XplanaZine

Cross-training, a concept well understood in athletics and physical conditioning, is an excellent metaphor and model for an approach to build capacity and flexibility in online and distance education programs. Cross-training members of different teams (instructional, support services, academic resources, information technology, etc.) can lead to “cross-tasking,” which is an approach that will allow for flexible, timely, and effective responses to changing needs, technology, content, and organizational structure.

The Goals of Cross-Training and Cross-Tasking:

As in physical condition, the goal of cross-training is not to become an expert in any one of the sports or activities one practices. Instead, by learning the fundamentals of the various physical activities or sports, one learns more about how the sport works, what one has to do to practice it successfully, and how and why the practitioners think the way they do, and what rationale underlies their decisions. Further, by learning the fundamentals of different sports with the goal of practicing them (even if at a rudimentary level), one increases one’s own capacity to expand and grow. Flexibility — in terms of both physical and mental agility — is enhanced.

Cross-tasking takes the cross-trained team members and gives them an opportunity to put their skills to work in new applications.

Applying Cross-Training to Online and Distance Programs

If we apply the training metaphor, we could think of it as a person who cross-trains regularly in long-distance running, volleyball, swimming, gymnastics, pilates, and archery, who is suddenly asked to take up a new kind of aerobics class at the gym that involves elements of dance, gymnastics, pilates, and passing a ball back and forth. The new activity would take the person into unexplored territory, but the building blocks and conceptual underpinnings, plus the basic physical skills would be intact.

In terms of learning theory, we could say that the meta-cognitive resources would be in place. The behaviorist elements — the skills, the physical actions, the connection between mind and body — are familiar enough to be mastered. Finally, from a constructivist standpoint, the individual makes connections to lived experience, so that an experiential learning element comes into play, and the activity is situated within practice or even an apprenticeship mode. The combination of factors sets the stage for an individual who can quickly master the skills needed to accomplish desired outcomes, and better — to think of creative solutions to problems and innovative ways to improve effectiveness and efficiency.

Cross-training for individuals in distance programs could involve the following items, but it is definitely not all-inclusive.

—Software used by support services: An understanding of the functions, capabilities, and limits of the software used for such services as registration, enrollment management, bursar (fiscal) issues, student records, etc. can help members of other teams fully utilize the functionality, as well as provide possible new applications and solutions to problems.

—Software used in instruction: A basic understanding of the various course management systems and learning platforms can yield significant benefits as individuals in other departments and units confront changing learner needs, platform and infrastructure changes, and the need to produce elements that interface with the management systems (whether commercially purchased or open-source). These include learning object repositories, digital library resources, shared and reusable course content, student and staff data.

—Instructional design theory: The lack of understanding of what makes a learning environment effective is one of the largest impediments to growth in any distance program. While it might be tempting to compartmentalize this function and leave it in the hands of instructional designers or course developers, it is vitally important for the institution that faculty, academic advisors, course facilitators and support, and academic unit staff be conversant in the rudiments of theory. In addition to being able to better advise students, individuals are able to grow as conditions and circumstances change.

—Educational psychology: Perhaps it is not necessary to go into great detail in all the various theories, but it is very good for all individuals who are involved in a distance program to be able to describe and utilize theories of motivation, learning acquisition, self-regulation / control of one’s environment, self-concept, self-efficacy, collaborative learning, etc. Although the application is distance education, many of the theories apply to the workplace and workforce development.

—Hardware and infrastructure: Although very few members of the online or distance education enterprise will need to know details about the hardware and infrastructure configurations, an understanding of how they work and where limitations and opportunities occur is very important. Solutions to capacity issue are rarely as straightforward as simply implementing an in-house server farm. It is necessary to think of the entire enterprise, and develop policies, procedures, and new alliances that maintain the integrity of a program, allow for scalability, and assure security.

Cross-Tasking:

Cross-tasking means taking cross-training one step further, so that the cross-trained individuals are viewed as members of multiple teams, in addition to having a place in their core unit. This allows a greater responsiveness to new opportunities and it keeps people from getting “stuck” in one place, unit, or function. Further, it empowers the individual by providing skills that act as a kind of insurance policy against obsolescence or the slow decline of a unit or program. By finding growth and program opportunities in teaming and partnering, the temptation to “silo” opportunities and hoard information is lessened, and more efficient uses of resources are possible.

Benefits of Cross-Training and Cross-tasking:

—Enhanced problem-solving
—Team-building
—Eliminating silos and information hoarding
—Motivates employees to seek new opportunities and to be valued across the organization
—Encourages individuals to think in terms of the enterprise, and to suggest appropriate and productive partnering and consortia-building
—Solutions found for problems at unit level, rather than escalating
—Members able to envision new possibilities, make connections where they did not previously exist
—Units are more flexible and responsive to needs
—Units can work in flexible and ever-changing teams
—Increases team-member self efficacy and self concept, which is to say that they feel more confident, creative, and empowered, with an enhanced sense of self-worth and survivability in a rapidly changing work environment

Concrete Measurable Results of Cross-Training and Cross-Tasking:

—Quicker response time for student issues
—Lower turnover
—Higher employee productivity, measured in units produced and student success rates
—More efficient use of resources
—Institution-building new initiatives generated (new programs, new business ideas, which can build student base, enhance revenues or attract partners for new initiatives)

While there are many benefits to cross-training and cross-tasking, one would be remiss in not mentioning some of the risks. Very good management must be in place, and real commitment from the institution must support the endeavor. What is occurring is a shift in philosophy as well as function, and these can be very disruptive to an institution without a unifying message or vision that brings it together. Constant reward and reinforcement of positive achievements must occur and team members need to be constantly reassured that their efforts are enhancing their long-term viability and value to the organization.

Cross-training and cross-tasking are most effective in times of rapid change — particularly when the changes are externally driven and include technology, institutional, and economic shifts. Because change comes accompanied with anxiety and chaos, the organization’s leadership must be stable, focused and committed to managing change, and renewing one’s commitment to a mission and vision where employees are acknowledged, listened to, and respected. If this is not in place, cross-training and cross-tasking will not achieve its full potential.