Sustaining Distance Training: Integrating Learning Technologies into the Fabric of the Enterprise Zane L. Berge, Editor (San Francisco: Jossey-Bass, 2001)
As the title suggests, Sustaining Distance Training tackles the difficult challenge of explaining how distance training can be more effectively integrated into the culture of an organization. To this end, Berge presents a multiple case-study approach to propose and support a framework for the implementation and ongoing maintenance of distance training. The outcome, at least to this reviewer, is a pragmatic, albeit at times disconnected, look at developing strategies for transitioning from a project-focused (typically less-sustainable) approach to a systematic (typically more-sustainable) approach to distance training.
Part One of the book explores distance training from a contextual perspective. Berge begins by juxtaposing more traditional forms of training (chalk and talk) to alternative forms (technology-mediated) to support the premise that the latter is growing in use, popularity, and fundamental necessity. Drawing on the work of Knowles, Zenge, and others, Berge purports that distance training is needed to meet the rising challenge to instruct and educate a growing population of workers whose jobs depend on staying current in an ever-evolving information-based society. Further, within this section of the book, Berge introduces a framework for supporting distance training based on principles drawn from stages of organizational development and technological maturity, the diffusion of innovation, and strategic planning. Based on this analysis, he concludes that, in order to sustain distance training, an organization is required to undergo an evolutionary process, moving from a project focus (separate event) to a program focus (interrelated set of functions), to a strategic focus (organizational-wide initiative), to a diffused focus (integration into organizational mission). In the last stage, Berge posits that distance training becomes embedded in the culture of the organization and therefore is “transparent and sustained.” He concludes Part One with the introduction of a model entitled: “Linking an Organizational Perspective with a Program Perspective: Using Project and Program Management, Tools for Change, and Strategic Planning.” The model is described as an integrated view of the multiple perspectives, tools, and management elements necessary to sustain distance training within a complex organizational setting.
In the next three sections of the book, Berge offers a series of case studies to illustrate how organizations have used and sustained distance training to meet the business needs of their respective operations. In all, 17 scenarios are presented, all authored by individuals working within the organizations in which the distance training occurs. Case studies are organized within three broader topic headings: “Meeting the Challenge of Uncommon Organizational Change,” “Setting Competitive Standards,” and “Achieving Organizational Goals.” A common format is used within each case study, providing background information on the organization, an analysis of the problem, description of the current processes and programs in place, overview of the use of distance training to address the problem, outcomes achieved, and lessons learned.
Within the section entitled “Meeting the Challenge of Uncommon Organizational Change,” six case studies are used to illustrate different approaches to the use of distance training within organizations undergoing major changes. As such, insight is drawn from the military, telecommunication industry, and the government. A common inference found in this section is that the introduction of distance training into an organization undergoing change is a change process in and of itself. Therefore, it is essential to the success of distance training to view it within the broader context of the organizational system and to provide the time needed to achieve organization-wide acceptance.
In Part Three of the book, “Setting Competitive Standards,” findings are reported from organizations that seek to develop a competitive advantage through employing distance training to improve workforce skill training and to encourage ongoing learning. To this end, exemplars are drawn from the automotive industry, banking, a telecommunications company, a management consulting firm, and a global computer manufacturing firm. Case studies emphasize design and development frameworks as well as evaluative data based on strategic objectives. As such, the case studies in this section tend to have a stronger bottom line approach to the cost versus benefits of distance training. In addition, this section illustrates the multifaceted nature of technology-mediated training.
Part Four, “Achieving Organizational Goals,” presents case studies of organizations that have successfully integrated distance training into the fabric of their organizational culture. Each study directs considerable attention toward the need to plan, mobilize resources, and embed distance training efforts within the strategic focus of the organization. Support from the highest levels of leadership is also stressed. In addition, information on motivating professionals to engage in training opportunities, addressing corporate politics, partnering with other training providers, and supporting the social learning network of an organization are discussed in this section.
Berge concludes the book by noting the importance of organizational leadership in sustaining distance training. To this end, he suggests that the most important function of leadership may be to develop a shared vision that incorporates support for distance training initiatives from throughout the organization. He also highlights other key needs that the leadership of an organization must address, such as long-term budget support, a functional infrastructure such as centralized marketing and instructional design, and easily-accessible technology support. Returning to the framework he introduced in Part One, Berge addresses the tools for change needed to link the program perspective with the organizational perspective. In doing so, he offers a checklist of factors to consider when seeking to develop a sustained approach to distance training.
Sustaining Distance Training: Integrating Learning Technologies into the Fabric of the Enterprise is a solid attempt to identify and explore the patterns and commonalities found within organizations committed to using distance training to address complex issues. Each case study provides a unique look into the real-life activities of how an organization analyzes, addresses, and ultimately succeeds (sometimes only partially) in using distance training to achieving a strategic business initiative. As such, practical wisdom abounds. That having been said, there are areas of the book that could be improved to help the reader follow the central thesis more clearly. For example, introductions explaining the objectives of the case studies found within Parts Two, Three, and Four would be helpful. Although this information is presented in the preface, moving from case study section to case study section with only a title to guide the reader is not as seamless as it could be given minimal commentary from the author. Similarly, a summary of each of these sections would be helpful in assisting the reader in drawing thematic conclusions from the information presented in the case studies. As it is written, each section provides important insight into the processes that each organization underwent, but in a manner that leaves the reader searching for a sense of connectedness. Another suggested improvement is to expand Part Five, which summarizes the book. As it is currently written, this section provides a general set of comments on important considerations for sustaining distance education within an organizational setting. The problem is that the comments are too cursory. That is, greater clarity should be provided in bringing the overall findings and recommendations of the book together.
In summary, the book is an excellent collection of case studies, each providing practitioner-oriented insight into how one might approach, benchmark progress towards, and ultimately seek to sustain distance training. Further, it presents a model that assists the reader in better understanding the multiple perspectives involved in—and the tools necessary to bring about—the integration of distance training into large and complex organizational settings. It is recommended that future editions of the book use the model to expand the findings and recommendations gleaned from the case studies.
