Taking on Training
Computerscope Article 1 for September issue on Training 1993 (text: 952 words)
While it might appear sacriligeous these days to issue any warnings about educational or training offerings, given their growth in recent years, I will stick my neck out and do just that, in an effort to introduce a (to my mind much needed) sense of proportion to the whole area. Much of what follows applies to most kinds of training, but I am specifically concerned with training in the area of IT.
So, what is the problem, or problems with training, as I see it? Well, first of all, we need to understand what the problem is, before we can discern the need for specific training to alleviate the problem. Let me hasten to add that I have been an ardent advocate of the need for organizations to invest in their labour force so my argument is not one that denies the need for improving the skills and competencies of our workforce. Rather what I am arguing against here is a mentality concerning the notion of Education and specifically Training and what it implies that I have come across too often in a variety of circles, both end-user organizations and training suppliers, in a several countries. Let me outline below some of the aspects of this problematic approach that I refer to, any one of which is detrimental to the development of a proper training programme in an organization.
Problem 1: Training seen as a reward for excellent work performance
While there is nothing wrong with rewarding people who perform well in an organization, sending such people off on "training" courses - with the implied assumption that they may not learn much, but at least they can have some justified "R&R" (rest & recreation) - is not likely to increase the status of training courses in an organization. In such cases, training is often minimally relate to actual need.
Problem 2: Training seen as a once-off experience
If we are to take concpts such as "the learning organization" - much in vogue at present - in any way seriously, we must realise that learning and training is an ongoing process for all staff at all levels in the organization, and not something that can be done once and then ignored. Followup is required.
Problem 3: Training focused on system features
This particular problem is rife within almost all training organizations. People who are trainers focus on the fancy but intricate features of the particular system being studied, often without due regard to the frequency with which trainees might ever be required to use such features in their daily work. Since a key feature of successful learning is motivation on the part of the learners, by orienting the training on scenarios or routine tasks (and difficulties) experienced by people in their daily work, and how the system can help the in such tasks, the problem of motivation usually disappears.
Problem 4: Training as something that is always done "outside"
While there are many situations where the involvement of external parties in training is the most appropriate course of action, it is incumbent on organizations to realise that training can often be accomplished within the organization, often with the assistance of line staff on an informal basis. In fact, since much learning that is required is context specific, having co-workers provide some of the training and support can be the most successful strategy for successful diffusion of pertinent knowledge through the organization. An important point here for more senior management is to pay attention to the emergence of informal experts in particular domain areas within the organizationso that they can be nurtured and given space to assist their co-workers.
Problem 5: The rhetoric of "computer literacy"
While this issue deserves an article to itself, I would briefly like to point out that in my view the whole concept of "computer literacy" is fraught with problems. It is not at all clear what are the key concepts supposedly underpinning this notion, and "computer literacy" courses can cover anything and everything. Returning again to our theme of education and training relevant to people’s daily work tasks, it is not at all clear that workers benefit from such generic level courses. Nor is it clear that in general people need to understand the inner workings of computers in order to be able to successfully use spcific computer applications.
Problem 6: The ( even worse) rhetoric of "technophobia"
Whatever the possble merits in some computer literacy training, it would appear that courses to supposedly reduce "technophobia" among certain workers have even less going for them. For starters, the whole idea of "technophobia" is an attempt to psychologize a person who may have quite rational and consistent arguments as to their reluctance to use new technology. Such obvious concerns as job security, and loss of their work status due to their valued expertise on "the old way of doing things" spring to mind. Attempting to answer these concerns by labelling people as having a supposely well-grounded psychological disorder does not augur well for the solution of the problem.
In sum, organizations that purchase training for their workers need to be clear about the objectives of the course, the suitability and motivation of those taking the course, and the relevance of the training programme to the daily work of the trainees. Training organizations need to be aware of the nature of the specific organizations they are providing their service to, and tailor their material accordingly, in order to ensure the relevance of their material. Finally, training should be seen as an evolving and continual process both for individuals within an organization, and for the organization as a whole.
Dr. Liam Bannon is Director of the Centre for Research in Computer Supported Cooperative Work (CSCW) at the University of Limerick. Trained in psychology and computer science, he has worked in North America and continental Europe for many years. His research and consulting interests focus on emprical studies of use of groupware, user interface design, and human and organizational issues in the development and implementation of IT. He is the author of numerous books and articles in these areas. Contact: Phone: (061)-353644: Fax: (061) 330876: email: bannonl@ul.ie
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