Máxima Orientación a resultados a través del entrenamiento continuo: El Proyecto MOREC
Report by Bernardo Chulilla Manzón
- Published
- Publisher : Revista Capital Humano
- Name of issue : Capital Humano 170
- Date of issue : Oct 2003
- Language : Spanish
Subjective Assesment
The article proposes an interesting model for continuous training that goes beyond traditional course models to a more integrated approach, making use of e-learning as one element among others. Details of results would be welcome.
Overview
The increasing complexity and competitiveness of the environments in which companies have to work now, make continuous training a vital tool for ensuring that the company remains competitive. The traditional marketing mix model in the business client relationship is increasingly outdated, and people are increasingly the essential differentiating factor for companies. The author of this report affirms that it is necessary to use new training tools and methodologies that help to orient the competencies of employees to the business strategy. It si important to define and select the methodological components that are most suited to the people involved and the competencies that are to be developed, to follow the whole process closely to ensure that the development expected takes place and that all the techniques selected are effectively implemented. He also identifies a series of obstacles to succesful e-learning which need to be addressed: cultural resistance, technological difficulties, perceived relevance of activities leading to high attrition,pedagogical mediocrity and a lack of focus on how people learn, low interactivity and e-reading, and low levels ofcommunication and follow-up.
The author then describes the methodology implemented along these lines in the MOREC project.
Methodology
The proposal is divided into four stages.
1.Initial training using e-learning.
The objectives in this stage are to make the student aware of a need for change, involve them in the training, provide basic notions and concepts, and identify learning needs.
The activities proposed include knowledge analysis exercises using open and closed questions, background articles and texts focussing on the competences that are to be developed.
2.Face to face training
The objectives are ot make the particpants aware of the need to improve, to give them practice in effective working methods, and to achieve a commitment by participants to group and individual action plans.
The activities proposed during this stage are taken from the outdoor/indoor training approach such as teambuilding activities and games, role plays and case studies.
3. Continuous training and reinforcement
Again using the e-learning methodology the objectives here involve generating the context that is needed to put what has been learned into practice, individual monitoring, reinforcement of successful behaviours and giving continuity to the activity of the previous stage.
The activities used include case studies, virtual group meetings, forums for the exchange fo good practice, action plans and articles.
4. Coaching support
Here the manager of a student acts as facilitator of workplace learning. This helps to improve results and individual development.
Results
Details of results are not given.
Conclusions
The article proposes a blended methodology and the text makes it clear that it is necessary to move beyond the page-turner approach to e-learning to more integrative approaches. The approach would appear to make it possible to produce more motivating training experiences, though to some extent the "e-learning" aspect is present as support to the central face to face stage, rather than as a key element.
Without results it is hard to evaluate however.
Issues
It is interesting that e-learning is not defined at any point, and earlier approaches are criticised. However the author continues to use the term, though using it to describe a wider range of activity than seems to be understood in the types of e-learning he criticises. This leads to some confusion and is symptomatic of the kind of vague use the term e-learning is subject to in much of the literature. This issue needs addressing.
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