Brian Hoyt
Professor of Business Management
Mark Stockman
Director of Computer Services
Ohio University
1570 Granville Pike
Lancaster, Ohio 43130
740-654-6711
hoyt@ohiou.edu
stockman@ohiou.edu

The Virtual Business Training Center - Virtual Workspaces

The Virtual Business Training Center (VBTC) is an integrated business resource center that provides business users with access to online training, market research, project management, and other project based resources. The VBTC also functions as a business lab and virtual internship for Ohio University students. Our interaction with business partners and student teams is maximized by both the synchronous and asynchronous benefits of our online approach. The synchronous and asynchronous work activities include online interviews, chat function brainstorming, real time desktop video conferencing spreadsheet work, and interactive web based posting of text, audio, and video clip outputs of data or analysis. The multi tier online site leverages the power of an interactive web based platform, desktop video conferencing, and compressed video to deliver a range of business services that emulates a corporate university for business users while offering a complete project based learning experience for students. Our work with the VBTC and business partners has been delivered on both Blackboard and Lotus Domino platforms.

Virtual Business Work Spaces are needed for Project Completion

There is a new and innovative performance development intervention that can dramatically impact the successful completion of project work by teams in either business classes or the competitive workplace. Using several tiers of online technologies will prove to be a significant means to improve the performance of project teams. Many business classes use a project and team approach to delivering important business information. Some entire business curriculums are based on this approach. Most dynamic business activities are handled on a project basis with many in a team format. Both environments work hard at improving the success of their project management activities and need stronger interventions that will increase the outcome performance.

The project based approach functions as a "pull" system, much like successful and innovative production control systems that require parts to be delivered only as they are needed using a Just in Time (JIT) system. The successful integration of business skills and software expertise can emulate the shop floor control model. The issue is Push vs. Pull. Pulling the business content requirement and technical skills into the project/classroom at exactly the time business learners need those enablers optimizes the benefits of experiential learning project work. It also increases the range of applications of various business skills. As an example, the pull method of integrating software into a business class is driven by the actual business project. The question of what type of enabler (skill intervention) is needed is matched with what best enables the successful completion of the project component. The project also is the significant criteria for what should be introduced (knowledge intervention) as preparation. Using the software example, the project will determine whether the project team will get exposure and training in software for spread sheets, project management, statistical analysis, statistical process control, flow charting, desk top publishing, activity based costing, or simulation software. The timing of the required training intervention is determined by the immediate needs of the project team in resolving project problems. The introduction, demonstration, and hands on project application are only presented when the team is ready to apply the software application for project activities.

A comprehensive project-based program will require the understanding and usage of relevant knowledge and expertise. The real time nature of projects should eliminate the expended time lag between the receipt of theoretical information and its implementation in solving problems. A project-based approach can focus on skills, knowledge, and attitudes. This approach requires dynamic responses from learners exhibiting some skills and gaining exposure to others (Hoyt 2000).
An innovative use of online technologies is not just an alternative to be used in project- based business training it is a better platform. Project managers, trainers, and faculty can use a web-based platform to maximize their facilitation of the project. An online platform in a learning setting will:
1. Increase participation of learners
2. Provide more opportunities for critical thinking
3. Enhance communication between team members
4. Enhance communication between business sponsor, facilitator, and team
5. Increase probability of achieving required deliverables
6. Quicken responses and facilitator interventions
7. Complete project closer to planned timeline schedule
8. Increase communication between team members
9. Provide clearer exhibition to business skills and knowledge
10. Establish more cohesive group work
11. Complete project completion closer to planned specifications
12. Facilitate earlier interaction with facilitator
13. Facilitate earlier interaction with business sponsor
14. Provide opportunities for increased number of outside experts involved with project

The use of an online platform also has additional benefits in a workplace setting by providing an organization with several optimal efficiency outcomes including:
1. Optimize employee's time on project
2. Reduce costs
3. Maximize outcome performance
4. Provide stronger support to keep project on timeline
5. More effective project status reporting,
6. Effective interaction with internal or external sponsors
7. Tracking of project progress is more efficient
8. Maximize team member expertise

9. Allow team members from different locations to have full participation
10. Improve the efficiency of other work activities and project work (Hoyt & Stockman 1999).

How the Virtual Business Training Center Works

Business projects, in fact all projects, have common success determinants and common barriers. A project team's effectiveness is always measured by their ability to reach stated goals, speed - throughput rate of project completion, stamina - the ability to finish projects and then move to the next project, and the contribution of the output to the organization. Dean and Evans describe quality problem solving teams with similar effectiveness criteria and recognize that the consequences of poorly run projects or ineffective teams can have a dramatic impact on an organization's competitive advantage (Dean & Evans 1994).

Accepted guidelines for project success is measured by three primary criteria; Achievement of Specifications, Time Schedule adherence, and Cost controls such as hours, $, etc.. Achieving specifications includes reaching the project objectives and purpose from the customer/sponsor's perspective. Is the final outcome or deliverable the same as the target? Does the final outcome/deliverable provide the intended benefits? Adherence to the time schedule is defined by meeting the intended finish target date or key milestone dates. Cost control includes the evaluation of meeting the targets of projected allocation of resources including people, supplies, expenses, materials, etc. (Kerzner 1998). Some experts target communication issues, coordination of activities, and skill levels of team members as the key opportunities for project teams to improve goal attainment, project completion, and schedule variances (Dean and Evans 1994).

My (Hoyt's) hands on experience with workplace problem solving teams, project teams, and student teams the past 20 years has convinced me that the most significant reasons teams are less effective than they can be or need to be has to do with two key factors, access and interaction interventions. Work teams that exhibit poor performance always exhibit poor communication, coordination, and skill gaps but some successful teams also exhibit those traits some time during the project experience. Our most recent applications with online facilitation that maximizes access and interaction has convinced us that we have a better approach and means to improve project work in both education and the workplace. The combination of team effectiveness criteria and project effectiveness criteria is the arena or environment where technology as an intervention can provide the necessary advantage that facilitates and maximizes team and project success. Technology is not the answer, access and interaction is the answer. Specific online technologies maximize the facilitation of access and interaction for teams and projects. All of the effectiveness criteria and team dynamics can be dealt with by opening up more opportunities and better options for interaction and access within the project's life. All project participants (education and business) can move within the project information using this platform without restrictions of meeting times, other work activities, or travel. Using this new platform there is an increase of communication, participation, and work input of sponsors, experts, and team members.

Access components
1. Information
o Schedule
o Work in Progress
o Problems, questions, issues
Expertise
o Technical (project management, design, market research, etc.)
o Business software applications (spreadsheets, desk top publishing, scheduling, statistical analysis, etc.)
o Strategy (customers, consultants, Trade Associations, etc.)
o Training (Continuous Improvement, software, project management, etc.)
Sponsors
o Customers
o Suppliers
o Internal (Executives, Corporate, Functional Managers, Faculty, Project Managers, etc.)

Interaction components
1. Synchronous (project status, work activities, strategy interventions, etc.) - discussing, meeting, and working together at the same time. All of these activities can be done with some or all of the team members at remote locations.

2. Asynchronous (work in progress, general communication & coordination of activities)- discussing, meeting, and working at separate times on the same information. All of these activities can be done with some or all of the team members at remoter locations.

3. JIT - Just in Time interventions. When so much information is available so quickly on team activities, progress, and data the opportunity to intervene with timely expertise increases. When a work team is approaching a pivotal problem solving sequence (data analysis and evaluation) the facilitator (faculty or project manager) can arrange software or statistical analysis interventions. A facilitator can "see" the team's up to date and continuous progress and post a video clip, outline, and analysis template on their discussion board using the teams actual data. Project team members can access the video clip file/mini lecture, review the outline alone and then as team online, and get started with template (Excel spreadsheet, SPSS statistical software, or Statistical Process Control software) to move project forward with out any unnecessary delays.

4. Tool selection - A wider and fuller use of deliveries is available for interaction using online platforms and electronic communication tools. This is in comparison to narrow and restrictive classroom lecture or conference room meeting environments. The following section on technology platforms describes key components and usage of several electronic communication tools. The descriptions demonstrate the breadth and depth of various tools that better link theory and skills, provide more options for differing learning and working styles, maximizes a collaborative learning and performing environment, and builds strong novice - expert relationships.

Technology platforms that support Access and Interaction

1. Compressed video - This is a synchronous approach that requires all participants to have access to compressed video equipment. The most effective use is to provide larger amounts of verbal information, obtain immediate feedback and consensus, and facilitate group exercises. Kick off meetings or initial project prioritizing is typical online usage.

2. Desk top Video Conferencing - This is a synchronous approach that facilitates actual work activities online. Although this component has real time audio and video its primary purpose is to support sharing and collaborating data and analysis with business software. This Internet access platform can be used one on one or with multi cast server software as many as ten working at a time. The desktop camera and microphone allows for smooth communication as team members share spreadsheets, statistical software, project management software, etc. The most significant benefits include expanding work capacity of work team, efficient movement of team through project completion, effective use of Just in Time interventions, greater reach to remote team members, travel costs can be reduced, accesses best balance of team skills and knowledge, and facilitates effective meeting management (Hoyt and Stockman 1999).

3. Interactive web based database
o Discussion boards - This is primarily an asynchronous approach that allows an array of postings. These postings are done on an interactive web based platform such as Lotus' Domino Server Software (Lotus Notes) with interaction done at any time. Access is facilitated through WWW to a Web site that has linked databases for discussion. Formatting of the discussion boards can be constructed by setting up categories of each main summary category of the project as a heading with messages, status reports, etc. being posted to the appropriate project category. Category headings posted for an system improvement project would be Defining the System, Baseline for system, Cause Analysis, Improvement implementation, study the improvement change, standardize improvement, and plan for continuous improvement. As the student or work team moves through these problem solving phases each team member can post their work (or work in progress) onto the discussion board and immediately it can be accessed by viewing the information and the interaction can begin on that component (questions by customer, responses by team members, interventions by experts, etc.). This work can be done and posted at any time and interaction can take place at any time, there is not a delay waiting for the next meeting or formal reporting process. More interaction takes place and greater access to project activities improves effectiveness of the work.
o Text files - text can be posted directly onto the message board or attached to a message (similar to e-mail attachments). Project team members can post outlines, interviews, spreadsheet data, analysis graphics, and project schedules. There is not another platform available that can put so much project information in a common location for all project participants to access. A full view of the entire work allocation and project status is available from remote locations and has piggybacking opportunities as more info shared earlier has greater response participation as feedback.

o Video and audio files - These video clips can be posted and then viewed using Real Player plug in. The clips can be used to facilitate the introduction of new project phases, announce a message to all project team participants, and provide needed reference material for team progress. Individual team members can view video clip at convenient time, post responses or questions, discuss the information together online (in chat room), and begin application. Perhaps a video clip is posted by facilitator that reviews the strategy and logistics of constructing an important customer survey. Certain team members may have more responsibility or sole responsibility for this component of the project and would use the clip has a "how to" intervention. The other team members should view the clip now knowing the requirements and better prepared to offer support. A video clip can be maximized by providing an outline (as text posting), referencing Internet links, or establishing a template that can be filled out as individuals view the clip. Simple PowerPoint files narrated can add significant value to the stratification of data.
o Chat functions - this synchronous format in private chat rooms maximizes communication with team members of three or more. This supplemental electronic communication tool provides a forum for live discussion of activities, project status, debriefing of individual interventions with facilitators, issues and barriers. This easy access electronic communication tool can be used to facilitate intra team communication and communication between team members and facilitators. Interactions are logged and can be posted to discussion boards for reference by all team members. Logs can be used for team members that miss chats, or for those team members that were not part of a specific intervention between facilitator and team members. The dynamics are unique for problem solving and require similar level of keyboarding skills to move quickly through a discussion. A chat facilitator is recommended for each work session to keep on task. This tool is excellent for updating task status (in round robin fashion) and generating a volume of ideas from remote team members.
Unique Advantages of the Virtual Business Training Center

Our multi tiered online platform (compressed video, desk top video conferencing, interactive web site) expands the contact opportunities of remote team activities. No team is in constant proximity or communication yet coordination, collaboration, and communication must take place for successful completion of a project. This innovative platform and approach positions team members and their work at immediate access and facilitates more sharing of information. It encourages greater participation and enables technical expertise to intervene earlier and more often. These improved access and interaction levels maximize the resources available for effective task completion and overall project success.

After many independent online business projects we designed a framework that will house ongoing online project activities for both student and business usage. Our platform will serve as a "corporate university" incubator site for small and medium size firms and provide virtual training experiences for students. Research, training course development and delivery are just a few of the offerings to companies with limited funds or online training expertise.

New Knowledge Opportunities for Business and Education

A key online business relationship exists when an organization, facilitator, and learner interact within a technology platform to develop workplace performance. These technology tools can help learners (both students and employees) target and reach their highest performance objectives quickly and with reduced trainer support. In project based classes or modules there are exciting opportunities for problem solving to be facilitated by advanced and interactive technology interventions. As technology advances there is a new requirement to discover the levels of interaction and the impact of multi media web based technology on project based college courses and training modules. New knowledge can be gained by exploring unique applications of technology platforms that facilitate project deliveries. Our own preliminary results indicate an increase in interaction and access (participation) of data usage, analysis of data, and facilitation work by nearly three-fold compared to traditional face-to-face project environments. Our study also reflects that the number of interactions between team members and the facilitator increased on average from 22 contacts per team to 48 contacts per team in the web-based environment. Contact with each individual learner increased from 50% to 100%. Quality gains have also been observed including an increase of at least 32% of required deliverable components completed. Total project completion to schedule increased from 0% on time project completion in traditional project delivery to 80% project completion using the web-based environment. A developmental assessment effort can be used to study existing online web-based intervention platforms and their effectiveness in facilitating a project-based delivery.

New Knowledge is where many training facilitators and university faculty must pause and consider their actions. Are the online interventions being used effective? Do the online interventions improve performance areas targeted? Are the online interventions more effective for the majority of the learners? Can learning using online interventions be measured? Can application of learning be measured? Other questions can and should be addressed as innovative online technology tools continue to be introduced and requirements for employee performance development increases. The burden at this point is obviously shifting from what can be done using online technology platforms to which ones work and where are they best applied. Unfortunately this is a forgotten task of trainers and faculty, we plan and do and then plan and do again without gaining key knowledge of the effectiveness of our techniques or tools. Assessment represents the set of activities that moves from doing (implementing a new online component such as video conferencing) to studying the doing action and determining whether the intervention actually made an improvement in learning or application. If we have quantitative and qualitative based knowledge in a particular online intervention that did or did not improve learning or application then we have new knowledge - assessment's ultimate goal.

New Knowledge Framework

The process for effective gain of this new knowledge includes the following 4 steps:

Planning an online intervention - This step is not an arbitrary action guided by what technology is available or most innovative but rather a structured and focused plan. After initial defining activities selection of a subsystem to improve takes place, the improvement effort exposes identifiable skills or knowledge gaps, and then a baseline needs to be taken. What level of skills do learners possess right now? What is the level of performance exhibited currently? What is the level of satisfaction that customers of this subsystem express? What is the current training intervention used to improve these areas (classroom deliveries, CBT, etc)? This balanced measure baseline will provide data that can be used later to determine whether a new and innovative online technology training intervention has actually made an improvement in skill and knowledge application and whether that improvement has had an impact on exhibited performance, customer satisfaction, and competitive position. The gap between the existing performance and desired performance is the next piece of the plan to be examined. These planning activities include identification of all the interferences between the existing performance and the desired performance. Finding the most significant interference prepares us for the next stage of a new knowledge quest.

Implementing an online intervention -Immediately after planning the training focus area that requires performance improvement selection of an appropriate online intervention is considered. The elimination of the significant interference becomes the criteria for selection of which online intervention will be best to try. At this point a match of needs, expertise and availability of technology can be maximized. A small intervention change should always be attempted first before major investments are taken and because we do not yet have knowledge of the effectiveness of the technology intervention.

Assessing the technology intervention - Quantitative and qualitative examination of the intervention as it compares to the baseline. The design, collection, analysis, and evaluation of the data results will determine whether the online technology training intervention had the desired impact, did it work?

Standardize the use of the online intervention - this step may also include the abandonment of technology interventions that do not make improvements in learning and application. Increasing retention of information that does not increase student/employee performance is not improvement and should not be used to determine technology intervention effectiveness. If an online technology intervention has been documented to improve a training output (learning and application) then the improved training intervention should be standardized. The new technology intervention should be implemented on a larger scale than the pilot. It can be used to deliver other knowledge or skills area needs (i.e. sales to software instruction) or used for all learners in a particular skill area.

Research Parameters

Research Project Description: This applied research project will focus on examining solutions to practical problems experienced in project based classroom deliveries. This Type I Developmental Research will emphasize the study of a specific online technology platform and its use and will produce a research output that articulates lessons learned from analyzing this online technology platform in use to facilitate business projects in the workplace and college environments.
1. Research and evaluation questions
a. Primary research questions
o Can online platform improve access (increased volume - quantitative) to resources (information, data, team members, etc.)?
o Can online platform improve interaction (increased effectiveness - qualitative) with and among resources (team members, facilitator, sponsors, data analysis, etc.)?

o Can improved access and interaction through online platform improve project management success?
b. Secondary research questions
o Are learners more satisfied with use of online technology to facilitate team project activities?
o Are learners more satisfied with the results of online technology toward project completion?
o Are learners more satisfied with online technology as a learning environment?
o Are facilitators more satisfied with learner participation and demonstrated expertise?

Assessment/Research Hypothesis: Can a high end and interactive online training environment enhance access and interaction of team member activities and improve project completion...or...

Project Statement: To improve the high end interactive online training environment as measured by frequency of access and interaction and successful project completion.

OPERATIONAL DEFINITIONS FOR PROJECT STATEMENT/HYPOTHESIS

o High-end interactive online platform - web based platform that includes interactive web site, desktop video conferencing, and compressed video technologies. This technology platform has both synchronous and asynchronous applications.
o Training environment - both virtual and traditional classroom
o Access
1. Information - schedule, work in progress, problems, questions
2. Expertise - technical, analysis, project management
3. Software applications - spreadsheets, scheduling, statistical analysis, etc.
4. Planning - with sponsors, team, facilitator
o Interaction
1. Synchronous - real time discussions, presentation of information or data, planning activities, consensus or decision making sessions, work sessions analyzing or stratifying data, and project status reporting. These work team activities can all be accomplished from remote locations. Technology tools include chat function, email messenger service, desktop video conferencing, and compressed video.
2. Asynchronous - separate time activities that include discussions, presentation of information or data, planning activities, consensus or decision making sessions, work sessions analyzing or stratifying data, and project status reporting. These work team activities can all be accomplished from remote locations. Technology tools include interactive web site discussion board where files are posted and retrieved (text based files, video clip files, audio files, graphic files, and other business software files).
3. Just in Time interventions - the opportunity and execution of interventions with timely and needed expertise. Facilitators can arrange skill based or knowledge based interventions as they observe online team activities.
o Successful project completion - conformance to meeting approved project deliverables and adherence to approved project schedule.
1. Deliverables - meeting agreed upon outcomes at agreed upon quality levels that become the specifications of any project
a. Software outputs
b. Decision milestones
c. Project status reports for team, facilitator, and sponsor
d. Project specific milestones
2. Schedule
a. Project progress tracking
b. Upstream intervention
c. Maximize activity sequencing
d. Maximize resource allocation

The Virtual Business Training Center addresses key training issues in the forging of strong relationships between education and business. Our review examined the gaps in traditional delivery vs. online and web-based training deliveries. We examined the new partnerships that virtual workspaces facilitate for students and business organizations and we presented a viable training and learning delivery model using a virtual project based and online environment. The crux of our model is based on positioning our delivery environment in the most flexible arrangement so we can absorb the dynamic nature of content, delivery and performance needs of learners and their organizations.

References

Dean, J. & Evans, J. (1994). Total Quality. West Publishing Co., pg 181.

Hoyt, B. (2000). Assessing Interactive Training. WebNet Journal: Internet Technologies, Applications & Issues, 2(1). Charlottesville, VA: Association for the Advancement of Computing in Education.

Hoyt, B. & Stockman, M. (1999). Driving Business Projects by Facilitating Interaction and Access Using Multi Tiered Technology Interventions. WebNet Journal: Internet Technologies, Applications & Issues, 1 (4). Charlottesville, VA: Association for the Advancement of Computing in Education.
Kerzner, H. (1998). Project Management: A Systems Approach to Planning, Scheduling, and
Controlling. John Wiley & Sons, Pg 6.