The ever-evolving access to new or improved technology can be challenging for employees to keep abreast at the workplace. Job dissatisfaction or even frustration may occur when employees are mandated to learn a new system, technology, or software when they are accustomed to their current tools. Based on this context in my organization, six design principles have been created for cultivating positive employees’ learning experience on new technology through my reflection and learning in this course.
“Design Principles are a set of considerations that form the basis of any good product.”
(Brignell, n.d.)
Brignell [Online image]. http://2019.uxbristol.org.uk/speakers/
- Understand Your Audience
Many technology training programs such as Microsoft and Sharepoint are delivered to an audience comprised of different demographics in terms of job role, and diverse populations of age, education, experience, and expertise. According to Knowles’ adult learning theory, each training participant comes with different learning preferences and motivations who wants to learn in a way that resonates with them (Bouchrika, 2021). Understanding the needs of the training audience through an audience analysis helps overcome barriers to succeed as well as which instructional design models and training methods will be most effective (Gelhaus, 2018).
2. The Influence of The Trainer and The Course are Equally Important
Technical training courses are sometimes instructed by subject matter experts (SMEs) who may lack training techniques for adult learning (Williams, 2001). Weak trainer skills will reduce the learning results even for a well-designed course (Sweezie, 2018). It is also common that the technical training courses focus on content and not on the instructional design because the trainers were under pressure to get the training ready for the roll-out of the new software application. Both the teaching skills of the trainers and instructional design of the courses are vital for influencing the effectiveness of the learning experience.
3. Relevance of The Experience
Over-training such as lengthy training sessions, and strenuous training demands without clear direction from the organization can increase stress in employees and squander learning resources (Creighton, 2018). While incorporating training into employees’ busy workflow can be a challenging task, microlearning allows employees to learn training material in segments when it is most convenient to them. Training is also more effective when the learner has a strong desire to learn and that the training addresses knowledge gaps and applies learning immediately (O’Donnell, 2017).
4. Design with Diversity and Inclusion Awareness
Individuals at workplaces are diverse with respect to their background, cultural and gender identity, abilities, learning preferences, and other characteristics (Burgstahler, 2021). By recognizing the importance to account for diversity and inclusivity when designing, “learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors” (FNESC, n.d.). Engaging the Universal Design for Learning (UDL) method with the goal of providing all individuals (with or without disabilities) equal learning opportunities reduces barriers in instruction, and satisfies learner’s needs and expectations (McNichols, 2016).
5. Transparency in Training
Believing everyone can make a performance difference with the application of learning is essential. Open business meetings and communication about the training allows stakeholders to identify errors, solve problems, and suggest better alternatives (CDDO, 2012). Through the Learning and Management System (LMS) reporting software, employees can report on their own training progress and development goals, which in turn cultivate learning motivation and support training compliance (Tannian, 2022).
“If we think we can accomplish training goals with a one-and-done approach, we will fail.”
Sanders, 2019
6. Learning Sustainability
Do not deploy a piece of software and provide no support to learners after the initial training phase. Learners’ skills and knowledge start depreciating when they leave the training session as the amount of information human beings can remember is strictly limited by the immediate memory span (Miller, 1959). For learning to be sustainable, it is important to reinforce the information periodically and encourage employees to put their skills into practice. Post training activities such as coaching and mentoring between SMEs, work champions and employees allow successful learning transfer and maintenance (Mager-Lightfoot, 2018).
References
Bouchrika, I. (2021, January 24). The andragogy approach: Knowles’ adult learning theory principles. Research.com. https://research.com/education/the-andragogy-approach
Brignell, B. (n.d.). Design Principles. Design Principles. https://principles.design/
Burgstahler, S. (2021). Universal design: Process, principles, and applications. DO-IT. https://www.washington.edu/doit/universal-design-process-principles-and-applications
CDDO. (2012). Government design principles. GOV.UK. https://www.gov.uk/guidance/government-design-principles
Creighton, K. (2018, August 10). Over-training in the workplace and how to avoid it. HR Daily Advisor. https://hrdailyadvisor.blr.com/2018/08/10/training-workplace-avoid/
FNESC (n.d.). First people’s principles of learning [Poster]. http://www.fnesc.ca/wp/wp-content/uploads/2015/09/PUB-LFP-POSTER-Principles-of-Learning-First-Peoples-poster-11×17.pdf
Gelhaus, N. (2018, March 8). Using training audience analysis to inform training design. ELearning Industry. https://elearningindustry.com/training-audience-analysis-inform-use-training-design
Mager-Lightfoot, S. (2018, November 1). Sustaining training’s impact: A learning leader challenge. Training Industry. https://trainingindustry.com/articles/professional-development/sustaining-trainings-impact-a-learning-leader-challenge/
McNichols, D. (2016). Universal design for learning: Out of the classroom and into the corporate world. Training Industry. https://trainingindustry.com/magazine/issue/universal-design-for-learning-out-of-the-classroom-and-into-the-corporate-world/
Miller, G. A. (1959). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 101(2), 343–352. https://doi.org/10.1037/0033-295x.101.2.343
Sanders, L. (2019, August 15). Sustainability in training design and delivery. Training Industry. https://trainingindustry.com/articles/content-development/sustainability-in-training-design-and-delivery/
Sweezie, J. (2018, September 13). How can I improve dull and boring training? Friesen, Kaye and Associates. https://fka.com/how-can-i-improve-dull-and-boring-training/
Tannian, M. (2022, August 1). How to improve training transparency with LMS reporting. NEOGOV. https://www.neogov.com/why-neogov/development/improve-training-transparency-with-lms-reporting-and-tracking
Williams, S. W. (2001). The effectiveness of subject matter experts as technical trainers. Human Resource Development Quarterly, 12(1), 91–97. https://www.proquest.com/docview/234904707/abstract/511735A064AE4561PQ/1
Hi Megan,
A great read; I’m bookmarking this! The one principle that really resonated with me was the one on transparency. This is something I commented on as well for this assignment. There is definitely a lack of it in my work place and something that I don’t yet know how to address. I feel that when there is transparency in the workplace, employees are more likely to feel comfortable sharing their thoughts and ideas, which can lead to better problem-solving and decision-making. What was your motivation for including it?
Hi Marion,
Thanks so much for your comment. Yes, I 100% agreed that people tend to share their thoughts and ideas when there is transparency at the workplace. For example, in one of our software training programs, stakeholders always wanted to be notified for upcoming changes. This way they can spot errors and solve problems before the official deployment. End users also appreciated open communication and be part of the process. Keeping things transparent can reduce confusion and encourage a more cohesive culture.
Hello Megan,
I appreciate your thorough writing, dynamic illustration, and extensive reference list about design principles for training employees on new technologies. I am curious to learn more about how learning is sustained in your context. Is there a formalized plan for this? Or is it mostly by champions and employees (peer learning)? Are there time and resources allocated to learning sustainability?