Training – A whole lotta learning going on

Although the basic principles of health and safety and what constitutes good training remain unchanged, the options for delivery have multiplied rapidly in recent years. Gary Fallaize provides an overview of the increasing wealth of technological tools available.

Health and safety training is constantly evolving and becoming more flexible as attitudes change and advances in technology present opportunities for innovation. Developments such as e-learning have been around for some time but as Internet speed, computer power and the accessibility and sophistication of software have all improved, the plethora of platforms and devices has grown exponentially. Technology has become better, faster, cheaper and more user-friendly, resulting in an explosion of the use of such channels for the delivery of education – including health and safety training.

A notable example is peer learning – not a new concept in itself, as sharing ideas and experiences has always been a vital aspect of training. Not only does it encourage the conversion of theoretical training to real workplace practices it is also important for those working towards professional health and safety qualifications. Examining bodies increasingly require learners to apply their knowledge and understanding to unfamiliar situations, meaning that, for example, an office worker could face an exam question on heavy machinery. The opportunity for the learner to share experiences with someone who works in industry is invaluable – and technological tools can now be used to ensure that even those studying by distance learning can take part.

Peer learning as a training method has been greatly enhanced by the rise of social media and services like Facebook and Twitter. These provide spaces that can be used as free online learning platforms, allowing groups of learners to come together and share ideas. Essentially, groups and individuals can set up unique pages (or ‘walls’) where associates can post comments and take part in public conversation on a prescribed topic. Chat rooms, forums and wikispaces¹ (self-contained groups of Web pages that can be developed and edited collaboratively) can all perform a similar function, encouraging students to work in partnership and helping them to stay motivated.

The benefits of such peer learning are significant. Likeminded learners can come together, irrespective of geographical location, providing an opportunity for interaction that would previously have been impossible, or at least expensive, to achieve. But there are also potential pitfalls – for example, students could end up leading each other down the wrong path, and the quality of information could suffer if online discussions are not moderated.

Old rules still apply
However, just as with group work in a classroom environment, peer learning should not be used in isolation but encouraged as part of a well-constructed training programme. The possibilities for delivery may have changed but, as with all training programmes, a degree of monitoring is still required. There is always a need to ensure active teaching strategies are included, so that learners are encouraged to analyse, synthesise, apply, reason and form judgements about the topic at hand.

It is also vital to assess the progress of learners, to ensure that the information being disseminated is accurate and to provide a final evaluation of whether or not the training has been successful. This does not necessarily require face-to-face contact with a trainer – which won’t always be appropriate and is also costly – but it does mean that training should always be designed and provided by those with educational principles firmly in mind.

Some new learning technologies allow training to be addressed in a fairly traditional way, since they are largely developed, or led by the trainer – webinars (online audio, and sometimes also visual, seminars) are one such example. There are many different kinds of webinar software available, ranging from free, with very basic functionality, to around £200 per month, for those who want added control, security and integrated audio.

Essentially, they provide learners with the opportunity to take part in an online discussion/ workshop/debate led by a trainer. But webinars must be carefully constructed if they are to have any value. In particular, the trainer is not able to evaluate the levels of attention or understanding demonstrated by the participants throughout, so the sessions must be carefully planned, with clear objectives agreed at the start. It is also often the case that learners can become distracted by events occurring around them as the webinar takes place, so including complementary downloadable material they can study in their own time is a good idea.

Again, a training package that uses a combination of different resources is the ideal solution. A webinar may be a cost-effective way to introduce a particular topic, but it is useful to follow this up with additional resources and some form of direct contact with a trainer who is prepared to answer queries and assess understanding, either face-to-face, or by alternative means, such as e-mail.

Learning on the go²
Learning resources are increasingly offered in downloadable format in order to meet the modern need for complete convenience. The options are varied: learners can make use of laptops, or handheld mobile devices such as MP3 players, or the latest kid on the block, the iPad, to access content like podcasts, animated presentations, and interactive exercises. Indeed, harnessing mobile technology is one of the five challenges set out by Becta,³ the government agency leading the national drive to ensure the effective and innovative use of technology throughout learning, so its growing importance cannot be understated.

Mobile learning can make the most of every minute by allowing learning to take place while commuting, or on the move – although at the moment, sending large amounts of data, such as video, to mobile devices can be costly and is not possible on many models.

The level of training that can be delivered in this way is obviously very basic, but for short, sharp bursts of information on very specific topics, it can work very well as part of a complete package of varied learning resources. Mobile training can also serve as a useful reminder of key information for those that have already completed more extensive training. In addition, text messaging – which anyone with even the most basic model of mobile phone will have access to – can be used effectively for newsfeeds and administrative reminders and notifications.

In terms of hardware, the different resolutions, screen sizes and compatibilities of the many different mobile devices available can present a problem for organisations seeking to implement training company-wide. However, many online resources, such as Facebook, podcasts and forums, can be accessed on almost any device with an Internet connection. Larger corporations could also consider providing common devices for all users if the benefits in a specific situation were seen to outweigh the financial cost.

The big picture
As we have established, learning should not be compartmentalised into one specific technological medium but offered as part of an overall package. That being said, technology can also be used to develop entire programmes, as illustrated by the use of Learning Management Systems (LMSs), also known as Virtual Learning Environments (VLEs). These are software systems that can host whole learning programmes, including facilities for collaborative working and social networking, communication with trainers, testing understanding, instant feedback and shareable content for download to mobile devices. The capabilities of and accessibility to such systems have increased tremendously in recent years. As a result, structured e-learning courses delivered online can offer a really effective route to a desired level of training.

The costs of such courses vary tremendously, starting at about £50 for an effective short course (around two to six hours of learning) on a specific topic, which would be useful as a refresher, or for someone who needs training in a specific skill. This is a much cheaper option than arranging a half-day session with a trainer and allows the learner to work through the course as and when it suits them, usually completing a short assessment at the end.

Alternatively, for employers looking to make a substantial investment and train large numbers of staff, most training providers can customise courses to meet specific organisational needs, or even develop custom-built packages with the facilities to monitor delegate progress, attendance and levels of achievement.

Changing expectations
As well as changing the methods of delivery, technology has also changed both learners’ and employers’ expectations. Typically, the requirement is for ‘short, sharp and now’ information, and training is expected to fit around the learner (or employer), not the trainer.

There has been a move towards short, modular courses that add up to a whole qualification, offered in flexible bite-sized chunks. This method of training serves various functions. It can be particularly useful where companies are unable or unwilling to release their staff for long periods of time. Maintaining motivation can be difficult on a self-managed course and being able to break the total amount of learning into short, manageable modules helps by giving regular opportunities for achievement, thereby increasing the likelihood of trainees staying the distance, particularly for lengthy courses lasting several months.

Modular courses also give employees who need to perform a very specific, but perhaps infrequent, task the opportunity to refresh their knowledge as and when they need it. They allow employers to provide the right level of training for each employee, rather than having to choose a standard qualification that may not fit each person’s precise needs.

The new Qualifications and Credit Framework (QCF) in England, Wales and Northern Ireland⁴ has been designed along similar lines, by recognising smaller steps of learning and enabling learners to build up qualifications bit by bit. As a result, awarding bodies are now increasingly happy to accredit modular corporate programmes, designed specifically around the needs of an organisation’s staff.

There is no doubt that learners are also demanding more interactivity, such as animated diagrams and games; they are familiar with the sophisticated online content offered by numerous websites and do not expect e-learning courses simply to comprise an ‘online book’, as they once did. Interestingly, for longer courses, the more traditional paper-based course materials and textbooks are still attractive, although there is an increasing demand for such material to be distributed electronically and be readable on devices such as the iPad, as well as a standard laptop.

But we also need to beware of the ‘technology hype cycle’⁵ – how global information, technology research and advisory firm Gartner describes those instances in which new technology simply does not deliver on expectations, leading to disappointment before expectations are eventually realigned to capabilities.

The main thing to remember is that the attitude of ‘technology for its own sake’ should be rejected. A poorly-constructed course will not be made any better by the addition of technological tools – no matter how impressive their capabilities. Unless we embed technology within training courses with care because it provides some genuine advantage, it is clear that we will be fooling no one.

Conclusion
The beauty of technological tools is that they have enabled the development and delivery of modules of training that meet the specific (and evolving) needs of different individuals and organisations. The danger comes when we employ technology for its own sake, rather than to complement, or support other forms of learning. Technology looks good, and promises much, but if there is no actual substance, it ultimately leads to disappointment and disengagement. As with all methods of delivery, technological tools should be used wisely according to a specific need – and as part of a programme linked to key performance indicators.

While technology can do a lot, it can’t instil that initial desire to succeed, which every learner needs. As always, the onus is on the training provider to ensure that training courses are carefully constructed, using a variety of resources, all designed to achieve the right objectives. Technology should be harnessed to host and deliver the learning for which we have always strived – it should not be allowed to take the reins itself.     

Further information
1    Wikispaces – www.wikispaces.com   
2    The Mobile Learning Network – www.molenet.org.uk
3    Becta, a government body promoting technology in learning – www.becta.org.uk
4    Qualifications and Credit Framework – www.qcda.gov.uk/qualifications/60.aspx   
5    The technology hype cycle – www.gartner.com/pages/story.php.id.8795.s.8.jsp

Gary Fallaize is managing director of RRC Training.