TRANSITION OF CLASSES FOR A FLEXIBLE ENVIRONMENT
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Key -Words used in the Diagram
ITT- Infrastructure Information Technology LMS- Learning Management System HPT- Human Performance Technology F2F- Face to Face IT- Information Technology Innovation Theory- A theory that seeks to expand on how, why, and at what rate upcoming ideas spread to be used (Rogers,1995). Performance Gaps The main performance topic is the enrollment of Small Hill Community College’s enrollment numbers have decreased in the last 10 years because of two reasons. First, there has been an economic recession. Secondly, students have a need for online classes, which Small Hill Community College needs to offer, to be competitive. The second performance gap is that faculty members are behind on transitioning from regular classes to online classes. The college spent a large amount of money on designing the necessary technology framework. After four years, the faculty only had nearly 27 % of the courses transformed to being online classes. The organization of the workshops created a pain point for faculty because the pieces of training were not user-friendly. The information at the workshops was considered superficial, at best. Training evaluations proved that faculty members were “unhappy.” The information at the workshops explained the foundations of technology, the internet, and online information processing. Even though IT believed that these aspects were important enough to keep in their workshops. The IT team summarized that the faculty were not technology knowledgeable and that they were not ready to continue to advance topics. A follow- up survey proved that only 30% of those who attended the workshops started to transform the regular courses into online courses. Moreover, only half of the 30% finished the transition. The faculty concluded with the Human Performance Technology Specialist that what they really need is the opportunity to have their own online training, chat, or hotline. This would help faculty with the time that is available outside of teaching, itself. That is because really, faculty members are already busy teaching. They need to have information at their fingertips, and develop flexibility in their own schedules, for the different levels that they are at. This part of the performance gap is shown in Table 1.
Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press
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