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Searching... | 30000004743625 | HF5549.5.T7 S97 2001 | Open Access Book | Book | Searching... |
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Summary
Summary
In this companion volume to Distance Training, Sustaining Distance Training presents practical steps for integrating distance training into the day-to-day operations of any organization. Berge shows organizations how to move beyond the initial phases of setting up a distance training program and make it a part of the strategic planning process, including infrastructure, budget, staffing, and policy planning. He explains how twenty of the world's leading organizations have mastered the basics of distance training and have taken their efforts to the next level where distance training becomes the most effective method for delivering the training your workforce needs to embrace emerging technologies in today's highly competitive, global economy.
Author Notes
ZANE L. BERGE is director of training systems, Instructional Systems Development Graduate Program at the University of Maryland, Baltimore. He has edited numerous books on computer-mediated education and is coeditor (with Deborah Schreiber) of the award-winning Distance Training (Jossey-Bass, 1998).
Reviews 1
Choice Review
As organizations and universities rush to jump on the distance education bandwagon, few definitive guides are available. Those that exist are prescriptive, with a paucity of real-world experiences to validate the advice given. This book presents a framework of essential elements for establishing a sustainable corporate distance education program. Editor Berge (Univ. of Maryland) has established his expertise on the subject in his previous book Distance Training (with Deborah Schreiber, 1998). The volume covers 17 cases studies on distance training programs from a variety of successful organizations and industries that offer lessons for creating long-term programs that contribute to meeting strategic and competitive goals. The thematic synthesis of the case studies provides guidelines for coping with accelerating rates of internal and external change, as well as meeting the need for life-long learning. Successes, along with problems, are presented for readers to incorporate into their own planning and management. The most significant finding common to all the cases presented was that the organizational CEO must feel the pain of not making significant changes before fully supporting the transformation of training programs. Graduate, research, and professional collections. N. J. Johnson Capella University
Table of Contents
| Figures, Tables and Exhibits | p. x |
| Preface | p. xiii |
| The Authors | p. xxvii |
| Part 1 Introduction | |
| 1 The Context of Distance Training: Predicting Change | p. 3 |
| 2 A Framework for Sustaining Distance Training | p. 13 |
| Part 2 Meeting the Challenge of Uncommon Organizational Change | |
| 3 Distance Training at the U.S. Army Intelligence Center: Surviving Implementation | p. 31 |
| 4 Lessons from Merging SBC's Regional Telecom Training Centers | p. 48 |
| 5 The World Is Officially Open for Business: How MCI WorldCom Used the Corporate Intranet to Train a New-Era Communications Company | p. 70 |
| 6 Attracting, Training, and Retaining Instructors for Distance Learning at the U.S. General Accounting Office | p. 85 |
| 7 Making It Work in a Nontraditional Organization: Distance Training at Reseau INTERACTION Network | p. 106 |
| 8 Distance Learning at the IRS: Supporting Organizational Change | p. 124 |
| Part 3 Setting Competitive Standards | |
| 9 Strategic Planning for an Online Distance Education Program: Driving Change Through Education at the UAW-DaimlerChrysler National Training Center | p. 147 |
| 10 Sustaining Distance Education and Training at First Union: Transitioning from the Classroom | p. 164 |
| 11 Beyond the Sizzle: Sustaining Distance Training for Ford Motor Company Dealerships | p. 178 |
| 12 Learning to Work in Web Time: Evaluating Time-to-Market Instruction at Nortel Networks | p. 199 |
| 13 Integration of Individual Coaching in a Distance Learning Environment: Experiences at Cap Gemini Ernst and Young | p. 218 |
| 14 Hewlett-Packard's Regional Training Center: Site Information and Learning Centers (SILC) | p. 235 |
| Part 4 Achieving Organizational Goals | |
| 15 Building Motivation for Distance Learners in Public Health | p. 255 |
| 16 Supporting an Enterprise Distance Learning Program at NYNEX | p. 270 |
| 17 The U.S. Postal Service's Integration of Distance Training and Education Initiatives to Meet Organizational Goals | p. 291 |
| 18 TeleEducation NB: Problems with Integrating Technology into a Provincewide Distributed Distance Learning Network | p. 312 |
| 19 From Training Enhancement to Organizational Learning: The Migration of Distance Learning at the American Red Cross | p. 329 |
| Part 5 Summary | |
| 20 Tools for Change: Linking the Organizational Perspective with Distance Training and Education Programs | p. 351 |
| Appendix Case Study Research Methodology Used for This Book | p. 359 |
| Glossary | p. 369 |
| References | p. 381 |
| Index | p. 391 |
