Volume Two - Academic Conferences

Andrée Roy
determines if eLearning may solve some of the training problems encountered by SMEs. The
conclusion and discussion will be included in section 5.
2. Method
Given the present state of knowledge on training in SMEs and eLearning, the method used for this
article includes a census of the literature on training and eLearning combined with a qualitative and
exploratory research approach, i.e. multiple case studies. The literature census covers more
specifically how businesses evaluate the results of the training they offer and the eLearning tools
available to do so. The case study method is well adapted in situations where theoretical propositions
are few and field experience is still limited (Yin 1994). A multiple-site case study allows one to
understand the particular context and evolution of each firm with regard to eLearning. Sixteen SMEs
located in the Atlantic Region of Canada were studied, that is, four in each of the provinces of New
Brunswick, Nova Scotia, Prince Edward Island and Newfoundland, selected to be sufficiently
successful (at least 10 years in business) and representative in terms of industry and size, for
theoretical generalization purposes. These manufacturing SMEs stem from various sectors, such as:
textile, oil and gas, pulp and paper and processed food sector. Following North American research
(Mittelstaedt, Harben and Ward 2003; Wolff and Pett 2000), a small enterprise (SE) is defined as
having 20 to 99 employees, whereas a medium-sized enterprise (ME) has 100 to 499.
Data were collected through semi-structured tape-recorded interviews, ranging approximately two
hours each, with the owner-manager or CEO and with the firm’s HR manager or manager responsible
for training. eLearning users were also interviewed in four cases. Interview transcripts were then
coded and analyzed following Miles and Huberman’s (1994) prescriptions with the assistance of the
Atlas.ti application. For reasons of confidentiality, fictitious names of individuals and firms participating
in the study were used. As presented in the research results section, these firms range in size from 60
to 485 employees and operate in industries whose technological intensity varies from low to high. All
export except for one firm (M). The SMEs were regrouped in four eLearning profiles of increasing
intensity, based on the extent of their awareness and use of eLearning (none, weak, average, strong).
3. Literature census
A business preoccupation is ensuring that all categories of employees possess current and up-to-date
knowledge and skills. Having well trained employees is also a question of business performance and
business survival. The recent technological advances, along with a reduction of their costs, allow
businesses to reconsider training more easily including the method and tools of offering this training.
3.1 Training methods
Training method generally refers to the method that will be used in order to train the employees and to
enable learning (Laflamme, 1999). The training method must be selected to ensure the training
offered is effective, efficient, profitable, and interesting (Hansen, 2006). The objective of a training
method being to facilitate the transmission of knowledge, know-how, and know-being (Laflamme,
1999). Training methods can be formal or informal (Kotey and Sheridan, 2004; Tanova and Nadiri,
2005). The informal methods are neither planned nor documented and are unstructured (Smith and
Hayton, 1999; Tanova and Nadiri, 2005). In contrast, formal methods are planned, structured, and
documented and are offered both inside and outside companies [(Shepherd and Ridnour, 1996;
Tanova and Nadiri, 2005). Table 1 summarizes the different training methods identified by various
researchers (Bazin, 1994; Fernandez, 1988; Laflamme, 1999; Meignant, 1997; Mucchielli, 1988;
Sonntag, 1994). The methods are grouped according to whether they are considered to be
affirmative, interrogative or active.
Table 1: Training methods
Affirmative methods Interrogative methods Active methods
Lecture
Presentation and discussion
Conferences and seminars
Job rotation
Coaching
Employment training
Exercices and tutorials
Mnemonic method
Computer-based training
Vestibule training (external)
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Case studies
Role playing
Simulation and gaming
Learning by doing
External internship
Creativity method
In-basket
eLearning