Using Software in Training
Diarmuid Hayes of software supplier Micromail explains to First Train’s Paul Golden how software used for training purposes fall into two categories
Despite recent advances in information technology and e-learning, face-to-face or classroom training is still immensely popular. Bearing this in mind, software developers have found ways of tailoring technology to make trainers more efficient, either in the delivery of their course matter or the monitoring of trainee performance.
Blended learning solutions are becoming increasingly important in software designed for face-to-face or classroom training. Educational software is being treated as part of the overall training solution and not as a stand-alone solution, with tutor resources within the software linking it directly to activities in the classroom.
In this way, “a continuum of learning is provided, which facilitates the important social aspect of learning between tutors and learners and also between peers,” explained Brendan O’Sullivan, chief executive officer ThirdForce.
“We are also seeing an interest in initial diagnostics and pre-training assessments, which allow for the creation of individual learning plans for each user. Informal ways of learning are also becoming increasingly popular –examples include communities of practice, blogs and forums. An extension of this is the trend for learners to personalise content through RSS (really simple syndication) feeds, blogs, podcasts etc. We have also witnessed the use of immersive game environments in training, which is another positive development.”
When asked what they are looking for from a software package, trainers will typically refer to a good graphical interface, ease of use, quick key facilities and simple access to context sensitive help. Louise Church, Director of Sales and Marketing at software & training development company Olas identified the following significant current training software trends:
· Classroom - software driven presentations such as Netops where the tutor can slave the participants PCs for demonstrations. This is much easier on the eye and excellent for visually impaired participants.
This software also enables the tutor to monitor participants’ PCs while they carry out hands on exercises
· Blended Training - where e-learning modules are used in conjunction with traditional tutor-led modules and feed into a learning management system [LMS]
· Online quizzes - to ensure knowledge transfer and easy collation of results, often into an LMS
· Online evaluations - easier to fill in and easy collation of feedback for analysis, again potentially to an LMS
As well as improving the delivery of training, these developments make it easier for companies to analyse the return on investment from their training initiatives, which is becoming increasingly important in the ever-increasingly competitive training environment.
Olas has developed a number of systems for legal firm FR Kelly and has delivered desktop training for its staff in most of the MS Office products. Computer services manager Colm Carberry says the software has made a great difference to the way training is delivered within the company.
“We have found that if you don’t have a body to stand in front of people it is hard to get them motivated. The software is a very useful tool for the person delivering the training and it allows the trainees to see what they are learning on screen and try it out afterwards. Having a trainer creates a more comfortable environment for people who are using automated processes.”
So what else do trainers typically look for from a software package? “The commercial reality for all organisations is that training software must be reasonably priced,” said Brendan O’Sullivan. “It is important for training managers to beware of false economies and to remember not to base their final decision on price alone. As a rule of thumb, you will usually get what you pay for.”
Trainers typically look for evidence of previous experience of the software provider in addressing training within their particular sector. This evidence could take the form of written references or a request to speak to previous customers directly.
ThirdForce’s chief executive office warns that trainers don’t want to have to provide a lengthy induction programme, but rather want to get their learners started as quickly as possible. “We live in the age of the Xbox and the Internet and users will quickly lose interest in training packages that are not engaging and interactive.”
A simple and clear interface design is vitally important so that the user is not visually overloaded.
Inbuilt assessments enable trainers to automatically assess skills level before, during and after the training. “This allows them to focus on other priority tasks and provides evidence of effectiveness of the training and accurate information on the return on investment,” he added.
Software used for training and educational purposes falls into two categories, explained Diarmuid Hayes of software supplier Micromail. “Firstly, software that controls students’ workstations and is used by the lecturer/ teacher as a teaching tool (like the old fashioned blackboard) on site. In this instance, there are a number of applications available that allow the trainer to monitor and control the trainee’s/students’ workstations during the session.”
An example of such a product is NetSupport School, which is being used by FÁS to manage the learning process in networked classrooms. “We needed to keep control over the trainees use of computers, keeping them focused on the training programme. NetSupport helped by limiting access to programmes and the Internet,” explained FÁS instructor David Sally. FÁS teachers and trainers use the product to improve classroom instruction by centrally instructing their students on their PCs, maintaining attention by monitoring application and web usage and saving time by quickly polling the class and showing instant results. All screen, keyboard and mouse activity on a student workstation can be recorded to review later or replay to the whole class.
NetSupport School is a ‘software only’ solution, so no additional hardware is required. Two key components were supplied by Micromail to FÁS – the tutor (control) software used by the teacher and the student (client) software, which is installed on each PC in the classroom. The tutor software locates and interacts with the classroom PCs using the existing network.
“Before we put NetSupport School in place, we had a number of what you might call ‘nasty incidents’ in the class,” said Sally. “It was very difficult to control and monitor the sessions. Now the students know they are being monitored and get on with their work. Through use of the lesson plans, it is very easy to control their activities. Basically, the software keeps them focused.”
Diarmuid Hayes’ second category is software that offers web conferencing and connects one location to another, for example for a remote e-learning solution. “Much training now needs to take place across countries and continents and face-to-face training is not a cost effective or efficient option,” said Hayes. “Web conferencing/training products fulfill this requirement.” Hayes continues by explaining “the product we are most familiar with is Adobe Acrobat Connect Professional (formerly Macromedia Breeze). This allows companies or academic institutions to train or teach employees or customers or students more effectively and efficiently with their rapid training and web conferencing solution.”
When asked how much importance is placed on localising software packages for individual markets or companies, Louise Church advised companies to go down the generic route. “Our advice is to choose software that can be implemented in its ‘vanilla’ format. While there is often some localisation required, the greater the customisation the longer the implementation period and the greater the cost. Furthermore, from a training perspective, generic training materials cannot be used and specific materials need to be designed and developed when localisation occurs.”
According to Diarmuid Hayes, most packages do not even take the localisation option into account. “Most training packages are very flexible and in our experience are not localised for an individual market or geographical location.”
Brendan O’Sullivan reckons it really depends on the market. “Our experience to date has been that it is very important, especially in non-English speaking markets where language, culture and religion play a key role. Very often, without localised software, you will have no chance of breaking into a market – and it is not just about translating the content from one language to another. There are many things to consider, particularly the graphics and imagery used around numbers, time, dates, addresses, names and terminology.”
ThirdForce has localised and translated its ECDL (European Computer Driving Licence) testing software, which it sells in Ireland and the UK, for the Arabic and Spanish (Chile) markets. In the Middle East, it was tasked with developing two versions of the same product to accommodate two different regions with different dialects. “We also had to address the cultural differences and adjust our software as required,” added O’Sullivan.
In conclusion, though e-learning hasn’t replaced ‘chalk-and-talk’ as the primary training medium, trainers will increasingly be expected to supplement their delivery models with stand-alone or blended software options.
