Technology-Based Training

Technology-based training uses computer-based tools to enhance the training process, typically by involving trainees actively rather than passively. For survey research, technology-based training is usually used to build and sharpen interviewer skills, particularly skills required for successfully interacting with survey respondents. Traditionally, interaction-skills training relied on peer-to-peer role playing or passive learning through videos. Technology-based training, in contrast, facilitates self-directed learning with rich media sources and abundant learner-assessment and remediation options. The benefits of technology-based training for survey research include (a) reduced learning time; (b) reduced or eliminated travel time and expense; (c) improved consistency by capturing and replicating best practices and expert knowledge; (d) increased availability of training (with just-in-time access on personal computers in any location); (e) enhanced productivity by decreasing on-the-job error rates and reducing reliance on on-the-job learning; and (f) increased ability to adapt to interviewers' knowledge, experience, learning style, and motivation.

Some technology-based training programs are based on a programmed learning model: Information is delivered through multimedia (text, graphics, video, and narration), and trainees' understanding of the material is tested through multiple-choice questions and other basic evaluation methods. This approach usually involves breaking large blocks of training content into discrete modules that can be searched electronically and then studied by the trainee in a short time. Breaking down a skill into many component parts allows users to gain competency quickly. Learning objectives also help users who need to brush up on a skill when they are back on the job. Trainees can skim through the list of topics in a course module and find the answer they need immediately without wading through many pages of text.

In contrast, an experiential learning model emphasizes trainees' actual experiences as the starting point of the training process. The mental processes used to analyze these experiences are also stressed. New technologies also allow trainees' skills to be developed and practiced in realistic settings with realistic spoken interaction. For example, virtual reality is a realistic, three-dimensional, interactive simulation of the trainees' work environment, and natural language processing allows trainees to speak into a microphone and have the computer application recognize their words, interpret them in context, determine their meaning, and generate an appropriate response. Such approaches increase the time trainees spend acquiring and practicing critical skills, increase active learning (which allows trainees to retain skills better than does passive learning), improve the realism of practice sessions, and facilitate intelligent tutoring. A training session in virtual reality typically includes (a) instruction on the scope of the task; (b) a definition of the goals and [Page 878]objectives; (c) a representation of an environment through visual, auditory, and at times kinesthetic information; (d) control systems to determine how the learner interacts with the simulation; (e) embedded instruction about content and process; and (f) coaching assistance.

Flexibility and responsiveness are critical for developing effective interaction skills and for performing well under difficult conditions, such as in a limited time or with limited information. To acquire flexible and effective skills at gaining respondents' cooperation, new and experienced interviewers require a learning environment that realistically simulates the environment they face in an interviewing situation. The consistency that is gained by repetitive practice in virtual and constructive learning environments leads directly to effective decisions in the production environment. Practice also leads to increased confidence before the first on-the-job experience, minimizing the amount of on-the-job learning necessary.

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