv Subscription Address: listserv@uhccvm.uhcc.hawaii.edu
Technology and Information Educational Services (TIES)
This site provides leadership in the application of technology to education
by means of support services and training.
Gopher: gopher.ties.k12.mn.us.
TRAINET
This is an on-line computer database of training, events, and courseware,
which is updated weekly.
Contact: American Society for Training and Development: 703/683-8183
The Training Registry
This site is a unique directory of training courses and vendors listed by
category and topic.
URL: http://www.tregistry.com/ttr/
Training Technology Resource Center (TTRC)
This site is an electronic information system that collects and disseminates
information relating to employment and training issues. TTRC is a point of
contact on America's labor market information system; emerging training and
learning technologies; innovative workplace practices; Job Training
Partnership Act (JTPA); occupational skill standards; one-stop career center
systems; and school-to-work transition.
U.S. Department of Labor, N-6511, Washington, DC 20210,
Telephone: 800/488-0901 or 202/219-5600
Fax: 202/2194848
Modem: 800/767-0806 or 202/219-5941
E-Mail: ttrc@doleta.gov,
URL: http://wwww.ttrc.doleta.gov
Telnet: ttrc.doleta.gov
WAVE INFO
Wave Technologies International, Inc. develops, markets, and delivers
training and instructional products related to sophisticated information
technologies, including LANs, WANs, telecommunications systems, advanced
operating systems and client-server systems. Wave provides these services and
products through instructor led courses,
informational seminars, and published products.
Address: GO WAVE within Compuserve
Yahoo
This huge World Wide Web site has a search engine for the World Wide Web and
a section specifically on CBT.
URL:
http://www.yahoo.com/Business_and_Economy/Companies/Computers/Software/Multim
edia/
ZIFF-DAVIS INFO
ZD Net and ZD Net/Mac is a community of over 275,000 members who share an
interest in computing. ZD Net provides authoritative information and access
to thousands of top-rated shareware programs.
Address: GO ZIFFNET within Compuserve
NOTE:
To subscribe to a listserv:
1. Send a message to the listserv address
(example -LISTSERV@PSUVM.PSU.EDU).
Leave the subject line blank. If you can't leave the subject
line blank (some e-mail software forces you to put something
in the subject line) try typing a single space in the subject line.
2. In the body of the message type:
SUBSCRIBE NameOfListserv YourFirstName YourLastName
NameOfListserv is the name of the listserv, like NWAC-L or AEDNET.
YourFirstName is your first name.
YourLastName is your last name.
3. Turn off anything your e-mail appends to a message
(like your signature).
4. Send the message.
ASSOCIATIONS
Many training associations have a technology or computer component that can
assist you in your search for computer-based training products and providers.
In most cases you must be a member of the organization to use these services.
American Association for Adult and Continuing Education (AAACE)
1200 19th Street NW, Suite 300
Washington, DC 20036
Telephone: 202/429-5131
Fax: 202/223-4579
(Magazine and journal)
American Association of Community Colleges
One Dupont Circle, NW, Suite 410
Washington, DC 20036-1176
Telephone: 202/728-0200
Fax: 202/833-2467
American Society for Training & Development (ASTD)
1640 King Street, Box 1443
Alexandria, VA 22313-2043
Membership and Information: 800/628-2783
Customer Service: 703/683-8100
Information Center: 703/683-8183
Fax: 703/683-8103
E-Mail: astdic@capcon.net
(Local chapters, monthly journal, conference)
American Vocational Association
1410 King Street
Alexandria, VA 22314
Telephone: 703/683-3111
Fax: 703/683-7424
(Publications)
Association for Educational Communications & Technology (AECT)
1025 Vermont Avenue, NW, Suite 820
Washington, DC 20005
Telephone: 202/347-7834
Fax: 202/347-7839
(Local chapters, monthly journal, conference)
Association for Supervision and Curriculum Development (ASCD)
1250 N. Pitt Street
Alexandria, VA 22314
Telephone: 703/549-9110
(Regional affiliates, monthly newsletter, journal, conference)
Emerging Technology Consultants
2819 Hamline Avenue North
St. Paul, MN 55113-7118
Telephone: 612/639-3973
Fax: 612/639-0110
(CD-ROM - Multimedia and Videodisk Compendium - A reference resource of more
than 3,800 titles from over 360 companies)
ERIC Clearinghouse on Adult, Career, and Vocational Education
1900 Kenny Road
Columbus, OH 43210-1090
Telephone: 800/848-4815 or 614/292-435
E-Mail: ericacve@magnus.acs.ohio-state.edu
(Newsletter and on-line resources)
International Association for Continuing Education & Training (IACET)
1101 Connecticut Avenue NW, Suite 700
Washington, DC 20036
Telephone: 202/857-1122
(Quarterly newsletter, conference)
International Society for Performance Instruction (ISPI)
1300 L Street NW, Suite 1250
Washington, DC 20005
Membership and Information: 202/408-7969
Fax: 202/408-7972
E-Mail: 75143.410@compuserv.com
(Worldwide chapters, bi-monthly journal, conference)
International Society for Technology in Education (ISTE)
1787 Agate Street
Eugene, OR 97403-1923
Membership: 503/346-4414
Order desk: 800/336-5191
Distance Education: 503/346-2412
Fax: 503/346-5890
Internet: iste@oregon.uoregon.edu
(Conference, publications)
Media Alliance, Ltd.
Lloyd Singer, CEO
1380 Valley Road
Bannockburn, IL 60016
Telephone: 708/940-7680
Fax: 708/948-5902
E-Mail: toolkit1@aol.com
(The Training Media Toolkit CD-ROM lists about 3,500 CBT products from 200 or
more distributors. In addition, it includes 3,500 video-based products from
another 200 distributors.)
National Association of Workforce Development Professionals (NAWDP)
1620 I Street, NW, Suite LL30
Washington, DC 20006
Telephone: 202/887-6120
Fax: 202/887-8216
E-Mail: nawdp@aol.com
National Council for Continuing Education and Training
c/o Dr. Andrew Meyer
Anne Arundel Community College
101 College Parkway
Arnold, MD 21012-1895
Ontario Society for Training and Development (OSTD)
110 Richmond Street East, Suite 206
Toronto, Ontario M5C 1P1
Telephone: 416/367-5900
(Local chapters, news magazine, conference)
Society for Applied Learning Technology (SALT)
50 Culpeper Street
Warrenton, VA 22186
Telephone: 800/457-6812
(Journal, conference)
Society for Human Resources Management (SHRM)
606 North Washington Street
Alexandria, VA 22314
Membership and Information: 800/283-SHRM
(Local chapters, bi-monthly journal, conference)
CONFERENCES
Conferences are an excellent way to talk to other people using computer-based
training and to see actual computer-based training products and providers.
Many training organizations host conferences where computer-based training is
showcased. The previous section on Associations might also provide leads to
relevant conferences.
Annual Conference on Interactive Multimedia System for Training & Education
in Job Performance Improvement
Sponsored by the Society for Applied Learning Technology
50 Culpeper Street
Warrenton, VA 22186
Telephone: 800/457-6812 or 703/347-0055
Conference is held in Orlando, FL, in February, and Arlington, VA, in August.
Attendance: 1,200, including exhibitors
Cost: $545 to $595
Course Development Workshop
Sponsored by Friesen, Kaye and Associates
3448 Richmond Road
Ottawa, Ontario Canada K2H 8H7
Telephone: 613/829-3412
E-Mail: fka@magi.com
Workshop is offered on a quarterly basis: February, April, July, and
November, and alternates between Toronto and Ottawa.
Attendance: 10 to 12 individuals per workshop
Cost: $1,595
GLOSSARY OF COMPUTER TERMS
ABE: Adult Basic Education. Instruction for adults reading at grade levels 0
to 4. Majority of instruction is spent on decoding skills (includes phonics),
sight word vocabularies, word attack skills, and survival reading (charts,
graphs, signs, etc.).
ABE+: Adult Basic Education plus. Instruction for adults reading at grade
levels 4 to 8. Instruction concentrates on increasing reading comprehension
through instruction on specific reading skills (main idea, inference,
details), vocabulary development, guided readings, and survival reading
(graphs, charts, tables, etc.).
Alphanumeric Key: A key that, when tapped, produces a letter, punctuation
mark, or number on the monitor screen.
Alterable Software: See customizable software.
Apple: A line of computers produced by Apple and compatibles that operate on
the MAC Operating System (Mac OS). Generally software that runs on one Apple
will run on another Apple. If using an Apple compatible, preview software on
the hardware before purchasing it. Compatibility is not guaranteed.
Application Software: Programs designed to handle specific types of
information and achieve useful results or answer problems, for example,
database management, word processing, or spreadsheets.
ASCII: American Standard Code for Information Interchange. The standard code
used to transmit information within, to, and from computers.
Back-Up: A copy of a program or data file made by the user onto a separate
storage medium, such as a disk or hard disk, so that copy will be preserved
against possible loss or damage to the original.
BASIC: Beginners All-purpose Symbolic Instruction Code. A high level
language, standard on most microcomputers.
Basic Math Skills: Arithmetic skills that range from single digit addition
through percentages, ratios, and measurements.
Baud: A bit of measurement used to specify the speed of data transmission in
one second intervals. Usually used in reference to telecommunications.
Bit: The smallest unit of code for information occurring either as a 1, which
indicates the presence of voltage, or as a 0 (zero), which indicates the
absence of voltage.
Boot: To load a new program into RAM. This may be done "warm" or "cold," or,
with the computer on or off.
Branching: The ability of a program to alter its sequence according to user
choices or responses. If a computer-based training program uses branching, it
may explain why the answer is incorrect, offer additional examples/problems,
and/or reroute the student into an additional instructional subsection when a
student enters a wrong answer. Without branching, it may simply tell the
student that the answer is wrong.
Byte: Measurement of storage. A string of bits, generally eight, which is
often used to represent a single character.
CAI: Computer Assisted Instruction. This is probably the most common term
used to describe learning that occurs through the use of a computer. See also
CBT.
CBT: Computer Based Training. This is a common term used when referring to
any training that uses a computer as the instructional delivery medium. See
also CAI.
CD-ROM: Computer Disk-Read Only Memory. A disk encased in a plastic coating
that is "pitted" with electronic data and has an ultra-high density storage
capacity which is read by a laser. Cannot be changed by the user.
Chip: A tiny silicon wafer capable of holding electronic signals. Chips are
the building blocks of computers.
Compatibility: Software compatibility refers to the ability to run programs
on a variety of computers. Hardware compatibility means that various
components may be connected directly.
Control Key: 1) A key pressed which initiates some kind of physical control
action but which isn't printed on the output page, for example, line feed,
tabs, paragraph indention. 2) Sometimes used in conjunction with other keys
in order to define unique commands.
CPU: Central Processing Unit. The "brain" of the computer; the chips that
order information and direct it around the computer.
CRT: Cathode Ray Tube. Used for video display on a screen. See also monitor.
Cursor: The line, flashing box, or other blinking symbol that appears on the
monitor to show where the next keystroke will appear.
Customizable Software: Software that can be changed. Text can be deleted,
inserted, or altered, and/or questions can be modified, and/or proficiency
levels can be set.
Data: Information that is input to a computer system and is then processed by
a mathematical and logical operations so that it can ultimately be output in
a sensible form.
Database: A collection of like records of information (e.g., mailing
addresses, client profiles, book listings) that can be flexibly organized,
sorted, reordered, or selectively retrieved.
DE: Developmental Education. Instruction designed to help pre-vocational and
precollege transfer students gain the necessary skills in reading, writing,
and math to be successful with vocational and transfer curricula.
Demonstration: A computer-assisted instruction technique in which physical
objects, systems, and processes are shown through the use of graphics and
text; similar to animated film.
Desktop Publishing: The use of personal computers and application software
combining text and graphics to design hard copy layout. Produces high-quality
documents, such as periodicals, newsletters, and other materials.
Desktop Publishing System: A combination of hardware and software products
used for desktop publishing, including a computer, layout or page-formatting
software, and a high-resolution output device, such as a laser printer.
Disk: See floppy disk, hard disk, or micro-floppy disk.
Disk Drive: The piece of hardware that reads floppy disks. Floppy disks are
inserted into a disk drive in order to use them.
Documentation: A collection of documents or information that describes a
computer program information system, or required data processing operations.
DOS: Disk Operating System. A collection of programs providing the CPU with
specific instructions for transferring data from the disk to the computer and
from the computer to the disk. Most commonly used DOS programs are those for
formatting and copying (making back-up) disks.
Dot Matrix Printer: A very common type of printer that fires a row of tiny
inked steel pins onto a piece of paper to produce readable text and graphic
images.
Drill and Practice: A computer-assisted instruction technique in which a
series of structured problems or exercises with immediate feedback to student
responses is provided.
Educational Game: A computer-assisted instruction technique in which skill
and chance are combined for practice of previously taught information.
Electronic Mail: The transmission, storage, and distribution of materials in
electronic form over communication networks, such as the telephone.
File: Data arranged under a single title (such as an Annual Report) in RAM or
on a disk.
Floppy Disk: A magnetized mylar wheel used to store data and programs outside
the computer RAM. Disks measure either 5.25 inches or 3.5 inches in diameter
and are sealed in a protective square cover which is lined with a soft
material that cleans the disk as it rotates.
Font: A group of type of one style and size.
Format: To prepare, via a program, a floppy disk to receive data according to
the protocols of a particular DOS. No data can be written to a disk if it has
not been formatted. (Also, initialize.)
Hard Disk: Used to store data and programs outside of the computer's RAM.
Hard disk systems have faster read/write access times, high storage capacity,
and a greater reliability than do floppy or micro-floppy disk systems.
Hardware: The physical components of a computer, i.e. keyboard, printer, disk
drive, CPU, monitor.
High-Level Language: Programming languages designed for users to write
instructions in English-like statements rather than in machine language.
High Resolution: The capability of producing and reading at least 256 lines
or columns of dot patterns on a CRT. High resolution graphics produce images
that have detail approximating that of a photograph. The higher the
resolution a device has, the clearer the image it produces.
IBM Family: Computers that use an MS-DOS operating system. These computers
include IBM, Tandy, Compaq, and a variety of compatibles. It's especially
important when purchasing IBM software to preview the software on the
hardware that will be used to run that program.
Initialize: See format.
Ink-Jet Printer: A type of printer that fires a tiny stream of ink onto a
piece of paper to produce readable text and graphic images.
Input: Instructions or information going into the computer by keystroke,
light pen, touch screen, mouse, or other device.
Joy Stick: A hand-held device used to interact with the computer, usually
consisting of a small box with a moveable stick and a button.
K: Kilobyte. 1024 bytes of memory. A byte of memory is a piece of information
stored in the computer, like one letter or one number.
Kerning: Placing letters relatively closer to or further from each other; to
make certain letter combinations look better.
Keyboard: An input device used to communicate with the computer, similar to a
typewriter keyboard. Computer keyboards usually have extra, specialized keys
used to perform different tasks.
Koala Pad: A device used to interact with the computer, usually consisting of
a flat pad and a pen-like instrument used to "write" on the pad.
LAN: Local Area Network. A communications network that typically uses cables
to connect computers within a limited physical area such as an office
building.
Laser Printer: A printer that use a laser beam to imprint page images onto
paper.
Layout: The planning, design, and arranging of text and graphics on a page.
Leader: Regularly spaced intervals of the same character, usually to lead the
eye across the line, as the dots in a table of contents between the end of a
title and the page number.
Leading: The extra space between lines of printed text (rhymes with heading).
Light Pen: A hand-held optical character recognition device used for data
entry into many types of terminals.
Load: To enter a program or data file into RAM from an external source such
as a disk drive.
Management System: The record keeping system available with the software. The
system can be extensive, with multiple print out options, or it can be a
simple record of total correct answers. Not all software contains a
management system.
Memory: The amount of storage space in a computer. If the computer does not
have enough memory, the software will not run on it.
Menu: A list of command choices in a program displayed on the monitor for the
user's convenience.
Micro-Floppy Disk: Magnetized mylar wheel used for long term storage of data
and programs outside of the computer's RAM, encased in hard shells with a
metal shutter to protect the media from damage due to improper handling or
dust. The disks measure 3.5 or 5.25 inches in diameter.
Microprocessor: A chip, often the CPU, which is used to move data around or
to perform calculations.
Modem: MOdulaltor-DEModulator. A device that makes it possible to transfer
information between computers over telephone lines.
Monitor: A TV-like device through which the user views information (also
called a screen or CRT).
Monochrome: Usually refers to a CRT that produces a single color, such as
green or amber. All text and graphics on this type of monitor appear in the
same color.
Motherboard: A circuit board in the computer that contains many of the chips
the computer must have in order to function.
Mouse: A hand-held control device that can be used as an alternative to the
keyboard in some programs. When you move the mouse around on the table, a
corresponding pointer on the screen moves accordingly. It is available for
the Apple IIe, IIc, Apple GS, Macintosh, IBM, and others.
Networks: Two or more computers physically joined together so they can share
files and information.
Objective/Competency: Stated learning outcomes.
Operating System: The program by which the CPU operates.
Optical Disc Storage: Method of storing data which can be read by a laser.
There are three main categories: prerecorded disks, disks that a laser drive
can write on but not erase, and erasable disks.
Performance Support Systems: Dynamic job aids that, when loaded on a
computer, enable employees to call up training and instruction on specific
issues and questions at the precise moment they arise in the course of job
performance.
Printer: The device used to produce physical, hand-held paper documents, such
as letters, graphics, etc.
Problem Solving: A computer-assisted instruction technique in which students
are required to apply known information to new settings. It demands logical
thinking and the ability to follow directions carefully.
Program: A set of instructions written in a computer language telling the
computer how to process data or interact with peripherals.
Public Domain Software: Software available for minimal or no charge. Listings
of public domain software can be found by contacting local and regional user
groups, in many libraries, in national exchanges, and by contacting many of
the resources listed in this publication.
RAM: Temporary memory in the user's work space. This is the portion of memory
where a software program's instructions (such as word processing,
spreadsheets, or database) are stored. RAM also holds the information created
while using a software package (for example, a letter created with a word
processing program). Usually, only one software program is stored in RAM at a
time. When the computer is turned on, RAM is empty and when the computer is
turned off, all of the instructions and data in RAM are erased. RAM is
temporary and of finite size.
READ: The CPU process of copying information (i.e., a program or data file)
from a disk to RAM.
ROM: Read Only Memory. Permanent system instructions built into the computer
on chips. The CPU can read the instructions in ROM, but cannot write new ones
into it.
Save: A common command to the computer, directing it to store the contents of
RAM on a disk or other storage device.
Scanner: A device used to scan images and translate the images into a
digitized form which can then be used by computer.
Screen: See CRT and monitor.
Simulation: A computer-assisted instruction technique in which real life or
hypothetical situations are imitated. It allows the student to interact with
and modify the situation and then shows the results of their modifications.
Site License: The legal ability to produce copies of a piece of software for
a given location. This is usually granted by a software company (for a fee)
to a location that needs many copies of a particular piece of software.
Software: Computer programs, the instructions by which the machine operates,
which includes both systems oriented programs (i.e. DOS) and applications
programs (i.e., word processing, database management). See also program.
Speech Digitizer: A device that has preprogrammed sound. It is closer to the
human voice than speech synthesizers, but has a fixed vocabulary. The
"Ufonic" is an example of this kind of hardware.
Speech Synthesizer: A device that can "read" any computer text aloud.
Sometimes pronunciation is inaccurate or difficult to understand. The "Echo"
line is an example of a speech synthesizer.
Storage: Keeping data or programs. Generally storage implies keeping a file
outside of RAM, as on a disk or tape for long term storage.
Surge Protector: An electrical device that protects electrical equipment from
sudden variations (surges) in electrical current.
Telecommunications: The transmission or reception of signals by
electromagnetic means. Usually pertains to the transmission of computer
signals over telephone lines.
Tutorial: A computer-assisted instruction technique in which new information
is introduced on a step-by-step basis with frequent quizzes given to
ascertain if the information is being learned.
Word Processing: Writing software that allows the computer to resemble a
typewriter. Generally the more expensive the program, the greater the
formatting and printing options, and the longer it takes to master the
program.
Write: The CPU process of entering information (i.e., a program or data file)
from RAM onto a storage device such as a disk.
AVAILABLE TOOLS
The National Workforce Assistance Collaborative has prepared a
series of tools to help small and mid-sized companies find and
select the high quality service providers and products they need to
undertake successful workforce and workplace changes, including the
following:
* Employee Training Interview Guide: Judging the Quality and
Effectiveness of Training Providers,
* Employee Training Product Checklist: Judging the Quality of
Training Products,
* Labor-Management Interview Guide: Judging the Quality and
Effectiveness of Labor-Management Relations Consultants,
* Resource Guide: A Key to Organizations Working in Employee
Training, Labor-Management Relations, Work Restructuring,
and Workplace Literacy
* Work Restructuring Interview Guide: Judging the Quality and
Effectiveness of Work Restructuring Consultants,
* Workplace Literacy Interview Guide: Judging the Quality and
Effectiveness of Workplace Literacy Providers, and
* Workplace Literacy Product Checklist: Judging the Quality of
Workplace Literacy Products.
Additional Collaborative publications designed for small and mid-
sized businesses and the service providers working with them include
these:
* Resource Listings
Workplace Literacy Publications: An Annotated Bibliography of
Print Resources - A workplace literacy bibliography.
* Newsletters
Workforce Briefs - A newsletter series for businesses.
Business Assistance Notes - A newsletter series for service
providers.
* Tools for Companies
Pay-for-Knowledge - A how-to guide on the development and
implementation of a pay-for-knowledge system.
Computer-Based Training - A guide for selecting computer-based
training products and services.
* Tools for Service Providers
Integrated Service Delivery - A publication providing insights
into the best methods for delivering integrated services to
small and mid-sized companies.
Delivering Cost-Effective Services to Small and Mid-Sized
Companies - A publication highlighting proven approaches for
delivering cost-effective services to small and mid-sized
companies.
Approaches to Forming a Learning Consortium: A Guide for
Service Providers - A how-to guide on forming learning
consortia.
Marketing to Businesses - Information on how to identify and
effectively market services to a local business community.
Assessing an Organization's Training Needs - A generic
training needs assessment accompanied by instructions on how
to approach and "market" the value of training to small and
mid-sized business leaders.
Assessing the Value of Workforce Training - An introduction to
assessing the value of training programs, focusing on quick
and easy strategies.
* Internet Services
Internet Listserv - An electronic forum for discussing
workforce and workplace development issues. To subscribe to
NWAC-L, send an e-mail message to LISTSERV@PSUVM.PSU.EDU
saying "subscribe NWAC-L [YourFirstName YourLastName]."
Gopher Server - Online access to materials and products
produced by the Collaborative. The gopher server address is
INFO.PSU.EDU. Open "Information Servers at Penn State"; then
open "Research Centers and Institutes."
World Wide Web Home Page - Information on the Collaborative
and its products and services, as well as links to related
information on the Internet
(http://www.psu.edu/institutes/nwac).
All Collaborative publications can be ordered through the National
Alliance of Business Distribution Center, listed on the front cover,
or downloaded from the Collaborative's Internet Gopher Server or
World Wide Web home page.
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
ADVISORY GROUPS
Stephen Mitchell
Project Director
Terri Bergman
Products and Services Manager
-----------------------------------------------------------------
BOARD
Chair
William H. Kolberg
National Alliance of Business
Eunice Askov
Institute for the Study of Adult Literacy, The Pennsylvania State
University
William L. Batt, Jr.
Consultant
Robert Baugh
Human Resource Development Institute
Clair Brown
National Center for the Workplace
Robert Fien
Stone Construction Equipment, Inc.
Evelyn Ganzglass
National Governors' Association
Marshall Goldberg
The Alliance for Employee Development, Inc.
Andy Hartman
National Institute for Literacy
Cathy Kramer
Association for Quality and Participation
David Pierce
American Association of Community Colleges
Jack Russell
The Modernization Forum
Benjamin Schneider
University of Maryland
Dennis Sienko
Prairie State 2000 Authority
Stephen Sleigh
International Association of Machinists
Pamela Tate
Council for Adult and Experiential Learning
Hugh Tranum
National Labor-Management
Benjamin Tregoe
Kepner-Tregoe, Inc.
Thomas Tuttle
Maryland Center for Quality and Productivity
Joan Wills
Institute for Educational Leadership
John Zimmerman
MCI
-----------------------------------------------------------------
EMPLOYEE TRAINING
Chair
Pamela Tate
Council for Adult and Experiential Learning
Brian Bosworth
Regional Technology Strategies
Thomas L. Clogston
Boeing Defense and Space Group
Kenneth Edwards
International Brotherhood of Electrical Workers
Phyllis Eisen
National Association of Manufacturers
Wendell Fletcher
Congressional Office of Technology Assessment
Patti Glenn
Texas Instruments
Ruth Haines
National Institute of Standards and Technology
Janet Steele Holloway
Kentucky Small Business Development Center
John Hoops
Bay State Skills Corporation Center
Tom Huberty
Upper Mid-West Manufacturing Technology Center
Dan Hull
The Center for Occupational Research and Development
Victoria Kraeling
Southeastern Institute for Advanced Technologies
Arny Manseth
US West
Alfred Moye
Hewlett Packard
Frederic Nichols
National Coalition for Advanced Manufacturing
Joan Patterson
UAW/Chrysler National Training
Paula Reeder
Sallie Mae
Martha Reesman
National Center for Manufacturing Sciences
Lee M. Shrader, Jr.
Great Lakes Manufacturing Technology Center
Duc-Le To
U.S. Department of Education
-----------------------------------------------------------------
LABOR-MANAGEMENT RELATI0NS
Chair
Hugh Tranum
National Labor-Management Association
Nick Argona
Xerox Corporation
William L. Batt, Jr.
Consultant
Betty Bednarczyk
SEIU- Local 13
Barry Bluestone
University of Massachusetts
Rena Cross
Foamade Industries
Joel Cutcher-Gershenfield
Michigan State University
David Fontaine
Maryland Labor-Management Committee
Pat France
Stark County Labor-Management Council
Robert Frey
The CIN-MADE Corporation
Maria Heidkamp
Wisconsin Labor-Management Council
Edsel Jones
Mapleton Local No. 7-7807
Robert Landsman
New York State School of Industrial and Labor Relations
Malcolm Lovell
National Planning Association
Charlene Powell
Kentucky Association of Labor-Management Committees
John Stepp
Restructuring Associates
Brian Turner
Work and Technology Institute
Earl Willford
Bureau of Mediation
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WORK RESTRUCTURING
Chair
Thomas Tuttle
Maryland Center for Quality and Productivity
Eileen Appelbaum
Economic Policy Institute
Mike Beyerlein
The Center for the Study of Work Teams
Jane Reese Coulbourne
Restructuring Associates, Inc.
John Dodd
Computer Science Corporation
Ned Ellington
Productivity and Quality Center
Michael Galiazzo
Regional Manufacturing Institute
Debbie Goldman
Communications Workers of America
Bruce Herman
Garment Industry Development Corporation
Robert King
Goal/QPC
Vaughn Limbrick
Society for Human Resource Management
Peter Manella
New York State Department of Economic Development
Robert Meyer
Work in Northeast Ohio
Joe Rigali
Sanden International, USA
Jill Scheldrup
U.S. Chamber of Commerce
Maureen Sheahan
Labor-Management Council for Economic Renewal
Peggy Siegel
National Alliance of Business
Audrey Theis
Maryland Department of Economic and Employment Development
Edwin Toussaint
Xerox Corporation
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WORKPLACE LITERACY
Chair
Eunice Askov
Institute for the Study of Adult Literacy,
The Pennsylvania State University
Judith Alamprese
COSMOS Corporation
Lorraine Amico
National Governors' Association
Dale Brandenburg
Labor-Management Council for Economic Renewal
Jinx (Helen) Crouch
Literacy Volunteers of America
Regina Guaraldi
Miami-Dade Community College
Karl O. Haigler
The Salem Company
Mary Ann Jackson
Wisconsin Technical College Board
Inaam Mansoor
Wilson School
Donna Miller-Parker
State Board for Community and Technical Colleges
Michael O'Brian
CertainTeed Corporation
James Parker
U.S. Department of Education
James Ryan
District 1199C
Anthony Sarmiento
AFL-CIO
Johan Uvin
Massachusetts Adult and Community Learning Services
Robert Visdos
NETWORK
Jo Ann Weinberger
Center for Literacy, Inc.
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
NATIONAL WORKFORCE ASSISTANCE COLLABORATIVE PARTNERS
National Alliance of Business
National OFfice
1201 New York Avenue, NW
Suite 700
Washington, DC 20005
Phone: 800/787-2848
Fax: 202/289-2875
E-mail: info@nab.com
Atlantic Office
317 George Street
New Brunswick, NJ 08901
Phone: 908/524-1110
Fax: 908/524-6275
Capital Area Office
1201 New York Avenue, NW
Suite 700
Washington, DC 20005
Phone: 202/289-2897
Fax: 202/289-2875
Central Office
9400 N. Central Expressway
Suite 606
Dallas, TX 75231
Phone: 214/373-0854
Fax: 214/373-1941
Midwest Office
1 East Wacker Drive
Suite 2410
Chicago, IL 60601
Phone: 312/595-2100
Fax: 312/595-2101
Northeast Office
1 McKinley Square
Suite 600
Boston, MA 02109
Phone: 617/624-4190
Fax: 617/624-4195
Southeast Office
1 Midtown Plaza
1360 Peachtree Street, NE
Suite 710
Atlanta, GA 30309
Phone: 404/881-0061
Fax: 404/881-0006
Western Office
800 Wilshire Boulevard
Suite 960
Los Angeles, CA 90017
Phone: 213/488-9153
Fax: 213/488-9460
COUNCIL FOR ADULT AND EXPERIENTIAL LEARNING
243 South Wabash Avenue
Suite 800
Chicago, IL 60604
Phone: Phone: 312/922-5909
Fax: 312/922-1769
Philadelphia Office
Delaware Valley Industrial Resource Center
12265 Townsend Road
Suite 500
Philadelphia, PA 19154
Phone: 215/969-1286
Fax: 215/969-6652
INSTITUTE FOR THE STUDY OF ADULT
LITERACY
The Pennsylvania State University
College of Education
102 Rackley Bldg.
University Park, PA 16802-3202
Phone: 814/863-3777
Fax: 814/863-6108
MARYLAND CENTER FOR QUALITY
AND PRODUCTIVITY
CMB/SPA Building
4th Floor
University of Maryland
College Park, MD 20742
Phone: 301/405-7099
Fax: 301/314-9119
NATIONAL LABOR-MANAGEMENT
ASSOCIATION
P.O. Box 819
Jamestown, NY 14702
Phone: 800/967-2687
Fax: 716/665-8060
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Questions? Contact Brett Bixler.