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The Asynchronous Distance Learning of Microsoft Excel Functions in a
Corporate Environment
Joseph Bolton
University of Hawaii at Manoa Department of Learning Technology and Design
Honolulu, Hawaii, USA
jbolton@hawaii.edu
Abstract:
As the hospitality industry transitions from the
operational processes using hard copy to digital and web based processes,
for the individual employee, the technological skills needed to maintain or
improve efficiency are constantly changing. Breakdowns in the efficiency of
employee output at the individual level can significantly inhibit the success
of the business metrics and growth. A more engaging training approach that
incorporates learning technology, with asynchronous distance learning, and
module-based training is needed. The purpose of this instructional design
project was to increase the comfort and confidence of excel users, in an
asynchronous manner, in the corporate environment. Users logged into an
Excel training website and completed four Excel modules containing the
four most commonly used Excel functions in the industry. After viewing
screen cast demos that utilize actual data from their environment, users were
then required to complete an assignment and email it to the instructor who
returned feedback via email or screencast. Due to the asynchronous nature
of the design, Keller’s motivational model focusing on attention, relevance,
confidence and satisfaction (ARCS) model was used. Mainly to maintain
user engagement in the fast paced hospitality industry. This approach to
learning Excel has created generative interest in using this technological
learning format for other internal industry software.
Introduction
Efficient productivity based skills and processes in the hospitality environment are
essential for the success of the operations in all measured categories such as financial
performance, guest satisfaction, and employee satisfaction. Breakdown in the efficiency
of a departmental output or individually at the singular employee level can significantly
inhibit the success of the business metrics mentioned. Training content delivery in the
hospitality industry has always been conducted fast paced in nature. From a contextual
standpoint, the industry operates 24 hours per day, 7 days a week and every day of the
year. This leaves little time for the operation to fully stop and allow time for detailed and
specific training of its employees. Payroll cost is the highest expense of any operating
department in the industry and additional training hours heavily impact this financial
metric.
Because of the everyday operational schedule that exists, the current training delivery
method has evolved into what is referred to as “on the fly” training. This term by
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definition is the ability to conduct employee training while operations are running and
employees are already scheduled and present working. This is opposed to having people
stay working later than originally scheduled or attend training when not scheduled,
coming in an extra day, adding to payroll cost. The industry has moved to the cost
effective “on the fly” method to reduce cost and operational impact. This has in turn
impacted the time allowed for all training topics in the organization.
The complete listing of mandated training topics in the hospitality industry is a large
scope ranging from legal necessities such as sexual harassment and violence in the
workplace, to advanced psychological concepts of using empathy in service recovery and
using emotional intelligence with your co-workers. Regardless of the caliber and level of
content, the same amount of time is allotted. The time quantity given for all training
sessions, scheduled by the “on the fly” methodology is a maximum of two hours. Until
recent, training delivery in the industry has been primarily executed through instructor
led training (ILT) in a classroom setting. The training instructor will deliver the content
utilizing a PowerPoint presentation or hard copy handouts. Based on the current
inventory of PowerPoint presentations for company training use, less than 10% of power
points may include multimedia sound and movie clips to enhance the training content.
There is additional opportunity to explore this concept further, advancing the material to
more technical skills. This approach correlates directly with the study highlighted by
Strother (2002) in his corporate e-learning research. He cites the STD-Masie Center study
involving the experiences of more than 700 e-learners that found that 87% percent of
workers preferred to take digital course during work hours and 52% preferred to take the
e-learning from their work area.
As hotel and resort properties transition from hard copy based operational processes to
digital web based processes, for the individual employee, the technological skills needed
to maintain efficiency and accuracy are constantly changing. Due to this conversion,
many addendums and alterations to standard operating procedures are being announced at
a rapid pace. One major need area that has surfaced recently are the skills needed within
the Microsoft Office genre, including Word, PowerPoint, and Excel. Based on employee
feedback, the largest and most crucial need comes from Microsoft Excel. The simple task
of sorting excel spreadsheet data and graphing the information can take an unskilled
employee more time than a skilled employee who can process this same function in
seconds.
Specifically this course was designed to focus on sorting data, graphing data, creating
tables, using basic formulas, and conditional formatting. The goal was to create
asynchronous distance learning, and module based training, where the employees can use
their own computers to learn Excel and increase their comfort and confidence using the
program. This Instructional Design approach will meet the need of the employees for this
learning topic, complement the “on the fly” cost saving training process and engage the
new blended learning approach the corporate entity is supporting and evolving.
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Literature Review
As early as 2001, many corporate entities in retail, food and beverage, and manufacturing
have been transitioning instructor led training into a digital or e-learning format using
CD-ROM, multimedia video, and Intranet based learning sites. As Faherty (2003)
suggests, the allure and attractiveness of e-learning has corporations in all sectors
implementing such measures and processes primarily for financial and consistency
factors, at a rapid rate. Consistency in the corporate training context refers to the ability
to educate employees with the exact same presentation at any location, at any point in
time. By utilizing the e-learning format, the corporate entity can create one learning
concept that meets all needed requirements, whether legal or initiative oriented, and
deliver digitally to more employees in less time. Other than cost savings, this process also
deletes any margin of error, in comparison to the content delivered by a human instructor.
Based on possible instructor variance, liability is a common concern when delivering
legal and industry requirements.
As seen in the design method of this instructional design project, time and labor costs
were embedded into the e-learning based training programs from conception. But as
further research suggests and specifically summarized by Strother (2002), the rapid speed
to market transition to e-learning formats to gain financial results must be done with the
human learning factor in mind, and not solely for fiscal savings. The learner and human
element of the e-learning process becomes more detrimental with the success of elearnings, as they grow in quantity in corporate culture.
Applying Strother’s (2002) definition of success to this project, it was be the reduction in
rework, and increase in productivity. Along with these factors, the feedback and the end
result of the learner utilizing the information from the e-learning process matters most to
the designer and project stakeholders. Furthermore, as Strother (2002) caveats that the
process of the transition to e-learning training models must be done with careful planning
and precision, not to overlook the human factors and learning needs and styles of it’s
employees.
Two of the major themes on initial unsuccessful attempts of this course taught in
classroom style setting in April 2014 were the lack of the tool (computer) to learn with
during the session and the fast paced time the course was delivered (1.5 hours). As
Faherty (2003) suggests that e-learning not coupled with the direct tool that the employee
will use in their everyday setting, is seen as a deficiency and will impact the retention of
the content.
Project Design
Table 1.1 illustrates how the project was also initially designed to contain and reflect
Keller’s (1999) ARCS model throughout. Keller brings to light the challenges of
maintaining motivation and learner satisfaction during the learning process, a crucial
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cornerstone in the original planning of this project. A parallel challenge exists in the
corporate realm.
Table 1.1 ARCS application to project
Attention
Capture Interest (Perceptual Arousal):
An Introduction email welcoming participants and explain the nature of the course
An introduction video on the homepage of the module website
Stimulate Inquiry (Inquiry Arousal):
Describe the benefits of increased time and productivity
Describe the value of comfort and confidence in using the program
Maintain Attention (Variability):
Screencasts videos and clean website design
Relevance
Relate to Goals (Goal Orientation):
The learner in this case wanted to improve their Excel skills. The goals of increasing
comfort and confidence utilizing Excel and increased productivity appealed to the
learner.
Match Interests (Motive Matching):
When using the modules to create spreadsheets, the learners were in their own
environments, using their own computers. This allows them the convenience to not have
to attend an Instructor Led Sessions (ILTs) for this technical skill based learning.
Tie to Experiences (Familiarity):
By utilizing the actual data and sources files they were given in their workday, the
instruction simulates the day to day operation of the industry and the role of the learner.
Confidence
Success Expectations (Learning Requirements):
The course is designed to have the learner submit their work and receive feedback within
24 hours. Based on the submission, positive reinforcement and “motivational messages”
can be given throughout the four module process.
Success Opportunities (Learning Activities):
By starting form the most basic function and giving feedback throughout the course, the
confidence of the learner builds as they progress into more difficult tasks in Excel.
Personal Responsibility (Success Attributions):
By submitting their own work twice per week, the learner integrated the instructor in
their learning experience. Due dates for each module require the learner to stay on pace
for the duration of the module.
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Satisfaction
Intrinsic Satisfaction (Self-Reinforcement):
The functions and data utilized in this course was directly correlated to the data used in
everyday operations. Upon completing the modules they have enhanced their skills to
better their personal work experience.
Rewarding Outcomes (Extrinsic Rewards):
Increased efficiency and more time to accomplish other tasks and duties. A pre and post
questionnaire will measure their comfort and confidence levels.
Fair Treatment (Equity):
Upon completion, an email was sent to them and their direct superior congratulating
them on their accomplishments.
Motivation for the corporate employee remained the major concern when implementing
the project. To further increase the effort to counteract the fast paced working
environment and the initial lack of comfort and confidence with the Excel program,
“motivational messages” in the form of emails, were utilized. Keller (1999) describes the
concept of “motivational messages” that are sent to learners to as personal messages
during the course to deliver compassion, empathy, and encouragement. The impact of
these messages was generally accepted as positive by learners. The impact especially
occurs in the confidence and satisfaction stages of ARCS. By utilizing this concept in the
instructional design project, the comfort and confidence levels of the learner were
engaged throughout the process.
This asynchronous learning project utilized four major technological resources upon
implementation. The ultimate reasoning for these resources chosen was zero cost access
and ease of use. Also the programs chosen are compatible with the corporate standards
and technology compliance regulations. The resources are: Weebly (www.weebly.com),
Screencast-o-matic (www.screencast-o-matic.com), Microsoft Outlook (already present
in Starwood culture) and Google Forms (accessible by anyone with the link). All of these
resources were utilized via a learner website built on the Weebly platform. The
appearance of the website, seen in figure 1.2, is meant to be simple and clean, and not
intimidating to users.
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Figure 1.2 simple Design of course website (homepage)
Figure 1.3 illustrates the modules view with screencasts embedded within the website
Figure 1.3 Layout of modules tab with screencast
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The lesson videos were captured, created, and edited using screencast software
Screencast-o-matic. The assignments due from the module were be submitted via
corporate email (Microsoft Outlook). Also a tab containing a calendar that reviews due
dates and support contact page are also available for course logistics reinforcement as
mentioned in the introduction video.
Methods
The process of the project began with an email welcoming the learners and delivering the
website URL. The home page presented a welcome video explaining the method, site
overview, process, goals and expectations of the asynchronous training.
The video directed the learner to the Modules section of the website. The Modules page
contained four detailed sections identified by number and titled “module 1”,”module 2”
etc. This project contained four modules dedicated to the Microsoft Excel function topics:
Module 1 - Sorting and Graphing data, Module 2 - Creating and Using tables, Module 3 Formula Usage and Module 4 - Conditional Formatting. The modules tab when clicked
on directed the learner to the specific section that contained a screencast of how to
operate Excel for the topic of that module, in correlation with a downloadable set of
predetermined data embedded on the site. This data was the exact same type of data
downloaded and used in the daily operations of the industry. For confidentiality reasons,
any customer personal information or data were removed from these downloads. This did
not interfere with the learning scope or process.
After viewing the video, the learner was instructed to complete an assignment with a due
date. Upon completion, the learner submitted their work to the instructor (training
manager) via email. This process continued for the four modules over a two-week period.
Upon receiving the submission the instructor gave feedback and motivational messages
based on the quality of the completed assignment. after each assignment was submitted
Learners received feedback using the comments function in excel, together with email
summaries. Feedback on all assignments was returned within 24 hours of submission.
Discussion and Conclusion
Throughout the process of instructional design, it is imperative to constantly keep the
frame of mind of a learner. This is ever more important in the event that the designers are
subject matter experts. As learned in the process, a designer must constantly move
between the design and learner state of mind. Also as learned in the instructional design
process, feedback is crucial. Feedback from other subject matter experts, outside
designers, and acquaintances can drastically and constantly improve the usability and
potency of the design. It is crucial as a designer to constantly seek and implement
utilitarian based solutions toward the design.
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Lastly, especially in distance education, one must not underestimate the process of
motivation and the use of motivational messages. As Keller suggests in his description
and use of motivational messages, they can be a catalyst to the learner experience,
enhancing the design for both the learner and those they communicate with. Web based
learning has become a trend in corporate entities across the globe. As technology evolves
and individual employee learning needs grow, the synergy between the human learning
need and the use of the technology needs to be addressed in correlation to the rise of use
of e-learning.
By utilizing the educational technology tools, corporate training can evolve from
classroom based, instructor led to a personalized web based, and asynchronous structure.
As every organization is different and complex, one solution may not fit all. Perhaps
more of a shift in the awareness of individual learning need, opposed to fiscal results can
yield the same if not better results than current e-learning processes. As corporate culture
evolves, so does the technology that is utilized, which will always add a demand for
employee training and education. Corporations and businesses that can harmoniously
keep a balance between technology utilization and human learning needs will yield both
financial results employee satisfaction.
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