The blended learning book

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bers14381_fm.qxd 8/6/04 10:49 AM Page v The Blended Learning Book Best Practices, Proven Methodologies, and Lessons Learned Josh Bersin bers14381_fm.qxd 8/6/04 10:49 AM Page ii bers14381_fm.qxd 8/6/04 10:49 AM Page i About This Book Why is blended learning important? Developing effective e-learning programs is difficult and complex There are a dizzying number of tools, technologies, and approaches “Blended Learning,” the integration of e-learning and instructor-led approaches into a seamless program, has become a critical paradigm for training professionals This book will help training managers, program managers, executives, and developers understand the principles, best practices, and proven methodologies for blended learning What can you achieve with this book? This book walks you through the entire process of blended learning in detail It defines blended learning, fits blended learning into today’s training environment, and describes each step in defining, budgeting, building, managing, and measuring blended learning programs How is this book organized? The book is built on six years of research into successful, innovative, and challenging blended learning programs It walks the reader through the design, budgeting, development, and management process and is filled with real-world examples and case studies to give the reader specific best practices Every chapter has a set of “lessons learned,” which can be applied directly to the job bers14381_fm.qxd 8/6/04 10:49 AM Page ii bers14381_fm.qxd 8/6/04 10:49 AM Page iii About Pfeiffer Pfeiffer serves the professional development and hands-on resource needs of training and human resource practitioners and gives them products to their jobs better We deliver proven ideas and solutions from experts in HR development and HR management, and we offer effective and customizable tools to improve workplace performance From novice to seasoned professional, Pfeiffer is the source you can trust to make yourself and your organization more successful Essential Knowledge Pfeiffer produces insightful, practical, and comprehensive materials on topics that matter the most to training and HR professionals Our Essential Knowledge resources translate the expertise of seasoned professionals into practical, how-to guidance on critical workplace issues and problems These resources are supported by case studies, worksheets, and job aids and are frequently supplemented with CD-ROMs, websites, and other means of making the content easier to read, understand, and use Essential Tools Pfeiffer’s Essential Tools resources save time and expense by offering proven, ready-to-use materials—including exercises, activities, games, instruments, and assessments—for use during a training or team-learning event These resources are frequently offered in looseleaf or CD-ROM format to facilitate copying and customization of the material Pfeiffer also recognizes the remarkable power of new technologies in expanding the reach and effectiveness of training While e-hype has often created whizbang solutions in search of a problem, we are dedicated to bringing convenience and enhancements to proven training solutions All our e-tools comply with rigorous functionality standards The most appropriate technology wrapped around essential content yields the perfect solution for today’s on-the-go trainers and human resource professionals w w w p f e i f f e r c o m Essential resources for training and HR professionals bers14381_fm.qxd 8/6/04 10:49 AM Page iv I would like to dedicate this book to my wife, Heidi, who put up with the long nights and early mornings I spent researching, writing, and editing this manuscript Her continual support made it possible to complete a work of this magnitude bers14381_fm.qxd 8/6/04 10:49 AM Page v The Blended Learning Book Best Practices, Proven Methodologies, and Lessons Learned Josh Bersin bers14381_fm.qxd 8/6/04 10:49 AM Page vi Copyright © 2004 by John Wiley & Sons, Inc Published by Pfeiffer An Imprint of Wiley 989 Market Street, San Francisco, CA 94103-1741 www.pfeiffer.com No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-646-8600, or on the web at www.copyright.com Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, 201-748-6011, fax 201-748-6008, e-mail: permcoordinator@wiley.com For additional copies/bulk purchases of this book in the U.S please contact 800-274-4434 Pfeiffer books and products are available through most bookstores To contact Pfeiffer directly call our Customer Care Department within the U.S at 800-274-4434, outside the U.S at 317-572-3985 or fax 317-572-4002 or www.pfeiffer.com Pfeiffer also publishes its books in a variety of electronic formats Some content that appears in print may not be available in electronic books ISBN: 0-7879-7296-7 Library of Congress Cataloging-in-Publication Data Bersin, Josh The blended learning book:best practices, proven methodologies, and lessons learned / Josh Bersin p cm Includes bibliographical references and index ISBN 0-7879-7296-7 (alk paper) Employees—Training of Employees—Training of—Computer-assisted instruction Internet in education Computer-assisted instruction I Title HF5549.5.T7B4815 2004 658.3'124—dc22 2004006426 Acquiring Editor: Lisa Shannon Director of Development: Kathleen Dolan Davies Editor: Rebecca Taff Senior Production Editor: Dawn Kilgore Manufacturing Supervisor: Bill Matherly Printed in the United States of America Printing 10 bers14381_fm.qxd 8/6/04 10:49 AM Page vii Contents Introduction Chapter One : How Did We Get Here? The History of Blended Learning xiii The Evolution of Technology-Based Training Instructor-Led Training Mainframe-Based Training Satellite-Based Live Video The PC CD-ROM Era Development of Learning Management Systems and AICC Enter Web-Based Training: The First Generation 10 Today: A Wide Range of Options 12 Lessons Learned in This Chapter 12 Chapter Two: The Business of Blended Learning 15 The Issue of Limited Resources 16 Portfolio Management: Identifying High-Impact Investments 16 Program Portfolio Allocation 18 The Trap of “Cost Reduction” Programs 19 vii bers14381_fm.qxd 8/6/04 10:49 AM Page viii viii CONTENTS High-Impact Programs 21 Creating Measurable Goals 24 Certification Programs: A Special Case 26 Alignment with Business Objectives 27 Blended Learning Is a Powerful Business Tool 29 Lessons Learned in This Chapter 30 Chapter Three: Blended Learning Design Concepts 31 How Do People Learn? 31 The Goal of Mastery 33 Six Modes of Learning 34 Research Supports the Value of Experiential Learning 39 Blending Works: Thompson Job Impact Study 40 Cultural Goals: Socialization and Gaining Attention 42 The Four Types of Corporate Training 45 Tracking and Reporting as a Program Characteristic 47 Lessons Learned in This Chapter 52 Chapter Four: Proven Blended Learning Models 55 The Two Approaches to Blended Learning 56 Five Specific Blended Learning Models 83 Lessons Learned in This Chapter 94 Chapter Five: Eight Criteria for Selecting the Blending Model 97 Criterion 1: Program Type 98 Criterion 2: Cultural Goals 98 bers14381_ind.qxd 8/6/04 10:12 AM Page 315 INDEX 315 D Dean, B., 164 Delivery mode reports, 240fig Delivery/deployment budget, 106, 126–127 Dell Computer, 94 “Delta training,” 155 Design concepts See Blended learning design concepts Development budget, 105 Development time (target launch date): avoiding long cycles of, 165–166; described, 112 See also Content development Development tools: decisions on purchasing/using, 229–230; described, 189–193fig; examples/types listed, 200–201; learning technology/infrastructure built with, 222; Lectora, 193fig; selecting tool set, 191–192; tips on using, 201; Trainersoft, 192fig DigitalThink, 181 Discussion learning process, 155 Display standards, 116 Doing (experiential learning): described, 33, 37; research supporting value of, 39–40fig DreamWeaver, 108, 190, 192, 229 Durability issue, 160–161, 162fig, 163fig Dynamic animation/graphics tools, 200 E E-learning: British Airways’s facilitation of, 104; challenge of utilizing, 224fig; content development process for, 194–196, 195fig; difference between costs of of instructor-led and, 124; experiential learning in, 39; Grant Thronton live e-learning meeting room, 111fig; interactivity used in, 49; Rapid e-learning tools/courseware, 57, 109–111; socialization/gaining attention factors ignored in, 43 See also Live e-learning/other media model E-learning self-study/other media model, 85t–86 ElementK, 74, 221 Enrollment reports, 238fig Enrollment tracking level, 50 EPSS (Electronic Performance Support Systems), 164 Executive summary reports, 241fig Experiential learning: described, 33, 37; research supporting value of, 39–40fig Expert instructors, 155 F Feedback and conclusion event, 61 Field coordinators, 234–235 Final assessment event, 60–61 Firefly, 191, 230 Fireworks, 229 Flash, 12, 108, 170, 190, 192, 230 FrontPage, 190, 229 G GAAP (Generally Accepted Accounting Practices), 21 General Motors, “Generation Y” children, 245 Giant Eagle Foods, 102–103, 233, 234 Goals: creating measurable, 24–26; cultural and motivational, 45; culturebuilding, 99t–100; culture-building vs performance, 100fig–101 Grant Thornton: blended learning paradigm used by, 152, 154; live e-learning meeting room used by, 111fig; Webcast design/development process, 153fig; webcasting (live e-learning) as core training medium by, 100–101; webinars development process/use by, 187–189fig, 190fig H Hearing mode of learning, 36–37 High-impact programs, 21–24 HIPPAA rules, 27, 167 Hosted third-party content, 221 HTML knowledge, 108 HTML web development tools, 190, 230 I IBM, 6, 38, 115, 158 ILT (instructor-led training): appropriate use/selection of, 143, 155–156; description of traditional, 1, 3; difference between costs of e-learning and, 124; savings from transition to blended learning from, 129–135, 140–142 bers14381_ind.qxd 8/6/04 10:12 AM Page 316 316 INDEX Impactica, 171 InfoPack, 230 Information broadcast programs, 45–47, 46fig, 154–155 Infrastructure See Learning technology/infrastructure Initial Learning Activity, 59 Instructional design team: content development and, 178–179; program manager, 106, 168; project manager, 106–107, 168; SMEs (subject-matter experts), 108–111, 168, 184–187, 200–201; Web developer, 108, 178 Instructional design tools, 201 Instructional designer: content development and, 168; model selection and, 107–108 Instructional plan, 180–181, 182fig Instructor-led training tools, 190 Instructor-led/self-study blended model, 85t, 86–88 Intel, 34 Interactivities: CNA blended learning use of, 70–73; content (learning by doing), 114–115; defining, 39, 114; e-learning, 49 Internet access, 104–105 Interwise, 201, 230 J Java script, 108 K Kelly, T., 217 Kickoff event, 58–59 Kinesthetic learners, 33 Kinko’s, 113–114fig Knowledgeware, 230 L LCMS (learning content management system), 220–221, 222, 229–230 Learner satisfaction tracking level, 52 Learners: audience size and cost per, 131, 132; computing cost per, 122–123, 130–131t; infrastructure for supporting, 232–233; time and travel costs to, 129, 133–134; What Works study findings on cost per, 132–134 Learning: audience motivation for, 103; content plus context requirement of, 9; experiential, 33; research on process of, 31–33; six modes of, 34–39, 35fig; visual, auditory, and kinesthetic, 32–33 Learning by teaching, 38–39 Learning Delivery Continuum, 190fig Learning labs, 233–234 Learning portal, 223–224fig Learning technology/infrastructure: content delivery system, 220–221; development tools, 222, 229–230; hosted third-party content, 221; LCMS (learning content management system), 220–221, 222; for learner support and operations, 232–233; learning portal, 223–224fig; media selection and; model selection and, 115–117; network, 222–223; purchasing decisions on, 226–227; review of blended, 217–218fig See also LMS (learning management systems); Technology-based training Lectora, 190, 193fig, 230 Line management communication, 238fig–241fig Live e-learning meeting room, 111fig Live e-learning tools, 201 Live e-learning/other media model: blending of self-study and, 150–151t, 152, 154; content development of, 187–189fig, 190fig; description of, 85t; examples of best practices in, 150, 152, 154; when to use, challenges and examples of, 88–90 See also E-learning; Synchronous events LMS (learning management systems): budget costs of, 125–126; budget issues of providing, 106; certification criteria found in, 52; completion information stored in, 50; decisions on using, 227–228; described, 8–10; using industry standards of tracking in, 168–169; low-cost approaches to, 228–229; Macromedia Breeze Rapid e-learning solution with embedded, 229fig; measuring/reporting progress and role of, 236–237; review of, 219; testing interoperability with, 221 See also Learning technology/infrastructure bers14381_ind.qxd 8/6/04 10:12 AM Page 317 INDEX 317 M Macromedia, Macromedia Breeze, 110–111, 171, 191, 229fig Mainframe-based training, 3–5 Managers: motivating first-line, 104; program role of, 105 Marketing program, 230–232fig, 231fig Mastery: blending impact on achieving, 42; defining, 33–34; learning by doing required for, 114 Media selection: applying four types of training to, 47; avoiding long development cycles issue of, 165–166; content durability issue of, 160–161, 162fig, 163fig; keeping the process simple, 172, 184; matrix summary of, 173t; program cost and, 132; Rapid e-learning issue of, 169–172; scalability issue of, 159–160fig; time to build vs shelf life, 163–165, 164fig; tracking and reporting issues and, 166–169; tracking standard issue and, 168–169; urgency issue of, 161–163fig Media types: live vs self-study, 150–151t, 152, 154; OTJ (on-the-job) exercises, 146–148 Motivation: of audience to learn, 103; encouraging first-line manager, 104 N “National Conference” training activity (Grant Thornton), 101 National Training Laboratory, 39 NCR’s global network certification program, 104, 159–160 NETg, 74, 221, 233 Network, 222–223 Newsletter marketing, 231fig Ninth House, Inc.: business scenario simulation features used by, 200fig; leadership training program, 64fig Novell, 34, 110fig, 115, 161 Novell’s Rapid e-learning, 171fig–172 O Ongoing marketing, 230–232fig, 231fig OTJ (on-the-job) exercises: benefits of using, 158–159; diversity training using, 148; overview of, 154t; retail sales training using, 147; when to use, 146–147 OTJ (on-the-job) model, 85t, 90–92 Outsourcing: content development, 202–204; simulation development, 201–202 P PC CD-ROM Era: lessons learned from, 9–10, 11t; overview of, 6–7 PC deployment standards, 225–226 Photoshop, 190, 229 Placeware, 201, 230 Plug-in requirements, 116 PowerPoint, 109, 110, 170–171, 190 PowerSim, 201fig Program design: blended learning design concepts used in, 31–52, 38fig, 40fig; characteristics for each type, 48t; program type as driving, 47 Program flow model: benefits of, 61–62; compared to core-and-spoke model, 73, 83t; described, 55–56; overview of, 57–61 Program flow model examples: British Telecom sales training, 65, 66fig, 67; CNA Insurance leadership and executive training, 69–73; Company F’s new hire call-center training, 60t, 67–69, 68fig; Ninth House leadership training, 64fig–65; process steps illustrated, 58fig; Roche Pharmaceuticals SAP rollout, 62fig–63 Program flow model steps: feedback and conclusion event, 61; final assessment event, 60–61; Initial Learning Activity, 59; kickoff event, 58–59 Program lifecycle, 112fig, 225fig, 235fig–236 See also Time issues Program management: challenge of utilizing e-learning and, 233–234fig; communicating with line management, 238fig–241fig; communicating with upper management, 237–238; costs of, 127–128; executive/management support of, 227–229; field coordinators role in, 234–235; learning labs technique for, 233–234; measuring/reporting progress as part of, 235fig–237; bers14381_ind.qxd 8/6/04 10:12 AM Page 318 318 INDEX Program management (Continued) ongoing marketing, 230–232fig, 231fig; program launch, 226–227; reviewing program schedule, 225–226; specific launch events, 229–230; support and operations infrastructure, 232–233 Program manager: content development and, 168; model selection and, 106 Program plan, 180 Program schedule, 225–226 Program types: 1: information broadcast programs, 45–47, 46fig, 154–155; 2: critical knowledge transfer programs, 45–47, 46fig, 155–156; 3: skills and competency programs, 45–47, 46fig, 156–157; as model selection criterion, 97–98 See also Certification programs/ training (type 4) Project manager: content development and, 168; model selection and, 106–107 Q Questionmark, 191, 230 R Rapid e-learning: Macromedia Breeze Rapid e-learning solution with embedded LMS, 229fig; media selection and, 169–172; Novell’s, 171fig–172; tools used in, 57, 109–111 Reading mode of learning, 35 Resource issues: instructional designer, 107–108; as model selection criterion, 106–111; program manager, 106; project manager, 106–107; SMEs (subject-matter experts), 108–111; web developer, 108 Retention: experiential learning driving, 40fig; Thompson NETg Job Impact Study on, 40–42 RoboDemo, 191, 230 Roche Pharmaceuticals, 115, 184 Roche Pharmaceuticals SAP rollout, 62fig–63 ROI (return on investment) of training, 129 RWD Technologies, 115 S Sabre learning portal, 224fig Safari Books Online, 74, 75fig Sarbanes Oxley compliance, 167 Sarbanes-Oxley Bill, 27 Satellite-based live video, 5–6 Scalability issues, 159–160fig Scenario-based simulations, 197, 198fig, 199fig, 200fig Score tracking level, 51 Score/learning results reports, 241fig SCROM (Sharable Content Object Reference Model), 8–9, 168, 225 Security standards, 116 Seeing mode of learning, 35–36 Self-study media: blending of live and, 150–151t, 152, 154; described, 159–160; pros/cons of live vs., 151t; typical learning activity in, 226fig Semiconductor manufacturing engineer training, 79fig Siemens, 21, 22, 94, 121–122, 199, 236–237 Simulation content development: business/financial numeric simulations, 197, 199–200, 201fig; overview of, 193–194; scenario-based simulations, 197, 198fig, 199fig, 200fig; software application simulations, 194–196, 195fig Simulation/lab-centered model, 85t, 93–95 Simulations: benefits of using, 194fig; content development of, 193–200fig, 201fig; deployment risks of, 117; described, 39; outsourcing specialized skills for, 201–202 Skills/competency development program, 45–47, 46fig, 156–157 Skillsoft, 221 Skillsoft’s Books 24X7 division, 74, 76fig SMEs (subject-matter experts): content development and, 168–169; e-learning content development process and role of, 184–185; Grant Thornton’s approach to using, 187–188; learner questions addressed by, 233; model selection and, 108–111; working with, 186–187, 200–201 Socialization process, 42–45 Spray and pray approach, 57 bers14381_ind.qxd 8/6/04 10:12 AM Page 319 INDEX 319 SQL, 108 Standards: AICC (Aviation Industry CBT Committee), 8–10, 168, 225; content development and, 181–183; PC deployment, 225–226; SCROM (Sharable Content Object Reference Model), 8–9, 168, 225; using and setting technology, 225–226 See also Tracking standards Stanford University Interactive TV network, Static graphics tools, 190 Survey tools, 201 Survey/satisfaction reports, 240fig Synchronous events, 159 See also Live e-learning/other media model T Target end date, 113 Technology-based training: evolution of, 1, 2fig; learning management systems/AICC, 8–10; mainframe-based training as first, 3–5; PC CD-ROM Era of, 6–7, 9–10, 11t; Web-based training, 10, 12 See also Learning technology/infrastructure Thompson NETg Job Impact Study, 37, 38fig, 40–42 Time issues: development time (target launch date), 112, 165–166; model selection and, 111–113; program costs and, 133–134; time to build vs shelf life, 163–165, 164fig; urgency as, 161–163fig See also Program lifecycle Toolbook, Tracking and reporting: activity reports, 239fig; delivery mode reports, 240fig; enrollment reports, 238fig; executive summary reports, 241fig; five levels of, 50–52; issue of, 47, 50; media selection and issue of, 166–168; score/learning results reports, 241fig; survey/satisfaction reports, 240fig Tracking standards: AICC (Aviation Industry CBT Committee), 8–10, 168; media selection and, 168–169; model selection and, 116; SCROM (Sharable Content Object Reference Model), 8–9, 168 See also Standards Trainersoft, 190, 192fig, 230 Training: aligning business objectives with, 27–29, 28fig; certification, 26–27, 45–47, 46fig; creating measurable goals for, 24–26; evolution of technology-based, 1, 2fig; four types of corporate, 45–47, 46fig; instructorled, 1, 3; mainframe-based, 3–5; ROI (return on investment) of, 129; satellite-based live video, 5–6; trap of “cost reduction” program, 19–20; Webbased, 10, 12 Training Investment Model: overview of, 16–18, 17fig; program portfolio allocation under, 18–19fig Trivantis, 181 Types of corporate training See Corporate training types U United Airlines, 233–234 Upper management communication, 237–238 Urgency issue, 161–163fig U.S Navy executive education, 80–82fig, 81fig U.S Navy Flag Executive Education, 102 V Verizon, 91–92, 160, 226, 227fig Visual learners, 32 W Watching mode of learning, 36–37 Web developer: content development and, 168; model selection and, 108 Web development, program cost and inhouse vs outsourced, 132 Web-based application simulation tools, 201 Web-based courseware, 36fig Web-based training, 10, 12 Webex, 201, 230 Webinars (live e-learning): content development of, 187–189fig, 190fig; description of, 85t, 88–90; live vs selfstudy media used in, 151t Wells Fargo, 94 bers14381_ind.qxd 8/6/04 10:12 AM Page 320 bers14381_pub.qxd 8/6/04 11:10 AM Page 321 Pfeiffer Publications Guide This guide is designed to familiarize you with the various types of Pfeiffer publications The formats section describes the various types of products that we publish; the methodologies section describes the many different ways that content might be provided within a product We also provide a list of the topic areas in which we publish FORMATS In addition to its extensive book-publishing program, Pfeiffer offers content in an array of formats, from fieldbooks for the practitioner to complete, ready-to-use training packages that support group learning FIELDBOOK Designed to provide information and guidance to practitioners in the midst of action Most fieldbooks are companions to another, sometimes earlier, work, from which its ideas are derived; the fieldbook makes practical what was theoretical in the original text Fieldbooks can certainly be read from cover to cover More likely, though, you’ll find yourself bouncing around following a particular theme, or dipping in as the mood, and the situation, dictate HANDBOOK A contributed volume of work on a single topic, comprising an eclectic mix of ideas, case studies, and best practices sourced by practitioners and experts in the field An editor or team of editors usually is appointed to seek out contributors and to evaluate content for relevance to the topic Think of a handbook not as a ready-to-eat meal, but as a cookbook of ingredients that enables you to create the most fitting experience for the occasion RESOURCE M aterials designed to support group learning They come in many forms: a complete, ready-to-use exercise (such as a game); a comprehensive resource on one topic (such as conflict management) containing a variety of methods and approaches; or a collection of like-minded activities (such as icebreakers) on multiple subjects and situations bers14381_pub.qxd 8/6/04 11:10 AM Page 322 TRAINING PACKAGE An entire, ready-to-use learning program that focuses on a particular topic or skill All packages comprise a guide for the facilitator/trainer and a workbook for the participants Some packages are supported with additional media—such as video—or learning aids, instruments, or other devices to help participants understand concepts or practice and develop skills • Facilitator/trainer’s guide Contains an introduction to the program, advice on how to organize and facilitate the learning event, and stepby-step instructor notes The guide also contains copies of presentation materials—handouts, presentations, and overhead designs, for example— used in the program • Participant’s workbook Contains exercises and reading materials that support the learning goal and serves as a valuable reference and support guide for participants in the weeks and months that follow the learning event Typically, each participant will require his or her own workbook ELECTRONIC CD-ROMs and web-based products transform static Pfeiffer content into dynamic, interactive experiences Designed to take advantage of the searchability, automation, and ease-of-use that technology provides, our e-products bring convenience and immediate accessibility to your workspace METHODOLOGIES CASE STUDY A presentation, in narrative form, of an actual event that has occurred inside an organization Case studies are not prescriptive, nor are they used to prove a point; they are designed to develop critical analysis and decision-making skills A case study has a specific time frame, specifies a sequence of events, is narrative in structure, and contains a plot structure—an issue (what should be/have been done?) Use case studies when the goal is to enable participants to apply previously learned theories to the circumstances in the case, decide what is pertinent, identify the real issues, decide what should have been done, and develop a plan of action ENERGIZER A short activity that develops readiness for the next session or learning event Energizers are most commonly used after a break or lunch to bers14381_pub.qxd 8/6/04 11:10 AM Page 323 stimulate or refocus the group Many involve some form of physical activity, so they are a useful way to counter post-lunch lethargy Other uses include transitioning from one topic to another, where “mental” distancing is important EXPERIENTIAL LEARNING ACTIVITY (ELA) A facilitator-led intervention that moves participants through the learning cycle from experience to application (also known as a Structured Experience) ELAs are carefully thoughtout designs in which there is a definite learning purpose and intended outcome Each step—everything that participants during the activity— facilitates the accomplishment of the stated goal Each ELA includes complete instructions for facilitating the intervention and a clear statement of goals, suggested group size and timing, materials required, an explanation of the process, and, where appropriate, possible variations to the activity (For more detail on Experiential Learning Activities, see the Introduction to the Reference Guide to Handbooks and Annuals, 1999 edition, Pfeiffer, San Francisco.) GAME A group activity that has the purpose of fostering team spirit and togetherness in addition to the achievement of a pre-stated goal Usually contrived—undertaking a desert expedition, for example—this type of learning method offers an engaging means for participants to demonstrate and practice business and interpersonal skills Games are effective for team building and personal development mainly because the goal is subordinate to the process— the means through which participants reach decisions, collaborate, communicate, and generate trust and understanding Games often engage teams in “friendly” competition ICEBREAKER A (usually) short activity designed to help participants overcome initial anxiety in a training session and/or to acquaint the participants with one another An icebreaker can be a fun activity or can be tied to specific topics or training goals While a useful tool in itself, the icebreaker comes into its own in situations where tension or resistance exists within a group I N S T R U M E N T A device used to assess, appraise, evaluate, describe, classify, and summarize various aspects of human behavior The term used to describe an instrument depends primarily on its format and purpose These terms include survey, questionnaire, inventory, diagnostic, survey, and poll Some uses of instruments include providing instrumental feedback to group bers14381_pub.qxd 8/6/04 11:10 AM Page 324 members, studying here-and-now processes or functioning within a group, manipulating group composition, and evaluating outcomes of training and other interventions Instruments are popular in the training and HR field because, in general, more growth can occur if an individual is provided with a method for focusing specifically on his or her own behavior Instruments also are used to obtain information that will serve as a basis for change and to assist in workforce planning efforts Paper-and-pencil tests still dominate the instrument landscape with a typical package comprising a facilitator’s guide, which offers advice on administering the instrument and interpreting the collected data, and an initial set of instruments Additional instruments are available separately Pfeiffer, though, is investing heavily in e-instruments Electronic instrumentation provides effortless distribution and, for larger groups particularly, offers advantages over paper-and-pencil tests in the time it takes to analyze data and provide feedback LECTURETTE A short talk that provides an explanation of a principle, model, or process that is pertinent to the participants’ current learning needs A lecturette is intended to establish a common language bond between the trainer and the participants by providing a mutual frame of reference Use a lecturette as an introduction to a group activity or event, as an interjection during an event, or as a handout MODEL A graphic depiction of a system or process and the relationship among its elements Models provide a frame of reference and something more tangible, and more easily remembered, than a verbal explanation They also give participants something to “go on,” enabling them to track their own progress as they experience the dynamics, processes, and relationships being depicted in the model ROLE PLAY A technique in which people assume a role in a situation/ scenario: a customer service rep in an angry-customer exchange, for example The way in which the role is approached is then discussed and feedback is offered The role play is often repeated using a different approach and/or incorporating changes made based on feedback received In other words, role playing is a spontaneous interaction involving realistic behavior under artificial (and safe) conditions bers14381_pub.qxd 8/6/04 11:10 AM Page 325 SIMULATION A methodology for understanding the interrelationships among components of a system or process Simulations differ from games in that they test or use a model that depicts or mirrors some aspect of reality in form, if not necessarily in content Learning occurs by studying the effects of change on one or more factors of the model Simulations are commonly used to test hypotheses about what happens in a system—often referred to as “what if?” analysis—or to examine best-case/worst-case scenarios THEORY A presentation of an idea from a conjectural perspective Theories are useful because they encourage us to examine behavior and phenomena through a different lens TOPICS The twin goals of providing effective and practical solutions for workforce training and organization development and meeting the educational needs of training and human resource professionals shape Pfeiffer’s publishing program Core topics include the following: Leadership & Management Communication & Presentation Coaching & Mentoring Training & Development E-Learning Teams & Collaboration OD & Strategic Planning Human Resources Consulting bers14381_pub.qxd 8/6/04 11:10 AM Page 326 bers14381_pub.qxd 8/6/04 11:11 AM Page 327 What will 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Chapters 9–10 Blended Learning: What WorksTM bers14381_ch01.qxd 8/6/04 10:58 AM Page 2 THE BLENDED LEARNING BOOK The Evolution of Technology-Based Training Blended learning is the latest step... 10:58 AM Page 8 THE BLENDED LEARNING BOOK Development of Learning Management Systems and AICC The limitations of CD-ROM technology formed the basis for e -learning as we know it today The first problem... Economics of Blended Learning 123 The Five Components of the Budget 124 Real Costs: The Blended Learning: What Works™ Study 129 Lessons Learned in This Chapter 142 Chapter Seven: Media Selection: The