1.        Introduction

Appropriate training and education are important in today’s global market (Bocij et al, 1999). Many organisations make the mistake of not training their employees adequately in the utilization of ICT or in the use of internal information systems. This error in judgement is often due to the expense of providing training and the loss in productivity when employees are absent (McCormack, 1997). In some instances the wrong training is provided. Davis (1989) represents one of the original and most influential researchers in the area of user acceptance of technology and therefore ICT. He synthesises the findings of a range of diverse research streams to propose a number of constructs that are relevant to technology acceptance. These constructs fall into two broad categories, ease of use (EOU) and perceived usefulness (PU). Davis suggests a chain of causality between these categories: greater ease of use leads to higher perceived usefulness which in turn leads to more usage of technology. However different approaches can be applied to training (Dickson et al, 1997) and ‘on the job training’, is the most common approach. The reasoning for this approach is that, having obtained the job an employee can train while doing the job. Argyle (1994) argues that research shows that it is an ineffective approach to training as an employee could be doing the same job for years and not acquire appropriate social skills. The perception that something will come with experience is fraught with misconceptions (Maguire, 1986), as the learner could develop survival tactics rather than work related skills (Dickson et al, 1997). The second approach to training in organisations is ‘model the master training’. This approach follows a type of mentoring as the new employee is ‘shown the ropes’, by an experienced employee, for example postgraduate training programmes. However, Maguire et al., (1978) discovered limitations to the technique, ‘experts can have bad habits’. The final approach is referred to as directed training, which can be categorised as the ‘thinking’, ‘feeling’ and ‘doing’, methods of training (Philips and Fraser, 1982; Laird, 1991; Irving, 1995). Thinking involves a didactic approach as the learners, are required to assimilate the content rather than to think (Philips and Fraser, 1982). The feeling based approach involved group discussions. The doing approach involves action learning such as ‘role playing’. An effective training system must combine different approaches to obtain the goal of the corporate training strategy, which is a skilled workforce. Technology is used in training to support the needs of the employees. Web-based technology can be didactic, support problem-solving activities and provide a collaborative environment. Therefore, training can be delivered directly to the learners and the learners can collaborate with one another through online discussion forums. Training can be successfully handled online (Mason, 1990) to support a combined training model to incorporate both online and offline training. WBT allows “educators and students alike to perform learning related tasks”, (McCormack et al, 1997). The development of a training system requires careful investigation into the requirements of the problem situation (Checkland et al., 1990). The developer must consider factors such as the methods employed by employees to learn, incentives to ensure use, the identification of goals, objectives and the different roles that are needed to support this new approach to training (Driscoll, 1998). Models of factors that should be considered in the design of an instructional system are available (Rossi et al, 1993). For example, the developer must consider motivational factors, cognitive factors and instructional design principles prior to the development of the system.

2.        Theoretical foundation

In ‘lay terms', traditional training, is regarded as a training environment which encourages passive learning, does not develop problem-solving skills and ignores the individual needs of the learners, therefore it ignores the requirements of its End users. Traditional training has always incurred criticism, it is felt that despite huge advances in technology, the training room will always remain the same, that is, dysfunctional. It could be argued that advances in technology, such as multimedia and virtual simulations, have left the traditional classroom trailing behind with learners expecting more and more. The intensity of competition in the business market advances in technology, and a strong shift towards a knowledge-based economy have each contributed to the demand for virtual (electronic) learning environments. "There is no knowledge that is not power", and the organisation (public or private) that can utilise its knowledge resources more effectively than its competitor will persevere. An effective training support system can provide an organisation or a university with a strategic advantage in the market. Learning /training environments can help create and maintain skills and therefore the corporate knowledge base. They both alleviate the strain on corporate resources and facilitate students changing training needs. WBT systems can be described as learning delivery environments in which the WWW is its medium of delivery. The possibilities of which are limited only by constraints imposed by the organisation in question, such as technological or managerial support. Innovative companies and universities are using this implementation for a number of reasons, specifically to keep employees abreast of emerging technologies in their fields and to provide effective training to both staff and customers on new products and skills.

Designing a training system requires a thorough investigation into the use of the Web as a medium for delivery. The designer must be aware of the attributes of the WWW and the principles of instructional design to create a meaningful learning environment. The Web-based training is viewed, as already stated, as an innovative approach to teaching. It, like the traditional method, requires careful planning to be both effective and beneficial. As stated by McCormack et al (1997) a Web-based classroom must do more than just distribute information.... it should include resources such as discussion forums to support collaboration between learners and ultimately it should also support the needs of both the novice and advanced learner. A training environment is composed of a number of components that are integral to the effective operation of the environment, for example the development of content, the use of multimedia, Internet tools, hardware and software. A developer must understand the capabilities of these components (search engines, feedback pages and movie clips) as their use, will determine the success or the failure of the learning environment. Learning environments can help create and maintain skills and therefore the corporate knowledge base (Garvin, 1993). They both alleviate the strain on corporate resources and facilitate employees changing training needs (Driscoll, 1998).

This paper focuses on the design of a suitable training system to support mid-career employees and encourage collaboration among the employees and other organisations. The research outlines the factors necessary for the successful implementation and use of the system, through the investigation of current research and the analysis of the case environment. It also highlights the potential of the system to overcome the physical and pedagogical barriers of the traditional classroom. WBT environments can, when properly mediated and structured, facilitate co-operation (Entwistle, 1997), reduce conflict and avail of all of the benefits that technology can provide (Johnson and Johnson, 1990). The study concludes that training systems have the potential, when properly designed, to foster learning and collaboration.

3.        Research objective

The organisation chosen for this study was Golden Vale plc, a multinational food co-operative. The case study organisation involved in this research implemented a number of ICT training programmes in the past, all of which had failed to increase the use of ICT in the organisation. Preliminary research integrated the construction and implementation of an online system (Figure 3) with a training programme (Figure 2) for mid-career employees in Golden Vale. Davis (1989) identified two constructs as relevant to user acceptance of technology, namely ease of use (EOU) and perceived usefulness (PU). These constructs were operationalised into a set of principles to underpin the training programme, which was delivered in two phases, each specifically addressing one of Davis’ constructs. Additionally the study’s external monitor (the Irish Government) sought to remove any barriers to the acceptance of ICT and subsequently increase employee skills in the target case.

4.        Research approach

The overall research orientation was qualitative and reflexive in nature. A grounded theory perspective was adopted, and in line with this, an initial framework incorporating Davis’ (1989) constructs as preliminary ‘seed categories’ was created (see Figure 2). The novelty of this study was that the researchers went back to evaluate the ongoing success and value of the training system in Golden Vale. Thus, the research approach adopted for the study was based on a two-tier research design involving an in-depth investigation of the case study environment through an examination of the barriers to the use of ICT (which was primarily a fear of information technology (IT) and an evaluation of the training systems in terms of continued ICT usage.

5.        Case background

Since 1947, Golden Vale plc has been one of Ireland’s largest food co-operatives. The company is a vibrant force not only in the Irish dairy industry, but it is also one of the top cheese processors in Europe, employing 2,100 people in Ireland and over 300 in its foreign subsidiaries. Golden Vale Plc. is based in the eponymous ‘Golden Vale’, a region noted for the quality of the agricultural land and its produce. The company is sited in one of the largest towns in the region, with a population of 2,667. Golden Vale is by far and away the largest employer in the area. Thus, any slump in the long-term viability of Golden Vale would clearly have a catastrophic social and economic effect on the region. The majority of their employees are local residents, and while the younger employees would have a high standard of education, many of the mid-career employees (aged 35 years and over) would have joined Golden Vale in their teens, without even finishing their second-level education in many instances. These employees learned on the job, and have few, if any, educational or technical skills to equip them to work in other industry sectors. Given this, the Irish government, obviously mindful of a number of disastrous social catastrophes in other Irish towns, which had been dependent on a single large employer who failed to survive, funded a training initiative.

Four organisations (or consortia) were identified, by the Irish government as the core participants of this research, to monitor and evaluate the training initiative. The group provided valuable data regarding the needs of adult learners as well as participants for the target group. The IT and HR departments of Golden Vale were also key actors in the study as well as the group responsible for the creation of the training system, the ESRC (the Executive Systems Research Centre). The target group played a central role in the development of this research, as the group were at the center of the evaluation of the project. Key members of the consortia were and still are responsible for the coordination of the different activities in the training system. However the target or test group were both the end users and evaluators of the training system. The identification of the roles and responsibilities of each of the groups was vital to the success of the project and the acceptance of the training system devised as a result of the initiative. The training initiative was intended to provide a solid training in ICT for mid-career employees through technology itself. Thus, one of the primary objectives of the initiative was to provide a more skilled work group who would be able to find work more readily in other industry sectors should Golden Vale experience a catastrophe. Employees were also aware of the risk if they were to become unemployed and of the importance of ICT literacy in improving their career prospects within Golden Vale. The company had initiated several ICT training programmes, in the past, facilitated by their internal IT department who brought in training consultants to provide off-the-shelf training courses in standard ICT packages, such as word processing and spreadsheets. These training programmes, while having been applied in a textbook fashion, were acknowledged as having had little or no lasting effect in persuading employees to make ongoing use of technology in their work. The company decided to adopt a different approach for this initiative, and contacted the main university in the region to seek assistance. The author, with a number of colleagues, met with the IT and HR staff in the company and a name for the project was coined, M.E.E.T (Mid-career Employees Embracing Technology). The approach taken in previous training programmes in the company was discussed, and some of the participants were interviewed. It quickly became apparent that the employee base was not homogeneous in relation to their skills with ICT; thus, standard training programmes which tried to achieve an average common denominator would be inappropriate, in that those who were more advanced would find the material boring and lose interest, while those who didn’t understand the rudiments would be unable to engage with the material in the first place.

5.1         The target group

The target group was identified as a representation of the level of IT skills within the organisation. The data gathering techniques used, collected and examined information regarding the participant’s current level of computer skills, usage and future training requirements. The researchers deemed it appropriate to focus the research strategy on identifying the levels of computer proficiency and training requirements among the participants. The investigation strategy formulated to conduct the analysis stage of the research consisted of: interviewing a select number of the target group, group discussions and observation. The target group comprised of employees with varying roles within the organisation, senior management, administration, operators, supervisors and IT personnel. The group was interviewed to build a picture of the training system in operation and the system required. In total 16 interviews and 4 group discussions were conducted to ascertain the skills and the issues of the participants. The first objective of the data gathering techniques was to assess the participant’s level of computer proficiency and to group the participants accordingly. To ascertain this, each interviewee was required to rate their level of skills between 1 and 4, 1 representing a basic understanding of ICT and 4 an advanced level. The results enabled the researchers to determine the structure of the training system based on the different levels of skills. The information collected resulted in the following (see Table 1) breakdown of the target group’s level of computer proficiency:

Table 1: Levels of computer proficiency

 

The level of computer usage among the participants was in direct proportion to their proficiency level. The participants with a basic understanding of computers reported limited usage in their job descriptions. A high proportion of those interviewed, 62%, reported no use of computers in work related activities and 38% reported some but limited interaction. Those respondents with a good understanding of computers reported a varying level of usage. However, the opinion among the different groups was varied regarding the availability of computer resources within the organisation. Level 1 reported a mixed view with equal numbers rating the access as good, average and poor. However those with a good and very good understanding also rated access as good but the majority of the groups with a level two and three rating are required to use computers to do their jobs. Some of the respondents did however remark that availability was good but finding the time to learn new things was difficult. The majority of the members of groups 2 and 3 did recognise the importance of increasing their ICT skills. It is also important to note that 50% of group three own a home PC. All of the participants recognised the need to develop skills in ICT. Each group attached the same benefits to the development of a new training system. The participants listed both personal and corporate benefits. The personal benefits ranged from an increased chance of promotion, increased efficiency, home accounts, accessing the Internet and the ability to teach their children the skills gained as a result of participating in the training program. Corporate benefits included increased communication, informed decision-making, greater communication and efficient record keeping. The participants from each of the groups provided detailed lists of their requirements for the new training system (see Figure 1). They suggested ways in which increased training and therefore computer usage would improve their job performance. The participants identified the importance of a structured training system that would increase their computer literacy, generate ideas for improved efficiency through incorporating IT into their work activities and help the participants solve problems when they arise. Participants also identified or requested training in fundamental applications such as Word, Excel and the Internet. Figure 1 presents the findings of the interviews conducted with the target group. Each level of participants as well as their managers, from prior experience with training initiatives, communicated a clear understanding of the factors needed for the system to be successful. Figure 1 also shows specifically the issues of each level. It therefore presents what they expect from the system. Each required customised training, small classes time to practice and a support system. However, due to the small number of employees level 3 and 4 were combined to form one level.

Figure 1: An analysis of the case environment

 

5.2         Training programme

5.2.1                    Phase one – Generic training

The researchers decided to address each of Davis’ two categories by adopting a two-phased training approach (see Figure 2). The first phase proposed was a generic training phase, during which the basic ICT concepts would be covered at a pace appropriate to each group, thus addressing the ease of use (EOU) construct. Following completion of this generic training, the second phase would involve applied training customised to address the everyday work tasks faced by the participants, thus addressing the perceived usefulness (PU) construct. The chronological ordering of these phases is congruent with Davis’ (1989) proposed chain of causality namely that greater ease of use would facilitate a higher perceived usefulness of ICT, thereby leading to greater usage. The items identified by Davis (1989) as being significantly correlated with ease of use include easy to learn controllable, clear and understandable, and easy to use.

Figure 2: Framework for operationalising the M.E.E.T programme

*The WBT system was developed to support both phases of the training programme. It enabled the employees to participate in the customisation (EOU) of the system and to add to the system through the discussion forum (PU). The arrows used in the diagram highlight the complexity of the inter-relationship between the two constructs (EOU/PU), suggesting that not only does EOU lead to PU but that PU increases the level of EOU.

This phase of the study is concerned with operationalising these in practice in a real situation. The following facets of the programme indicate how this ‘ease of use’ construct was operationalised:

§                An initial generic training phase was used to ensure that all participants achieved a reasonable level of literacy in ICT.

§                Participants were allocated to one of three groups based on their current level of ICT capability. This ensured that the common denominator for training in each group was uniform, thus reducing the possibility that participants might be too self-conscious to reveal their lack of understanding of training material.

§                All sessions were held in a very well equipped training laboratory, with state-of-the-art technology for the instructors and the participants.

§                The training laboratory was in a ‘neutral’ venue, a short distance away from the factory floor where the participants worked every day. This helped participants to focus on the training and avoid distractions.

§                The maximum duration of training sessions was restricted to two hours, thus ensuring that participants did not become overwhelmed with complex material, or bored with repetition of material already understood.

§                The number of participants at each training session was kept low—a maximum of six participants at each session. This was intended to ensure that all participants’ performance and progress could be monitored to ensure they understood the concepts.

§                Two instructors were in attendance at each session, thus achieving a trainee-instructor ratio of 3:1. One generally led the instruction, while the other had a roving role, visiting each workstation to ensure that all participants understood the material. When difficulties were encountered, the instructor would provide one-on-one instruction in a discreet manner until the difficulty was fully resolved.

§                All the instructors were selected following personal interviews by the company. Golden Vale is a rural location, and the participants had a rural background. The instructors selected had a rural background in the main. The company were of the opinion that one of the reasons previous training initiatives had failed to deliver was that instructors were perceived as dynamic ‘city-types’ who were more comfortable with Internet chat sessions over decaffeinated latte in cyber-cafes rather than in discussing hogget prices in a small tea-room. One can debate the rights and wrongs of such social stereotyping, but the rapport built up between the participants and the instructors was very impressive. At the end of the training, the participants visited the university to receive a Diploma, and the camaraderie between the participants and the instructors was very noticeable.

§                The training material was designed to be user-friendly. Different lessons were prepared for each element of the training. Exercises were chosen to reflect the participants’ work place. All participants received a copy of the instruction booklets.

§                The WBT system (see Figure 3) was also constructed to support and implement the training. The training material was available on-line, but in addition, a discussion forum was implemented. This enabled participants to provide feedback (anonymously, if desired) to the instructors. It also allowed them to pose queries, which other participants or the instructors could answer. All participants could see the initial queries and the discussion stream of answers from other participants and the instructors. This further extended the reach of the training as workers could log on to the system at home or at their work, during night-shift, for example, and pose questions for which answers would be available when they next logged on. The facility also allowed the employees to voice their satisfaction regarding the different elements of the training. This provided the participants with the opportunity to take part in the ongoing design of the hybrid training system, and therefore increase the likelihood of user acceptance (Whitten et al., 1994; Avison and Fitzgerald, 1995; Bocij et al., 1999).

Figure 3: The training system (both online & offline)