TRAINING ANALYSIS

Training Analysis

Training Analysis

These days, training of adult students in educational environments is an integral part of personality and skill development in America. For adult students, technology-based training uses computer-based tools to enhance the training process (Link, Armsby, Hubal, and Guinn, 2006), typically by involving facilitators actively rather than passively. In my experience it is hard fact of life rather than fictional. For facilitator like me, technology-based training is usually used to build and sharpen interviewer skills, particularly skills required for successfully interacting with survey respondents. Traditionally, interaction-skills training relied on peer-to-peer role playing or passive learning through videos. Technology-based training, in contrast, facilitates self-directed learning with rich media sources and abundant learner-assessment and remediation options. The benefits of technology-based training for survey research include (a) reduced learning time; (b) reduced or eliminated travel time and expense; (c) improved consistency by capturing and replicating best practices and expert knowledge; (d) increased availability of training (with just-in-time access on personal computers in any location); (e) enhanced productivity by decreasing on-the-job error rates and reducing reliance on on-the-job learning; and (f) increased ability to adapt to interviewers' knowledge, experience, learning style, and motivation.

I have mostly applied, some technology-based training programs, which were based on a programmed learning model: Information was delivered through multimedia (text, graphics, video, and narration), and my understanding of the material was tested through multiple-choice questions and other basic evaluation methods. My approach usually involves breaking large blocks of training content into discrete modules that can be searched electronically and then studied by the trainee in a short time. Breaking down a skill into many component parts allows users to gain competency quickly. Learning objectives also help users who need to brush up on a skill when they are back on the job (Taylor, Marienau & Fiddler, 2000). Facilitators can ...