Proposal for the Re-Design of the WorkNet Content Management Training Program

Proposal for the Re-design of

WorkNet Content Management
Training Program

Barbara K. Howrey

Indianapolis, IN

Correspondence concerning this article should be address to

Barbara K. Howrey, WellPoint, Inc., 220 Virginia Avenue, Indianapolis, Indiana 46204

Barbara Howrey Page 110/17/2018

Proposal for the Re-Design of the WorkNet Content Management Training Program

WorkNet Content Management Training

Overview

WellPoint is the nation's leading health benefits company serving the needs of approximately 35 million medical members nationwide. One in nine Americans receives coverage for their medical care through WellPoint's affiliated health plans through our broad range of medical and specialty products. WellPoint is licensed as Blue Cross or Blue Cross Blue Shield in 14 states: California, Colorado, Connecticut, Georgia, Indiana, Kentucky, Maine, Missouri, Nevada, New Hampshire, New York, Ohio, Virginia, and Wisconsin.

WellPoint, Inc. owns multiple external-facing internet sites for conducting business with customers, employers and investors. For its 44,000+ employees, WellPoint has one main intranet which has more than 1125 individual department/business area internal websites. The eBusiness Intranet team, of which I am a member, is responsible for the corporate intranet. We are a technology team whose primary focus is to support our intranet and IT projects, such as the redesigning and restructuring of our intranet as well as developing new applications and tools for other business areas of our company.

Background

Why We Train

In 2005, Anthem Blue Cross Blue Shield of Indiana and its subsidiaries merged with WellPoint of California as well as Empire Blue Cross Blue Shield of New York and Trigon Healthcare in Virginia. The eBusiness team was given the tasks of merging the 4 separate corporate intranets into one cohesive intranet. A web content management (CM) tool called Stellent was purchased and the new corporate intranet design, standards, guidelines and governances were determined. A training program was created to train users on how to use Stellent.

Who We Train

Beginning in late 2005, it was necessary for us to contact all the existing website owners and inform them they had to rebuild their existing sites onto the new corporate intranet. We were required to get any potential contributors through a training program that would give them enough information to get them started in building their site. The process required fast turn around. We trained them on how to build their site structure, use the CM tool and launchtheir sites.

How We Train

Before users are allowed access to the tool to work on a website, they have to go through our training, which is 2 ½ hours long and is conducted through via web conferencing. The participantsare at various locations across the country. Using their computers, they are connected to a live, synchronous meeting while listening on a conference call as we, the trainers, discuss and demonstrate how to perform multiple tasks in a technology-based tool.

Table 1: Current Objectives/Timetable for the Training

Material covered: / Type of content / Length of Time
Welcome/Review Agenda / General Information / 5 Minutes
Review the intranet standards, policies, procedures and governances / General Information / 30 Minutes
Give an overview of good usability practices / General Information / 10 Minutes
Discuss security/access concerns / General Information / 10 Minutes
Demonstrate how to use the content management application / Technology Instruction / 90 Minutes
Provide advice/guidance on site design and layout / Individual Guidance / 5 Minutes

The Problem

As we conduct the training, there is usually not much communication back and forth. We ask the occasional question and wait for a response. There is no hands-on interactivity and we do not have any mechanism in place for tracking the results of our training to see if the necessary knowledge or skills were transferred.

After each training session, we spend a lot of time doing one on one coaching. We walk them through steps on how to do the various tasks that we spent 2 ½ hours training them on. We constantly find that the intranet standards, policies, procedures and governances are not being maintained and good usability practices are not followed. The problem lies in that we are not training in a manner suited to the adult learner.

How Adults Learn

There are many theories on adult learning styles. Behaviorists theorists recognize that rewarded behaviors tend to be exhibited more often than unrewarded behavior; thus better instruction is one which learnerspractice and provides positive reinforcements for correct responses (Allen, 2007, p. 40).

Cognitive theory notes that it is easier to remember information or instruction if it has context or meaning. In situated cognition, the learning process and the situation in which it will be used are integral to the entire learning process (Merriam and Caffarella, 1999, p. 241). “. . . adults are not inclined to engage in learning unless it is meaningful” (Merriam and Caffarella, 1999, p. 397).

Constructivists’ theory suggests that we need to construct our own representation of how things work. Knowledge is constructed, not transmitted and that knowledge construction comes from activity (Allen, 2007, p. 42).

Is There a Need?

In order to determine if our training could use improvement, I developed a survey which was sent to 31 past participants of our last six Basic WorkNet CM Training classes (see Appendix A for Training Survey). We received 9 survey responses back. The results indicated that the participants enjoyed the class, but the class covered too much material and they would prefer hands-on activity (see Appendix B for Training Survey Results).

Purpose of the eLearning Change

Models of elearning

There are many forms and classifications of e-learning. In order to clarify the type of e-learning we currently utilize and what this proposal is recommending, it is helpful to classify e-learning into models that are easy to understand. According to Kenneth Fee, e-learning can be classified into five models (Fee, 2009, p. 23) which are listed in Table 2.

Our Current Model of e-Learning

Our current training utilizes Model 4 through the synchronous training program. We also provide online learning tutorials to support specific tasks (Model 5) through a “How Do I . . .” section on our training website. Our current training is strictly “show & tell.” We do not include any polling, quizzes, or hands-on activities.

Table 2: The five-models of e-learning

Model 1 / Online courses / Exclusively online
Model 2 / Integrated online and offline learning / Learning programs that integrate online learning with offline activities
Model 3 / Self-managed e-learning / Online learning resources provided for self-managed learning
Model 4 / Live e-learning / Synchronous online learning events involving learners in multiple locations
Model 5 / Electronic performance support (EPS) / Work-based online learning to support specific tasks, systems or operational procedures.

Note: Adapted from “Delivering E-Learning,” by Fee, Kenneth, 2009, p. 23, Copyright 2009 by Kogan Page

Learner Centered Training

Our training needs to be more learner-centered. Research indicates that adults prefer learning that is participatory and active over lengthy periods of passive listening and viewing (Wynne, (n.d.), Characteristics of Adult Learners). Situations where students and instructors interact and share dialogue or where exercises and experiences are used to bolster facts and theory are best for adults learning (Billington, 1988, Seven Characteristics of Highly Effective Adult Learning Programs).

A study conducted by New Horizon for Learning found that the one of the types of learning that stimulates adult development is self-directed learning, where students take responsibility for their own learning(Billington, 1988, Seven Characteristics).

Why Change Now?

The task of merging the 4 intranets is complete. The participants that we are training now will be updating existing sites. We no longer have the push to get people through the process as quickly as possible.

In addition, over the last year, the eBusiness intranet team has been working on a new design for the intranet. This new design will require new content templates, new functionality on existing templates and revised standards and governances for the intranet’s new look and feel. All the existing contributors will have to be re-trained on these new templates and governances.

All of our existing training materials, job aids and process will need to be re-written. Instead of using the same model we have been using for the last 4 years, we have an opportunity to introduce an improved training experience for all existing and new contributors. Before we can begin to incorporate the new intranet design content into our training, we need to redesign our current training model first. Once we succeed with that, we can use this model in the new intranet design when needed; whether in six months or a year.

Goals

I would like to develop a WorkNet Content Management eLearning program that will provide blended learning for the contributors by offering short, self-managed modules and add hands-on interactivity to the synchronous class.

Proposed Model of e-Learning

Model 3

Before attending the basic, live synchronous class, a pre-requisite could be established requiring that all participants must complete a self-managed learning course on topics such as standards, policies, procedures and usability. In addition, self-paced tutorials can be utilized whenever there are changes to policies or procedures, an upgrade to the tool, or when there are design changes to the intranet that could affect contributors and how they do their work. Contributors can access the self-managed modules on their own time, or “stop” and “start” whenever they need to, making it more convenient. There would be quizzes or assessments at the end of each module so they can get immediate feedback on their performance.

Model 4

The next step in the e-learning program would be the live synchronous class. This class would be redesigned to allow more hands on from participants. This will allow the trainers to get immediate feedback on what tasks the participants do not know or understand how to do. Making this module hands-on should reduce the amount of after class one-on-one coaching significantly.

The advantages and disadvantages of Blended Model of e-Learning

Advantages

  • Convenient for participants. The self managed module would be on-demand e-learning and can be accessed at anytime by the contributors.
  • Immediate Feedback on progress. In both the self managed and live modules, the contributor will receive immediate acknowledgement of their performance.
  • Consistency in content and course delivery. Each participant will have access to the exact same information through the self-managed module.
  • Better synchronous training. With hands-on synchronous training, more time and emphasis can be placed on skill learning and practice.
  • Better use of time. With more emphasis on skills practice, this should reduce the amount of time spent on one on one coaching.

Disadvantages

  • Comfort level with hands on training. There are 3 trainers that would need to learn how to do hands-on training in an online technology based platform.
  • Developing self-managed modules. I am the only person with the software to create tutorials of this nature. Work would need to be distributed so that it doesn’t all fall onto my shoulders.
  • Time/Resource Constraints. With other projects our team has, finding the time and resources to get this done will be difficult.

Barbara Howrey Page 110/17/2018

Proposal for the Re-Design of the WorkNet Content Management Training Program

Overview of Proposed Program

Action Oriented Program/Real Work Activities/Immediate Feedback.

Applying the performance based methodology outlined in Michael Allen’s book, “Designing Successful E-Learning”(2007), I would like to develop a WorkNet Content Management e-learning program utilizing an informal, blended learning method that consist of three phrases; pre-instruction phase, instruction phase and performance phase (Allen, 2007, p. 63).

Pre instruction - Prerequisite for Live Instructions

When working with adult learners, you have to take into consideration that, unlike very young children, they are not blank slates. They have various levels of confidence, expectations, readiness and preferences about learning (Allen, 2007, p. 74). They may not know anything about how to build a website or how to use the tool, but our contributors already use the corporate intranet, so they are familiar with some of the design concepts, usability requirements and standards even though they may not have thought about them.

We can take something they are already familiar with and help them analyze it, but at a deeper level and from the new perspective as a contributor to the intranet. Allen emphasizes that “the period preceding instruction is an important time for (re)settings expectations, energizing learners and preparing them to learn” (Allen, 2007, p. 64).

The pre-instruction phase allows the participants to begin to review what they already know to identify situations for which certain behaviors are or are not appropriate. This recognition is essential for effective learning to occur. Thus, even in the pre-instruction phase interactivity is used, but the focus is on information and learning experiences designed to help learner prepare for making behavior changes (Allen, 2007, p. 74).

Live Instruction - Cognitive Apprenticeship Model

After reviewing many learning methodologies and models, I have determined that our current instruction uses a cognitive apprenticeship model “where students can observe, enact, and practice (…) with help from the teacher. . .” (Wikipedia, Cognitive Apprenticeship, para. 2). The cognitive apprenticeship model consists of 5 phases (Merriam and Caffarella, 1999, p. 244).

Phase 1 - Modeling

The instructor performs the real-life activity, while the learner observes.

Phase 2 - Coaching

The instructor provides coaching to the learner while the learner practices the activity.

Phase 3 - Fading

The instructor decreases coaching while the learner continues to practice the increasing difficult activities.

Phase 4 - Self-directed Learning

The instructor provides assistance when requested.

Phase 5 - Generalizing

The instructor and learner will discuss the general concepts.

During the live, synchronous class, we model the tasks we want the participants to learn. Coaching occurs after the class is over and participants are given access to the tool. Coaching is done through one-on-one phone conversations. Eventually, less assistance is needed.

In the Instruction phase of the program being proposed, the modeling, coaching and fading would all be part of the live synchronous class which allows the instructor to provide immediate feedback on performance.

Performance Phase - Follow Up/Spaced Events

After the Pre-Instruction Phase and the Instruction Phase, the learner must move into the performance phase. This phase transforms the information and knowledge into skill and results. According to Allen, learners often find reminders, checklists, recurrent training and feedback systems of great help (Allen, 2007, p. 75). Two methods for the Performance Phase are post-class follow up or spaced training events.

Follow Up

According to Wayne Goldstein (2005, Building an e-Learning Strategy thatKeeps Pace with Business Dynamics), “without keeping an eye on successful implementation of newly gained knowledge and skills, the initiative will fail to bring forth desired training outcomes.” Goldstein (2005) reports that without reinforcement 87% of new knowledge and skill is lost within the first 60 days after training. Organizations that engage in proactive follow-up in the days and weeks immediately following training achieve the best results for increased knowledge-to-application transfer (Goldstein, 2005, p. 6).

Monitoring new contributors can be done through the use of the Subscription function in the WorkNet CM tool. As the contributor makes updates to the site, the administrator receives an email notification. The administrator can verify that the contributor is creating content correctly, following governances and standards and provide feedback to the contributor through email or by phone.

Spaced Training Events

Spaced training events are defined by Allen (2007) “as the distribution of learning events over time.” According to Allen (2007), “learning time is more efficient (less total time is required) and learning is retained for a longer period of time” (Allen, 2007, page 76).

Spaced training events could be done by taking the synchronous class and dividing it into two shorter classes, held two weeks apart. After the initial training, participants would be given access to a “Sandbox” where they could practice. They would then return for the second half of the class to complete their training.

Audience Analysis

Setting

The self-managed modules will be hosted on the corporate intranet and accessed through a network connection or secure VPN.

The webinars are conducted using Microsoft’s Live Meeting with a toll free conference call line. WellPoint requires that all associates use Internet Explorer 7 along with Windows Media or Flash Players and screen resolutions are either 800 X 600 or 1024 X 768.

Learners

Demographics:

Based on the survey results (see Appendix C Training Survey Background Information).

Profession:20% - Administration (Claims, Customer Service, Medical Billing, Etc.)
30% - Business Professionals (Project Managers, Finance, Corp Communications, Legal, HR, Etc.)
50% - Information Technology (Business Analysts, eBusiness, Network Operations)

AgeRange:26-45

Educational:High School graduate with the majority having a BS/BA

Gender:60% women, 40% men

Ethnicity: Did not ask

Expectations of Participants

The participants attend our training with an immediate need to build a site or to assume responsibility for a site. It is extremely important for them to be able to apply what they learned in the training immediately to their own website.

Technology Skill Level

Most of the participants have some technology skills since all associates at WellPoint use PC’s in their daily jobs. Our corporate approved software is Microsoft applications, Sharepoint, certain proprietary software, etc. Approximately 60% of those surveyed had experience with building web pages using HTML mark up language.