Reviews ASTD Members Only
Pulling the Plug
Review by Tom Abraham
One of the hardest decisions a training manager has to make is to pull the plug on a much-beloved training program. But when we act, we have plenty of incentive: complaints that content isn’t relevant or that courseware isn’t user-friendly, dropping enrollments, declining course ratings, and threats to our budgets or our job security. So, we update our project dockets, invest in a redesign or replacement, and get excited about a new way to approach the learning objectives.
But what do the big online providers such as SmartForce—billed as "the world’s largest and most experienced e-learning company"—do? How are they confident that their courses are delivering the goods? When curriculum size is in itself a marketing tool, what incentive do they have to evaluate effectiveness or satisfaction?
I’ve reviewed SmartForce programs before and described courses that were "a curious mix of first generation, text-dependent CBT with more contemporary Web-based resources, a product captured in the midst of its own evolution." I commented that SmartForce would deliver better training if it focused on practical, actionable content rather than glitz.
Imagine my disappointment when, two years later, I find leadership programs still cluttering SmartForce’s curriculum that don’t meet the company’s self-described standard: deliver learning solutions that produce tangible results, drive business transformation, and gain competitive advantage.
Leadership in the New Economy is one such program. If you want a leader in your organization who can say, "According to the Vroom-Yetton-Jago model of leadership…" or "The path-goal theory of leadership proposes…," this is the course for you. But if you want a leader who can change the way your company does business, you’ll probably agree that this course is unlikely to alter behavior or provide any practical skill.
I love theory and academic rigor as much as the next guy, but this superficial survey of standard leadership literature makes no attempt to translate insights into real-world action for the user. Beyond the limited click-and-read interaction, questions, and one or two activities are "write a report" exercises that, though useful, are unlikely to help you meet next month’s payroll.
Links to other Websites and examples enrich the course‘s content, but they don’t touch on the post e-commerce era. "New economy," as it is used here, would seem to refer to post-1960s transformational companies. It cites the Ohio State studies, the leadership grid, and charismatic and transformational leadership, but that’s nothing new. The basic building blocks of learning design are present, but the course seems written by a grad assistant and a bubble-figure artist who don’t understand that leadership is a performance art. A more accurate title that focuses on the content rather than the examples might help, as would links to articles and other online resources that don’t need updating. The ever-present Jack Welch is profiled, complete with a link to GE’s Website. Of course, Jack isn’t there anymore, but I did take a moment to browse the selection of electric cooking ranges.
Leadership Management Simulations does provide some useful learning opportunities, but success is relative. At SmartForce’s low prices, I wouldn’t expect cutting-edge interactivity, graphics, or design complexity, yet each of the three simulations includes specific, skill-enhancing feedback learners will be able to use.
Packaging the three simulations together seems a curious choice. Most designers know that delaying a final practice or application opportunity seldom has value, but there are times when it does make sense. In this case, SmartForce makes the assumption that learners have completed the related content modules on motivational strategies and goal setting, team development, and managing change, but designers haven’t taken advantage of any leverage opportunities. The formats and situations differ, and too much time and bandwidth are invested in repeating setup instructions.
In each simulation, learners encounter a graphic of a straightforward office setting and are asked to click on items, such as a door or cubicle, to interact with characters. High-energy voices deliver information and move each scenario ahead. Text is repeated in an adjacent window. Also available are links to email and voice- or video mail, but only one choice at a time is active so all the clicking is linear and nothing more than a means to download the next brief segment’s visuals and audio. Learner patience is tested because so many screens are used to deliver limited content. I did have occasional problems with the downloading, including those pesky "connection failed" exceptions.
The situations—the human responses to their problems and project frustrations—ring true. The thimbleful of choices learners actually make will result in helpful, direct feedback. Printable comments, ratings, and narrative on decisions are insightful tools. During the simulation, some characters’ comments imply other choices might be worthwhile, and learners can use the back button on their browsers to make another choice.
Recommendation
So much about the SmartForce learning Website is appealing that it’s hard not to overlook some program unevenness, and trust that the developers keep at it until they get it right. SmartForce has built an effective and captivating Web infrastructure to support programming and aid learning. The ground won’t tremble beneath your seat, but you’ll find most everything learners need to access and use the courseware, including
- an automated system check
- complete tech support
- downloadable coursework for offline work
- free promotional content, articles, and store links
- curriculum maps and "My Progress" course status.
The critical question is, How will users react to the curriculum clutter and unevenness? A dedicated user can bounce around various courses and find lots to be excited about. But perhaps it’s time for an "average customer rating" to be shared for each course in any large, enterprise-wide or online curriculum resource. That’s certainly a suggestion SmartForce could act on. With a clear picture of how it evaluates its training and monitors quality, you’d be able to make a more informed purchase decision, and your learners could make better choices about individual courses. SmartForce definitely would know that it’s keeping its promotional promises.
|
|
Leadership in the New Economy |
Leadership Management Simulations |
| Holds user interest |
* |
** |
| Production quality |
** |
** |
| Ease of navigation |
**½ |
** |
| Interactivity |
*½ |
*½ |
| Instructional value |
* |
**½ |
| Value of content |
* |
**½ |
| Value for the money |
** |
**½ |
| Overall rating |
* |
** |
Published: June 2002