Fast ADDIEMA Model for Instructional Designminicourses internal
ICT training MSMEs
Nayiv M. C. A. J. S. AssafInstructional Design Corporate
WebsiteCIIMTEC Pachuca444 Fracc Oaxaca. TerrazasPachuca Hidalgo.
[email protected]
Dr. Assaf Mal JessusEconomic and Sector DevelopmentCIIMTEC
Pachuca444 Fracc Oaxaca. TerrazasPachuca Hidalgo.
[email protected]
Ing. Orqudia Rosales CornejoInventories and Industrial
Manufacturing ProcessesCIIMTEC Pachuca444 Fracc Oaxaca.
TerrazasPachuca Hidalgo.
[email protected]
Lic. Yehudy Assaf J. C. S.Businesses & Franchises MSMEsBella
Fashion / CIIMTEC PachucaAcopinalco 214 Fracc. HerraduraPachuca
Hidalgo. [email protected]
Summary:This document presents the ADDIEMAR, a quick
instructional model of low-cost ICTs based on the classic ADDIE
model (Analysis, Design, Development, Implementation, Evaluation),
to meet the needs of design and implementation of short training
courses and / or training MSME staff in specific content quickly
and without requiring formal professional technical and didactic
knowledge and applying human or own free materials available on the
Web resources. The model, preselected making decisions and develops
educational stages suggesting solutions and expert teaching and
instructional options, applies the potential of ICT, teaching
theory and modern andragogical assessment and instructional design
can bring corporate web entrepreneurs any spin with minimal
training budget. First thoughts on the current state of training
and ICT in MSMEs exposed after talking about ICT MkTIC and EDUTIC
then an overview of instructional design for MSMEs is presented,
and finally the ADDIEMAR model is developed at length, that the
interesting part is the entrepreneur to apply to your own business
context. The conclusions are discussed the possible consequences of
applying this model in Mexican MSMEs. The work was conducted with a
qualitative methodology document pre-experimental descriptive
exploratory design in the first stage and the second participant
observation.Abstract:This document presents the ADDIEMAR, a
low-cost rapid instructional model with ICT based on the classic
ADDIE model (Analysis, Design, Development, Implementation,
Evaluation), to meet Quickly and Formal Design and Implementation
of the short training courses for staff in MSME Requiring specific
content without using technical-professional training materials and
human resources owned or available free on the Web. The model,
decision making and preselecting didactic Developing solutions and
expert stages Suggests didactic and instructional options, apply
the possibilities of ICT, modern didactic and andragogical
assessment theories and instructional corporative Web Design that
entrepreneurs can bring to any kind of MSME budget with minimal
training. First exposed current state training and ICT in MSMEs,
then talks acerca ICT EDUICT and then presents an overview MkICT of
instructional design for MSMEs, and Eventually DEVELOPS Extensively
ADDIEMAR model, Which is the interesting part for MSMEs
entrepreneurs to apply business context to Their Own . In the
conclusions, directed Toward the academic / theoretical of
enterprises Discussed are the possible Consequences of Implementing
this model in the Mexican MSMEs. The work was
exploratory-descriptive Conducted by pre-experimental design Within
a qualitative methodology, in documentary mode at the first stage
and by participant observation at the second.Keywords:
instructional design of internal corporate training, MSME, ICT
entrepreneurs, ADDIE.Keyword: internal corporate training
instructional design, MSMEs, ICT, entrepreneurs, ADDIE.
Introduction. Training and technology in today MSMEs.
Time is the most valuable to the employer (Vzquez, 2012),
particularly the MSME entrepreneur capital because it has the
least. The second resource with this quality is money. The
resources that are better mind your entrepreneurial initiative and
some knowledge and / or experience in any sector or corporate spin,
although the latter is not always true.
Due to this scenario, when it is proposed to form a company-and
even in conformadas-- and all the help you are able to hold, is
generally a very small staff with little or no experience and
knowledgeable group in a stadium below those required by the
specific context of the company's turnover.
Historically, small businesses have recently promoted the
training of its members, and those who have made have turned to
white-collar employees (office workers) while blue collar employees
(operational workers) have received at best cases casual
instruction (Stojanovic, 2000). The statistics are overwhelming in
this regard, 75.7% of the staff of MSMEs reach [primary or
secondary] basic education or have any instructions (Guaipatn,
2003). So a company like this or veterana-- --novel processes
requires both specific training and ongoing training as general to
achieve a position in the local business world and current
global.
On the technology side, the management of Information Technology
and Communication (ICT) in MSME has been a secondary strategy, are
reluctant companies, inexperience or budget to hire the services of
expert technologists, like its counterpart the great company and
have implemented a few changes in the patterns of adoption of these
technologies (Ramos et al., 2012).
The needs of SMEs in technological issues combined with their
ability to present such specific application scenarios of ICT which
can even be classified as unique. As required in this regard
spectrum resources that can be adapted specifically to your
need.
Also among the entrepreneurs of MSMEs prevalent belief that
technology acquisition is burdensome and complex handling (Assaf
and Assaf, 2012;. Ramos et al, 2012), but most have, at least, with
a desktop computer connected to the Internet, which is more than
sufficient for the implementation of training model presented in
this paper and in reality the many free services available on the
Internet for almost any other ICT application.
Although the availability of materials, processes and training
models for entrepreneurs about financial and business matters is
broad by the state and federal governments and the private sector,
the gap in training issues around general technical issues
particularly specific to the MSME sector is very large and this
absence not only contained in the scientific literature but also in
the technical and commercial market.
The reality is stark, MSMEs requires training, but has no money;
MSMEs need technological upgrading; but no knowledge; for this
scenario to better devise a training process for very low cost,
designed by the very people who fully understand the needs of the
company and its partners, who know full and widely skills and
deficiencies, the first problem is almost always do not know how or
where to start.
The employer of MSMEs, have little access or experience of
organizational and educational aspects of instructional design
structured expert (Martinez et al., 2003) but applying it to
processes of training and education based on their own needs and
with the support of his own experience and aligned with the
technical content necessary provide appropriate solutions to all
the problems presented to them, without the need for all the
paraphernalia that instructional support requires outside
professional (Citrix, 2012).
Thus, to support the development of micro and small enterprises
and mainly due to current training needs in the workplace, this
document aims to provide guidance to entrepreneurs or MSMEs model
for designing instruction in specific content (commonly a technical
or management of specific processes) short courses that an
entrepreneur may require its employees and himself; since the
success of a training program for employees open to learning should
be initiated by senior managers (Argyris, 2001), in a policy /
participatory approach to ICT training of the members of the
company's own human and material resources or with minimal expense
using the free resources available on the Web.
That is, entrepreneurs entrepreneurs without professional
technical-didactic knowledge access and have the support elements
(Fernndez, 2003), a guide and basic instructional design process
and formal training and further training simple and formal
guidelines, informal or formal, based on specific local needs of
the workplace and they can apply in their workplaces or training
without having to invest too much time, money or other expensive or
inaccessible external resources in the preparation and
consolidation of a platform for these purposes (Citrix, 2012, and
Assaf Assaf, 2002). Since this business, technologized and
fast-paced world, where the slow and small are not they tend to die
(Socconini, 2008), is a magnificent and privileged scenario
particularly micro and small businesses are required to take.
Figure 1. The 3 C's of MSMEs and ICT
Adapted from Assaf Assaf and 2012
This assumption that the slow and small are not they tend to
die, that ICTs have been established in all fields of human
endeavor, has radically changed the focus and priorities of small
businesses, particularly in three facets of its existence (Figure
1): Communication Technologies (ICT), Commerce (MkTIC) and Training
(EDUTIC) the three C's of MSMEs and their associated ICT (Assaf,
2012b, and Assaf Assaf 2012). And it's not because the production
technology which positions the company as still in many cases is
considered (Jessner and Sperl, 2012; Assaf, 2012b)
ICT and EDUTIC MkTIC
The first and second C's, Communication and Trade (the third C
Training will be discussed later), have radically changed the focus
and priorities of small businesses due to the new way of
interaction between the company and the client; today advertising,
and Web mrquetin media are under the control of the consumer
(Vollmer, 2009), we find ourselves in an era in which micro, small,
medium and large enterprises should focus on the user. This hatched
with the mass use of ICT in marketing, MkTIC (Assaf, 2012b; Assaf
and Assaf, 2012), particularly of social networks and associated
tools (Sanchez, 2011), many of which are free (Assaf and Assaf,
2012; Assaf, 2012a) and where small businesses should benefit and
can compete at the same level and with the same force that large
corporations in the interest of clients (Snchez, 2011).
The use of the term ICT has permeated all spheres of human
knowledge; is an elastic acronym that has been popularized and
spread across many disciplines, each understands differently and
assigned specific concepts and definitions covering many kinds of
judgments, we talk about ICT in education, medicine, trade and
governments; each area the empirically adopted in various forms,
depending on the mode and the extent to which solve their problems
and satisfy their needs socialization techniques; which has caused
a Darwinian evolutionary transformation of ICT to various
modalities.
ICTs are technologies, tools and / or Web communication line
services that run on the Internet and the ways and strategies to
manage and manage some outstanding examples are: blogs, forums,
e-mail, RSS syndication, geolocation SoLoMo, WebQuest , QR codes
and semantic Web to name a few.
It has been in recent years that ICT applications and Internet
Web services have been developed faster and better in the area of
mrquetin, particularly in social networks are indispensable tools
in any attempt to online marketing (Snchez, 2011). This is where
MkTIC make their appearance, in order to exist in the local and the
global, not forgetting the traditional, you need to have a presence
on the Web thoughtful, balanced, cleverly using the whole arsenal
of ICT in marketing that will have available to complement social
networks, such as a Web page (com), a mobile page (mobi), a
television channel (youtube) and microblogging services (twitter)
and any other services available that meets the ends sought. . What
you must cover the basic MkTIC even in long-established and
MSMEs.Specifically the MkTIC are the set of tools, forms,
strategies and techniques mrquetin substantiated the use and
application of ICT, e-commerce and digital advertising Web for
communication, sale and distribution of goods or services and
internal and external processing information on the business
environment (and Assaf Assaf, 2012). In addition to its ubiquity
supports decision making away from the office in real-time or
delayed (Vzquez, 2012), all promoted by the need for rapid
reaction, which strengthens the premise that will linger slowly and
surely not survive .
The whole evolution of the MSME business requires a training
process in ICT and ICT, particularly the urgent inclusion of MkTIC
marketers in areas of these companies, which is forcing the upgrade
and update their practices. First with regard to infrastructure and
technological capacity and second, and more important, training in
those implementations at all levels of staff; these are two needs
that commonly occur together, which poses a big problem in and for
the micro, small and medium enterprises to where operational
resources are limited, as this process is often expensive and
requires experts to design and implementation.
In this process of trial and error facto, the first scope of ICT
in MSMEs is the use of the training EDUTIC MkTIC (Assaf, 2012b;
Assaf and Assaf, 2012). It is suggested that the first year to
experience this model is to in-house training on them.
Instructional Design for MSMEs
Although there is today a general and globally accepted
definition of instructional design, which itself can be generalized
to systematically guide is addressing human needs, focusing on
goals and objectives and which is based on theories and principles
of learning (Shambaugh and Magliaro, 2006, Rothwell and Kazanas,
2004).
Even the instructional design as a discipline in general, allows
the organization of the information required for obtaining a loan
through the correct presentation of all kinds of data and
references. "Much of the positive response from a bank in relation
to the granting of a loan depends on the credit applicant present
clearly their goal, the potential of their business, the
effectiveness of its infrastructure" (Mexico undertakes, 2009) .
Becoming organized is a learning experience in itself (Shambaugh
and Magliaro, 2006).
The Instructional Design is mainly implemented through design
models, of which many have been developed in recent years. A model
may work better for schools and one for corporate training; among
the most prominent models are (Shambaugh and Magliaro, 2006,
Rothwell and Kazanas, 2004): A) Model of systematic planning Reiser
& Dick (1996), which requires the analysis step, is focused on
the goals; B) Model Systems Zook (2001), focuses on the evaluation
(skills) and content; C) ASSURE Model (2005), provides guidance for
the use of media and technology materials; D) ADDIE Model, a
process of systematic structure decisions. Most of them are simple
but require experience for your application.
This is where business and / or academic theorists, from
instructional design Web and ICT arrangements should provide
theorizing and integration of conceptual strategies to solve a
variety of practical problems that arise when within companies
today, and must present a whole host of solutions in a philosophy
necessary knowledge economy and finding strategies for generation
and management (Bustos, 2004); in this sense the organizational
collaborative learning becomes a cardinal and essential need for
firms that can only be accessed through the training, which even
allows MSMEs to access funds and credit financing more directly (
undertakes Mexico, 2009) and increased effectiveness in the
application of these funds (Boggio, 2011).
Some of the organizational proposals seeking strategies learning
organizational knowledge economy to share knowledge were:
functional teams, groups and units specialized customer-focused
product / work; besides Know How as a product of learning
experiences to solve problems; all these non instructional
proposals (Rothwell and Kazanas, 2004) served as the basis and
model for training processes and internal training. But they
require a framework to implement them where substantiated.
This framework is for this case, the instructional design model
ADDIE stands for Analysis, Design, Development, Implementation and
Evaluation is one of the most classic literature in formal
processes to develop and implement education, training and skills.
It is a model created by the militia of the United States to ensure
the efficiency and effectiveness of the training of its members
(Rothwell and Kazanas, 2004; Piskurich, 2000) and that found in the
Second World War a trigger for their development and business
implementation and educational.
The ADDIE is more than a model, is a macroesquema general
guidelines with the precepts tested over a long time and different
types of scenarios that provide the structural basis for the
development of specific instructional models. What makes it a
versatile but powerful model for these purposes, you can adapt and
enrich the early stages or other models that may be conducive to
the specific needs, such as ASSURE to technology, skills and
content for Zook, who bonded with andragogical theories of learning
and corporate training and assessment as Kirkpatrick (Kirkpatrick,
1994), form a complete park to suit any training situation in MSMEs
and the needs of entrepreneurs.
Model ADDIEMAR in MSMEs.A theoretical contribution to business
practice is ADDIEMAR Model (Analysis, Design, Development,
Implementation, Evaluation, Metaevaluation, Rapid Application) to
the instructional design of short courses (mini and micro) of
specific content and / or skills for ICT training SME's; the
ADDIEMAR provides an overall strategy for internal training
organizations with little experience in application and use of ICTs
and who have a shoestring budget (Piper, 2003) for technological
modernization. For versatility of this model can be applied to the
training of new employees or attached for training and / or
continuing education of established any kind.
This design model that develops short courses in this proposal
focuses on the third C, Training, because of the very short-term
imperative of the use and application of modalities EDUTIC MSMEs
needs is the development Fast formal instructional design models to
facilitate training personnel MSMEs approach to these technologies
from a theoretical and practical basis solid and well established
(Lee and Owens, 2000) andragogical training areas (Rothwell and
Kazanas, 2004) .
The rapid development model modeling ADDIEMAR develops from
removing some steps ADDIE classic model, and its interlacing with
instructional techniques and theories andragogic procedures and
expert instructional designer can simplify design many times and
selecting for preselecting a fixed advance to the crossroads where
there is normally a decision process in the design of instruction
and directs the way they would not know which way to go. Which
means it is a predeveloped model, which consists of a general
strategy premodeled where experts are taken in advance
instructional decisions to provide the non-expert media address
your very specific training needs to simplify its implementation in
processes of internal training the workplace and outside of it, and
where each entrepreneur will take the parties or paths that best
fit their business context.
It was developed in a policy / participatory approach, the
policy part indicates that staff MSMEs charge of the training
process, you must mark clearly and directly the skills and methods
and techniques for making decisions that other employees be met so
step that low margins of uncertainty among employees (Sahu, 2012),
if MSMEs want to participate in global markets including the
premises must comply with international quality standards that
establish very specific rules of proceeding (Socconini, 2008); not
to mention the fact that trainees are adults, should be done in a
participatory manner to achieve capturing the experience and
suggestions that they can contribute.
What model is intended to apply to the bosom of micro and small
businesses, enabling them to develop at a minimum cost set of
resources to fill their labor needs and training for work. Whereas
most of the micro and small enterprise training department is
formed by one man with the honorary appointment of Training
Manager, in most cases the entrepreneur himself or someone from the
team that know something more or better than other employees touch
him perform all instruction of the company and also has an
impressive host of other responsibilities that often considered
more important.
The chart of the stages and ADDIEMAR respective phases shown in
Figure 2, and described below all parts algorithmically. The
checkmark next to the steps in each phase indicates key steps of
internal ICT training particularly in micro.Pre-training stagePhase
A1 Determine the actual conditions in the company2 Define clearly
what you need to learn / teach3 Gather necessary resources and
learning materialsPhaseD24 Designing the structure and development
of lessonsTraining StagePhase IE5 Implement the lessons and
assessmentStage PostcapacitacinPhase MA6 Evaluate the evaluation
and application of new knowledge
Figure 2. Model ADDIEMAR
Employment ADDIEMAR model is based on ten principles:1) The
budget for training of MSMEs is limited or nil.2) What is known is
what should be trained, but not how or with what.3) The training
process is relatively short and simple, but can be applied in
iterated form blocks or modules for longer or complex processes and
tasks.4) the process is ideally aimed at small groups of employees,
between 2 and 12 members; for more people can establish groups.5)
The training needs are specific (technical and / or procedures).6)
The company has an employee who has no idea of the processes,
content and / or tasks performed (Martinez et al., 2003) and levels
and quality standards required by the training (Perez et al., 1998)
.7) is an andragogical process that takes the collective decisions
of their own training All employees are involved and collaborate
horizontally throughout the training process.8) The group realize
that in the set is known only to their individualities.9) The
potential diversity of experiences, skills and related knowledge
possessed by all group members in training are a critical capital
in the evolution of collaboration and improvement of the company in
the collective, and their own individually ( Bustos, 2004).10) The
process of instructional design training process is a cycle that
does not end with the design of the course, but extends to the in
situ application of knowledge and / or skills learned throughout
the life of the company and only opens to allow entry of new
variables.
Pre-training stage.A. Phase Analysis.1. Determine the actual
conditions in the company. A. Conduct an analysis of the context
and circumstances in which the company begins its training process.
Answer questions Who / When / Where / Why? (Townsend, 2007).i.
Consider and record the variables that can influence it as: Budget,
physical infrastructure, technological equipment and existing and
future tools, number and availability of employees, times and
dimensions of the physical space available, friends / business
partners, including temperature ranges, etc. .B. Browse among
employees who will begin training on their knowledge when starting
the design process of the training.i. Conduct informal-formal
questions gradual mode of observation and / or interview to give
general or specific diagnostic panorama your existing training and
on going to start.ii. Record observations and / or interviews.
Avoid if possible or textual examination questionnaires, using
video or audio formats to make the process faster and more
efficient.
2. Clearly define what is needed to teach / learn. A. Define
content, skills, abilities be transmitted contrasting versus the
diagnosis made in all employees. Answer the question What
?.NeedDescription
RegulationsA standardized content that employees require
PerceivedContent that employees think they need
DefendantAn external content that ask employees
CompareContent that have few employees and other non-
EarlyContent that will be needed soon
Table 1. Description of the 5 types of ......... ..the company
needs
Adapted from Lee and Owens (2000)
i. Differentiate and take into account among five types of needs
(Table 1): The contents of standards / rules, the contents that
employees believe they need, the defendants were content, content
homogenization know some and not others, contents advance to be
implemented in the future (Briggs, 1977).ii. Review Task. Answer
these questions: What do I want the employee know / do? How / when
/ how to do it? With what / where / where / why do it? The
responses indicate the 5 parts of the target to be identified for
training (Table 2): status, learned ability, action verb, object
and conditions and tools for three types of content: conceptual
(theory / knowledge), procedural ( practice / skills) and attitudes
(appreciation / values). For example: Selected branch (situation),
the student will identify (learned capability) external and
internal (object) orally (action verb) listing all its features in
a digital format with the corporate report sent by email to the
immediate superior customer (conditions ).ItemDescription
SituationCircumstances under which the employee's performance
will be observed
Learned CapacityProduct Type demonstrating learning
unemployment, defined from taxonomic verbs for each skill level
ObjectThe content of employee performance
Action verbHow performance will be performed or completed,
defined from taxonomic verbs for each skill level
Policies and toolsTools and / or special conditions needed to
perform the actions under which the performance will be
observed
Table 2. Description of the 5 elements of a target
Adapted from Lee and Owens (2000)
iii. Contrast: 1) the content identified in this analysis versus
2) the content they already have employees and comparing 3) those
who believe that the training process is going to provide.iv. Once
you have determined what you have, what you should have, what and
how to do and is registered and socialized this with everyone in
the company who will be implementing obtain teaching materials and
resources for the training process.
3. Gather necessary resources and materials.A. The conventional
process of designing and making resources and materials in the
instructional design is an expensive process, to overcome this
point is crucial and one of the core parts of this model, conduct a
thorough search and selection of these materials and resources in
the Internet for the training process avoids unnecessary
development costs. This process is a very important part of the
training design phase and greatly facilitates the use of Web search
engines as a source of resources and materials (Google: Books,
Images, Videos, Latitude, Maps, Earth, Blogs, Academic, YouTube,
Panoramio, Alerts, News, Globe, etc.). leaning storage services in
the cloud as Gmail, Blogger, Docs, Calendar, CloudPrint, DropBox,
Delicious, etc. What potentiates the advantages and possibilities
of the use of ICT and online tools: 1) permanent storage repository
and ubiquitous asynchronous global availability, 2) availability of
multimedia and hypermedia, 3) quick and easy to duplicate
information, 4) Collaborative permanent global registers. i. Define
the search. What I want to find what are the desirable formats
(video, audio, text, animation), what keywords related to the topic
of search involves the process are. And select a search engine. For
example: Google.ii. Perform search. Enter keywords according
combining semantics, advanced search can be used to search using
resources (wildcards: $, *,) to improve and expand the
possibilities for this search. For example, type in the search word
for word: "information technologies *" + + resource materials
-Programming filetype: pdf site: www.TICs.gob.mx what it means to
get a list of links with the phrase textual information
technologies that contains the word resources and materials but not
the word programming and is a resource of type pdf sought only at
the site of TICs.gob.mx, if results are not satisfactory change the
words and try other search results. Perform searches with other
formats like MP3, WAV, MIDI, MWA to audios; MWV, MPG, RMP, QTL,
AVI, RV, 3GP, MOV, FLV for video; TIFF, BMP, JPG, PNG, GIF for
images; SWF, FLA, PPT, HTM for animations; DOC, TXT, PDF, RTF to
text; RAR, TAR, ZIP, LHA for tablets; etc.iii. Filtering manual.
Once the indexing leagues requested search, analyze, select and
open in a new tab that best fit the requirements of what is needed
at the brief description is enough to read the list of leagues.
Sometimes pages or resources that open in new tabs contain links to
other sites or resources that are of interest to search for what
suits best to separate them as new windows by pulling the tab where
they are in the search engine so that it is independent of the
other tabs and tabs can be opened in the new separate page, this
type of search where the tabs are branching into new windows,
search called branched, or fractal tree. Otherwise it is a linear,
sequential or search string. Leagues by marking the relevant pages
are stored in the browser, called Chrome bookmarks / favorites in
Explorer or Mozilla or Web markup tools as diggo.com.iv. Another
very powerful option is to search specialized repositories such as
Flickr.com for photos, Youtube.com for videos, Images.com for
illustrations or graphic photo search Google images. These ICT
resources have become today one of the most popular and active
tools because everyone who collectively joint global collaborative
knowledge. For purposes of gathering resources mainly for training
video is an excellent and wonderful resource, as it accumulates all
sorts of content, from how to prepare a gelatin figures to training
in high technology. It is highly recommended to form a solid
foundation in what refers to resources for all sorts of purposes
resource. The same principle to enter keywords to locate a group of
related video and from there refine the search by reviewing and
opening those that seem most helpful applies. Download them to your
computer with www.filsh.net.v. Apply semantic search with
intelligent agents, first approximation to the Web3.0 services like
Wolframalpha.com (Assaf, 2012a)vi. Organize downloading materials
and resources in specific folders selected resource types and / or
format that will serve as temporary repositories offline where all
the material is collected protects it. And support them in media
such as CDs and / or USB devices considering download times, file
size and quality.vii. Record information and data sheet (metadata
file) of each resource in a descriptive format for storage and
classification. For example it can use the Table 3
below:Informationsource:____________________________________________________________________________________________________
Format type:Article Text Book Video Manual Audio PDF
Animation
Summary of
content:____________________________________________________________________________________________________
ProbabilityuseVery low Low Moderate High Very High1 2 3 4 5
Table 3. Table metadata information and resources downloaded
Adapted from Lee and Owens (2000)
viii. Select an ICT resource online repository. In principle it
can be a Blog services like Blogger or WordPress, but with the
evolution of Web storage services can also choose services like
GoogleSites or GoogleDrive, Microsoft Live SkyDrive (MS Office
license free), DropBox.com and Evernote. com or marked social and
Delicious.com Diigo.com to group the links marked where the
selected resources are located, to avoid having to download the
resources and distribute only the list of links where they are
grouped, you can even make use of some LSM free training platform;
Blog can be easily supplied, but is par excellence one of the best
known ICT (the blogosphere) and therefore easy to use and configure
and can be integrated well with other ICTs such as email, eduforos,
wikis, learning communities (Caro and Islands, 2008; Bustamante,
2008; Chamorro, 2008) and a service of WebQuest.ix. Open an account
and upload all resources grouped by any criteria and shared with
all users in the course to have all available resources permanently
online (24/7/365).
Phase D2. Design and Development.4. Designing the Structure and
Development of the lessons.A. Once all the inputs for training, you
should start the design process. It is the organization of all
products of the analysis phase in a content structure, lessons and
guides and study materials.i. Guide / Datasheet content. A quick
and very graphic way to make available the specific content which
requires a training process of this nature is to apply guidelines
contained in tabular format tablets or maps. Use graphic organizers
(timelines, argumentative maps, semantic networks, process
diagrams, etc.) clearly and explicitly to map the process steps.
The minimum content or competition must submit a resource like this
for each procedure is: Each new content should cover three basic
elements: 1) a general concept, 2) concrete and real examples and
3) practical exercises or guide. Description of content to show /
demonstrate: art, process, theory, concept, idea and / or
competition / standard, etc. Proof: ways to apply / use the
content. Steps / actions to be taken an analytical and graphical
description (mapping) of the content and resources from materials
previously collected. Practice. A set of practice exercises,
simulated and real to be performed during the training process and
will serve as a model for final practice in the workplace. Links
(links) of resources, bibliography and analog and digital sources
with more information. Evaluation and feedback. Enforcement
Guidelines conjoined in a checklist / observation with the minimum
performance criteria set out in the task or procedure.ii. Lesson.
Develop the organization of content considering and following some
basic principles of teaching for these environments: Sign
indicating the relevance of the course. Issues that the training,
skills develop. Verify that the verbal content (text / audio) is
effective, precise, clear and fluid. Use many examples and
demonstrations and interactive activities make Adjust employee
training, organize content from a person's performance and
capabilities of employees. Facilitates a manageable level of
content for them. Provide clear instructions and write activities.
Keep the demand levels at an appropriate level without diminishing
throughout the training process. Use motivational context and
visual, mental, imaginative, graphic metaphors, etc. Include
decision-making by the employee and to the training process,
otherwise the training will not be teaching or working. Design
multitasking, read, analyze, compare, decide interact. Close formal
informal / assessments of what has been learned; stipulates
feedback concepts; direct attention to further learning and / or
work or what will be done in future lessons.B. Determine how to
work, teaching-learning methodology to be applied in the training
group for the socialization of content. Presentation /
Demonstration (procedures and / or techniques). Socratic direction.
Guided self-reflection (Townsend, 2007). Cooperative or
Collaborative (pairs minimum, maximum two couples). Exposure group
/ team / personal / working groups / collaborative circles. Group
dynamics as Brainstorm. Open activities and trigger actions.
Problem Based Learning (PBL) / Learning Through Cases (AMC). Online
self-learning, self-taught / tutored. Guided learning / open,
self-taught / tutored Exploration. Graphic organizers, Simulation,
Role playing / SkitsC. Promote an organizational structure and an
environment in corporate training environment that fosters
continuous learning especially in the workplace. These points
generate one of the most important factors in any business training
process: external motivation.i. Reach a consensus decision process
engages employees and encourages them. Asking / consulting
employees about the needs that prevail at the lowest level of the
company and its possible solutions. Reflect on these questions:
What? What do they need in the trenches? Bidirectionally giving
feedback, be heard and hear the opinions and advice of employees,
pegunte / research throughout the training process.ii. Use a style
horizontal / training pairs. Remove as much as possible training
hierarchies (vertical formation) with advisor / tutor / teacher /
expert, as stated higher education hierarchy. Enhance the cross
pairs (dyads), triads, small groups and teams proximal and distal
work. (Maximum 4 members, the 5th almost never going to work).
Training StagePhase IE. Implementation and Evaluation.5.
Implement lessons and evaluation.A. This point is the beginning of
the training. Where will be implemented and will be tested all
pre-shaped design and evaluation of learning lessons.i. Lesson. The
presentation of content according to the resources and facilities
available, you may make projections or displayed on monitor, can be
used personal technology resources of a member of the company or to
meet in a cafe by following some basic principles of teaching for
these environments : Start running an analysis of expectations
about the training process. Introduction to unit content. Review of
previously studied materials (if applicable). Provide the necessary
materials, guides, resources, links, etc. Follow with a contextual
introduction and background to the study process and objectives to
achieve with the training. Suggest a case, problem or situation
linked to the relevance of the course or face reflect the company
that makes those involved. Maintain a lively and active step
instruction, but matice. Slow when necessary, thus avoiding
unnecessary braking. Make smooth transitions of content and
lessons. Monitor, check, check the performance during the execution
of activities in the two scenarios, the theoretical and the
practical. Ask questions, one at a time and give enough time for
response. Include continuous, constant feedback at all times.
Explanatory feedback provides clarification confirming successes
and / or errors corrected. Whether for demonstration, testing,
repeating the question, giving clues or giving more time. Encourage
through the materials and the environment in the workplace where it
practices indicating the need to benefit from this knowledge.
Encourage self-assessment and peer assessment and individual and
group cognitive and attitudinal reflection. And socialization of
doubts in the group. Consider the times and hours of training in
the workplace to avoid labor problems. How long inside / outside of
the workplace. Record performance evaluations of student
performance on video or audio as evidence of improvement. Contrast
assessments over time.Apply the following procedure as a basic
metacognitive strategy (Alley and Deschler, 1979) to teach you how
to easily learn in this context:I. Demonstrate how you want the new
process to be taken orally describing each step. Encourage at all
times, before, during and after the demonstration, formative
feedback to questions by the student.II. The student rehearse /
practice verbally process steps until you can indicate them without
error, and provide corrective feedback during testing.III. The
student to practice with simulated materials verbally repeating the
actions to be running again offering immediate corrective
feedback.IV. The student to practice with real materials and
perform corrective feedback.V. Evaluate the performance of the
final implementation by the student without offering any help, and
if he can determine the minimum performance required by the process
to pass the assessment or refer back to the point where it requires
the student to resume the practice of execution.B. The final
evaluation of each training process of each of the members of the
process is carried out. In the first two levels of the four
existing (Tables 4 and 5) assessment of the scale of Kirkpatrick
(1994).i. Develop an instrument that establishes the minimum limits
of the criteria, rules and standards that are being trained and
assessed by observation watchlist and / or matching the execution
performance of each student. In reaction levels and knowledge
(Table 4).LevelTypeDescription
Level 1ReactionMeasurement of the participant's response to the
activity as their views on the relevance of the activity that
enables them to fully comply with the requirements of the work
done.
Level 2KnowledgeMeasurement of the increase in the level of
achievement of the proposed content and skills training
activities.
Table 4. The first two levels of evaluation: Reaction and
Knowledge
Adapted from Lee and Owens (2000)
ii. Record and store the evidence of the observations in formats
such as video, image or audio that are faster to implement and
store and do not require a subsequent digitization process.
Stage Postcapacitacin.Phase MA. Meta-Evaluation and
Application.6. Evaluate assessment and application of new
knowledge.A. This phase, particularly the assessment of the
implementation of the training is a part that specifically set
forth in the business areas, and is available in the areas of
education, because in them can not assess the implementation of
training in the real context. This phase performs the evaluation or
assessment of the meta-evaluation and evaluation of the application
in the employment context of the new knowledge gained from the
training process conducted with a range of levels of evaluation
(Kirkpatrick, 1994) and the over time: confirmatory evaluation. In
the last two of the four levels of the rating scale.i. Developing a
valid instrument establishing minimum limits of the criteria, rules
and standards that are being trained and assessed by observation
watchlist and / or matching the performance of the implementation
of each of the participants in the performance levels and impact
(Table 5) requiring the company and the customers which will take
place after the expiry of a certain period of latency after
training provided.LevelTypeDescription
Level 3PerformanceMeasuring change in behavior or attitude and
performance as a result of the use of knowledge and skills of
activities transferred to work over a period of latency.
Level 4ImpactMeasuring the impact on the business or company in
the form of return on investment of the training process.
Table 5. The last two levels of evaluation: Performance and
Impact
Adapted from Lee and Owens (2000)
ii. Record and store the evidence of the observations in formats
such as video, image or audio that are faster to implement.iii.
Give the individual results and the review and revision of the
assessment process, making a general and specific personal feedback
and / or group with the employees involved.iv. Constantly monitor
the performance of employees to keep the company within the valid
limits of performance required by their customers. Taking the
results of the four types of evaluation (Tables 4 and 5) as inputs
for analysis and diagnosis of this monitoring. If the results are
out of range iteradamente start the process again in a cycle that
should not end as the company has life. Recognize successes and
correct errors.-o-A fourth stage of the model can be applied by
cycling model for working a higher level of content covered, work
with organizational knowledge gained in the first run of the model
to solve problems involving innovation processes and industrial
creativity (Assaf et al. , 2013) and the generation and application
of new ideas as indicative of a more technical, business and social
maturity of the MSMEs processes.
Conclusions.Training in MSME is one of the most important
factors for its development and evolution. Particularly, it is
in-house training which is one of the means by which such a company
has access to a whole range of possibilities that are only limited
to the creativity and imagination of the entrepreneur. Internal
training on the other hand also presents difficulties, not easy to
break the negative inertia of a venture, even in the smallest, but
the biggest risk is that wrong conduct all efforts and this may
determine the fate of the MSMEs, in entrepreneurial and all
dependents.Therefore, the simple application of a model can have
undesirable fast direct impact on MSMEs, the recommendation in this
regard is to be conceptualized and exercise their application and
use in mind and on paper before taking it out, design and planning
before all. It is also essential, supported by participatory aspect
of the members of the entrepreneurial community, it is very common
to have a very active mind and commit to greater than its
counterpart in the large enterprise level and in any case this is a
small matter. Do not be afraid to ask your peer entrepreneurs, peer
support is always convenient and free most of the time.It is
desirable that the charge of the process of internal training in
the company, do some research beyond the concepts developed here in
a very short search that contextualizes what is about to board; so
could be starting what eventually can be formally department
training and continuing education of MSMEs.The party One of the
most significant parts of the model is the stage ADDIEMAR
postcapacitacin: the assessment phase of the evaluation (meta) and
the application, which is not in school and learning models that
are rarely located in the corporate , despite being from the
perspective of business, the most important for the company. That's
where it is shown by the Return on Investment, if all the
expenditure of time, money and resources worthwhile. Both
theoretical and practical academic entrepreneur must set our sights
on this place from the start not only training, but the gestation
of the company itself says if training served and if the venture
makes sense at all.The application of this model requires fast
adaptive flexibility of MSME entrepreneurs, because the model is
not a set of unbreakable laws that do not allow adaptation to the
particular context. One of the advantages of rapid modeling is its
flexible application and adaptation to the specific context and
implementation almost personal needs, which is why this type of
modeling is one of the most important conceptual tools that an
entrepreneur has MSMEs. The model supports fast adjustments and
modifications to suit the particular circumstances and context
across each company; each company is unique with specific needs and
highly problematic, and this model is intended only support in
solving business problems from the perspective of training in the
workplace.The set of technological options and teaching presented
presets provided, from the theoretical and academic contributions
andragogical instructional design Web, a base and educational
support to the MSME entrepreneur strengthen its platform to ongoing
training and education within their Company direct, practical and
useful way, which integrated empirical observation and documentary
research contribute to, scientific, social and economic
technological development of each company and thus, the Mexican
business environment. No claims to be the only nor the perfect way
to solve these problems, but a choice to be in the set of
resources, tools and solutions that should be available in this new
globalized world.This model profile is distinguished by its
excellent application context of small business, but it is
important to encourage their application in micro you can find in
it a significant profile in the craft that most of these companies
is developed by evolution. If a full application of the model is
required, it is in very substantial parts as isolated processes can
greatly serve them micro solitaire from one-person entrepreneur
(Jasso, 2011) to larger ones.Because decisions on MSMEs tend to be
very short term and reactive and intuitive, it is highly advisable
that at the beginning of the adoption of a culture of internal
training and continuing education, easy, immediate and
implementations are made form of integrated packages such
technologies Gradually entrepreneurs have to take into account
higher levels of technological appropriation to guide the use of
models for implementing ICT training within the workplace, which
can currently be from distance learning mode to Web site courses in
ICT through the various forms of blended learning supported; The
formats and types of training that apply depend on variables such
as time, number of employees, budget allocated and available
technology among many that can be taken into account (Assaf,
2012a).Academic or theoretical enterprise and / or ICT, first
touches propose, develop and validate scientific theories and
models in this and any item on MSMEs, and secondly, and more
importantly, make them available of entrepreneurship in a clear,
direct and easy practical application of geographic, economic,
social, financial and technical reality of the Mexican company
language. The ultimate goal should prevail is that the
entrepreneur, despite the adverse conditions prevailing
vicissitudes and have to face, you can not close the world.
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