2008 PROCEEDINGS - Public Relations Society of America

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Designing an Effective Online Corporate Training Program Joseph Basso and Suzanne FitzGerald Rowan University basso@rowan.edu sparks@rowan.edu Alison Theaker Marjon University, UK atheaker@marjon.ac.uk Introduction The authors explored the efficacy of online versus traditional training programs by conducting a DELPHI study of US human resource professionals to ascertain how they currently train as well as design online training programs. In addition, the authors conducted face-to-face interviews with human resource executives in the UK. This research investigates both compliance courses (mandated by law) as well as training programs designed to improve organizational effectiveness. By study corporate human resource professionals, the authors created a model for designing and implementing effective online programs. The use of the DELPHI technique provided the authors with consensus among human resource professionals as to the techniques and tools necessary to reach employees in this information age. The face-to-face interviews supplemented the quantitative research and offered the opportunity to explore training from a cross-cultural perspective. Because human resources professionals face increased numbers of displaced employees but retain the need to provide comprehensive training programs, effective online and traditional training becomes mandatory. This research explores compliance and non-compliance training in an online versus a traditional format as well as the benefits of blended training (i.e. some format of both online and traditional training). The following literature review is taken primarily from the Society of Human Resource Managers (SHRM) publications. Relevant Literature Literature concerning traditional training versus online training indicates that each serves an important purpose. Traditional training works well for soft skills using role play, group activities, and interactivity. Online training works particularly well for content that doesn’t change but needs to be viewed every year by a large number of employees. Many companies use online learning for required compliance training. Blended learning is seen by many human resources managers/trainers as an excellent means of reinforcing classroom training with online follow up. According to Carol Auerbach in a SHRM white paper, content is the most important factor. Auerbach notes that once you determine the purpose of the content, you can choose among the following delivery methods: print materials such as manuals; multimedia materials such as CDs; formal presentations at a conference; informal discussion groups; classroom training; computer-based training; web-based training or distance learning. Auerbach suggests that a combination of training methods often produces the best results (Tyler, 2005). 118
Frances Lilly in a similar white paper distributed by SHRM refers to classroom learning as synchronous learning with the following advantages: less expensive than asynchronous learning, appropriate for time-critical materials, familiar to most learners, provides real-time interaction and application, and promotes coaching and mentoring. Further, Lilly indicates that the advantages of asynchronous learning include: flexibility, privacy, allows the learner to proceed at own pace and with a selected learning path. Her recommendation is to use blended learning where possible using web-based training or computer-based training to introduce facts, concepts and ideas and then bringing these individuals together for classroom learning (Lilly, 2002). If web-based learning is selected, Lilly offers the following tips: focus on the business advantage, provide introductory training for learners, provide online support, provide a group of coaches, and foster e-learning communities. Lin Grensing-Pohal in an article on the benefits and pitfalls of e-learning notes that the benefits include: saving money, reducing travel costs, reducing employee time away from the office, as well as providing convenient access to training and information. It also offers consistency in content/delivery because of no instructor variation; faster delivery of timesensitive information; broader access to recognized experts; and greater productivity and cost savings. The primary barrier to instituting internet-based training is the sufficiency of computer systems and the system support necessary to maintain the training programs. According to Grensing-Pohal, e-learning should not substitute for face-to-face learning. E-learning is an alternative delivery mechanism that can provide tremendous benefits in terms of accessibility and reach (Lilly, 2002). Compliance Training Government regulations have mandated a flood of compliance training across the country. According to an article in HR Magazine, much of this training concerns corporate ethics (Grossman, 2008). Other compliance training concerns AB1825 or a California law prompting companies to offer preventive sexual harassment training. According to anti-harassment training vendors, online harassment training is favored by employees because they can take it on their own time in a private setting. Training vendors also suggest that online courses are easier to manage and more convenient for all. And, according to the EEOC, the best practice is to provide training that addresses all forms of unlawful workplace harassment, not just sexual harassment. Spurred, at least in part, by laws in several states requiring employee sexual harassment training, many companies are taking the mandate further and educating all their employees about sexual harassment, regardless of where they work. (A state-by-state listing of sexual harassment training laws is included in the Society for Human Resource Management’s (SHRM) Sexual Harassment Toolkit.) Some employers are turning to the Internet to deliver, at a fraction of the cost, the same content once taught in a classroom setting. However, legal experts advise that providing the training is not necessarily enough to shield a company from hostile workplace claims. Effective online training programs must insure that content, as well as the effectiveness of the material, must be present in order to present a worthwhile program. According to Joe Beachboard, a shareholder with Atlanta-based labor and employment law firm Ogletree Deakins, the stakes for employers to ensure a harassment-free workplace are especially high in California, where damages in hostile workplace lawsuits have no caps. 119
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2008 PROCEEDINGS DETROIT, MICHIGAN
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Page Pedagogy Posters _____________
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RESEARCH PAPERS 5
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many researchers and professionals
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evenue, or activists provide suppor
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Results PR Effectiveness In respond
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Applied Context In answering RQ 5,
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Figure 8. Distribution of PR effect
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fifteen years, and it is now a grow
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Ni, L. (2006). Relationships as org
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Based on a review of public relatio
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Barriers to Online Course Delivery
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and “Learners are able to track a
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an excellent tool for collaboration
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audiences. Further, it is critical
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course site. Develop projects so th
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Examples of student blogs can be fo
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Technorati. Retrieved on May 15, 20
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Characteristics of Organizational o
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Table 1. Summary Definitions of Cri
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Table 3. Organizational Image Resto
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Table 5. Hierarchical Rankings of E
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strategies public relations profess
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Stephens, K. K., Malone, P. C., & B
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Testing Crisis Response Strategies:
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example Coombs & Schmidt (2000) emp
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Table 1.0 Tactics And Examples As O
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Discussion The purpose of this rese
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Benoit, W.L. (1995b). Sears repair
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IMC and its Integration into Progra
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umbrella. This arrangement more clo
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3B: How do institutional factors pr
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academic units. Responses were code
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Page 71 and 72: In this study, respondents’ perce
Page 73 and 74: At this juncture, the challenge for
Page 75 and 76: education. Journalism & Mass Commun
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Page 79 and 80: Core Determinants UTAUT contains fo
Page 81 and 82: H5a: Computer self-efficacy will NO
Page 83 and 84: Table 2 Descriptive Statistics for
Page 85 and 86: Although hierarchical multiple regr
Page 87 and 88: Table 8 HMR Results for Facilitatin
Page 89 and 90: use blogs. In fact, nearly 86% of r
Page 91 and 92: Venkatesh, V. (1999). Creation of f
Page 93 and 94: What’s Guiding the Profession? An
Page 95 and 96: process. Arnett, Arneson, and Bell
Page 97 and 98: The interview process was guided by
Page 99 and 100: chef’s feelings or the server’s
Page 101 and 102: If you’re going to work with [com
Page 103 and 104: Professionals, however, offered sev
Page 105 and 106: Hemingway, C. A. (2005). Personal v
Page 107 and 108: Causing Our Own Problems? Women as
Page 109 and 110: What’s Critical About PR and New
Page 111 and 112: • PR strategy is still developed
Page 113 and 114: Discussion in Terms of Strategy, Et
Page 115 and 116: How the PRSA’s Certification in E
Page 117: 1) How did the PRSA certification e
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Page 123 and 124: All respondents agreed that e-learn
Page 125 and 126: DL 3.0 were simple text and graphic
Page 127 and 128: technology that we lose sight of th
Page 129 and 130: Lowery, S. A., & DeFleur, M. L. (19
Page 131 and 132: and student groups in research clas
Page 133 and 134: Adoption of Participatory Adult Lea
Page 135 and 136: all had the same instructor, the sa
Page 137 and 138: Table 1: Thematic Analysis Results
Page 139 and 140: Improving Feedback, Interaction and
Page 141 and 142: will realize they all are expected
Page 143 and 144: How to Win Friends and Impact Stude
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Page 147 and 148: The pre-assessment survey results s
Page 149 and 150: messages and she never even called
Page 151 and 152: Who Should Teach Investor Relations
Page 153 and 154: Relations Society of America (PRSA)
Page 155 and 156: From Britney Spears to Burger King:
Page 157 and 158: governmental entities. The professo
Page 159 and 160: Show Me! Portfolios as Instruments
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Page 163 and 164: Gill, K. (ed.). (1993). Process and
Page 165 and 166: Courses of Study The courses in the
Page 167 and 168: Table 1. Cluster Comparison of Grad
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Appendix Name________________ Semes
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Outcome Clusters (italicized are ne
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innovation; (2) Successful collabor
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Breaking Ground In A Public Communi
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O A Video Documentary O A mini-vide
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Reflection as an Assessment Tool in
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Creating a Multi-Layered Case Study
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Finally in phase three of the case
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Example 2 Online Assignment: Studen
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New Methods of Student-to-Student a
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2008 PROCEEDINGS - Public Relations Society of America

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