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Self-Guided Social Media Training Manual
EMPLOYEE RESOURCE
Stephanie Servi, Sarah Vanterpool, & Christina M Wooten | AET/562 Kathryn Wyatt | October 30, 2017
OUTLINEThis social media training tool has been produced to deliver the following
outcomes in a multi-faceted training program for both new and existing employees
regarding the use of social media.
OVERVIEW OF SOCIAL LEARNING − Social learning as a concept
− How will social learning help the organization improve, connect, and collaborate?
− Expected outcomes from utilizing social media in social learning
Social media tools for approved use (a brief overview is provided for each approved tool)
− YouTube
− Google Drive
Self-guided training via Power Point− For each approved tool, a short self-guided tutorial is provided
− Included in each tutorial are specific approved and not approved uses
− An “employee use agreement” is provided at the end of the guide to be reviewed with the employee’s manager, signed, dated, and kept in the employee’s file.
User Agreement (to be signed upon completion of training)
FAQ & Reference − A section of frequently asked questions is presented at the end of the manual
PAGE 1
− Resources for further training are listed in the FAQ & Reference section of training
OVERVIEWSocial media is a useful tool for creating a social learning environment in an
organization when used correctly. Social learning environments open communication
gateways for active collaboration that stimulates critical and creative thinking in
participants. The nature of education is ever-changing, and trainers, as well as employers,
benefit from understanding how social media tools bring engagement and increased
social learning into their organizations.
The Self-Guided Social Media Training Manual developed by our organization
details the rules and regulations for using social media during working hours, access
information for the sites, and social media etiquette guidelines. Personnel are directed to
read the rules and regulations before being given access to the social media sites. By
signing the use agreement, personnel are stating that they understand and will abide by
the rules and regulations as stated.
Four social media tools for social learning that have been identified as beneficial
for our organization are: LinkedIn, Facebook, YouTube, and Google drive. These tools
are introduced to personnel through our organizations training courses.
LinkedIn is a networking site that provides a media platform for professionals to
interact, exchange knowledge, and ideas. This platform provides a means of joining
group discussions with peers from your organization or those within the same profession
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as well as utilizing presentations, PowerPoint, EdTech, and E-Learning courses through
LinkedIn Learning.
Facebook is a social media tool that will be used for workplace engagement. The
use of Facebook as a tool of social learning allows groups of people to share information.
Facebook allows the administrator to formulate the group in the most effective way for
social learning including public groups, private groups, or secret groups.
YouTube is a free sharing site that allows video creators to share how-to
instructions. YouTube is an effective tool for social learning by providing the opportunity
to engage, educate, and share ideas through video.
The training department is also utilizing the Google drive social media platform.
Use of the Google drive allows team members to collaborate on a project together from
any location. Google drive exists in the cloud, allowing the work completed on a
document to be saved in real time including view and edit access for all owners of the
document. Google drive aids in eliminating geographic barriers, time zones, or other
obstacles to effective social learning and communication.
In conclusion, there is a vast array of social media tools and platforms available to
an organization or institution to use. Our organization has chosen LinkedIn, Facebook,
YouTube, and Google drive for the ability to use the social media platforms to enhanced
communication, training, and continued learning throughout our organization. Once
personnel understand the use of the tools, they can increase and improve teamwork,
communication, and overall productiveness.
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ADDRESSING BUSINESS ISSUES AND STRENGTHENING RELATIONSHIPS THROUGH SOCIAL LEARNING
Each time we ask questions, exchange information, and collaborate, we are
learning socially. This is a continual process which strengthens relationships with others.
Social media provides many platforms for learning socially and organizations can benefit
from this interaction. Social media provides a means for sharing information,
collaborating, and troubleshooting from any geographical location. Personnel no longer
must interact face-to-face, social media provides platforms for: video chat, simulated
interaction through role playing, instant messaging, blogs, etc.
Many organizations have developed their own web pages, produce their own
message boards, and blog sites. Utilizing social media provides endless interaction and
exchanging of ideas. Organizations can evaluate the effectiveness of social media on
productivity by comparing work quality to previous work produced. Most organizations
have seen an increase in productivity and quality since integrating social learning in their
organizations.
Utilizing social learning also allows personnel to tap into resources within their
own organization. This is more cost effective, and the information source has already
been vetted.
Organizations are concerned with abuse of social media or having their
organizations network compromised. These problems can be avoided with the
implementation of rules and policies as well as working with IT staff who monitor
internet activities.
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The social leaning environment provides interaction throughout the levels of an
organization without a clear division of employment hierarchy. The CEO can freely
interact with the technical writer. The focus is on the information, not on who is
producing the answers. This environment builds up collaboration and information
sharing.
SOCIAL MEDIA TOOLS
There are many social media tools for an organization to choose from, one
example is Google Drive. This platform utilizes applications such as Google Docs, sheets
and slides, and office suite for shared collaboration of documents, drawings,
spreadsheets, presentations, etc. Google Drive provides a means to access any of your
files from any smartphone, computer, or Wi-Fi enabled device. Files are stored on the
cloud and can be viewed by others that are granted access or made public. This storage
medium eliminates the need for email attachments. For organizations, this allows easy
access and collaboration to personnel who work from different geographical areas.
Global organizations need the ability to access files for viewing, downloading, and
presenting; Google Drive provides this anytime no matter where you are geographically.
A disadvantage are the fees based on the amount of storage needed, although
some G Suite plans offer unlimited data storage with their purchase. A concern for some
organizations is the terms of agreement wording that Google retains the rights to the
information that is stored in its cloud storage. Government contracted organizations are
prohibited from using such storage platforms due to the diminished ability to protect
information stored on this platform.
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USE AGREEMENTI ______________________________________ (employee name), have read and
understood the expectations pertaining to my participation and use of the approved social
media tools during work hours with XYZ Education Organization.
I understand that I am to adhere to the Team Member Handbook and Code of Ethics as I
participate in and use social media in the classroom.
I understand the high professional standards of XYZ Education Organization and
understand there is a zero-tolerance policy for misuse of social media, inappropriate
contact with students, inappropriate conduct in class, on social media, or in any other way
as I represent XYZ Education Organization.
I have reviewed the self-guided training and understand that I am allowed to utilize the
following social media platforms:
YouTube
Google Drive
Facebook Groups
______________________________________ Employee Signature
______________________________________ Employee Name Printed
______________________________________ Manager Signature
______________________________________ Manager Name Printed
____________________________ Date Signed
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FAQ AND REFERENCES FOR FURTHER TRAINING1. What do I do if I have questions regarding use of social media
tools? After an employee has reviewed the online Team Member Handbook and Code of Ethics for Employees, and the employee has questions, the primary point of contact will be the direct manager. If further clarification is needed, the next level manager may be brought in to a conference to discuss the questions.
2. I want to use another social media platform that is not listed in the approved list. Is this possible? Due to security concerns and focus on utilizing the four approved tools, our organization is not adding any platforms to the approved list. However, there is a committee to research the usefulness of suggested platforms and this committee will review your request. Employees with an approval request should contact Mary Smith at (555) 555-5555. Those interested in joining the committee, which rotates members every six months, may inform Mary of their intent to join.
3. Is there someone who can help me set up my Google Drive for my classroom? (or Facebook Group, etc) Yes! Our peer support team, headed by Sue Davis, will schedule time to aid new or existing employees with any technical set up or demonstrations necessary. You may schedule an appointment with Sue or a member of her team at (555) 555-5556.
4. What if a student is disrespectful in a Facebook group or their parent will not let them participate? All disciplinary concerns with use of social media should be directed along the normal path of any disciplinary concern. Please reach out to your dean of students to report any concerns with social media use (or parent opt-out options).
5. I think there is more that needs to be added to the training manual. How can I submit an edit or addition to one of the four tools? Our social media training team is headed by Dennis Davis and they will be happy to review any edits. You may submit your edit or additions to Dennis at (555) 555-5557 or email him at [email protected]
ANNOTATED BIBLIOGRAPHY- FOR FURTHER READING AND TRAININGA list of resources below provides added information:
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Carpenter, R. (2015). Social media in pedagogy and practice: Networked teaching and
learning. The Journal of Faculty Development, 29(2), 5-8. Retrieved from
https://search-proquest-com.contentproxy.phoenix.edu/docview/1776597088?
accountid=134061
This article discusses the use of social media platforms, such as Facebook, in the
classroom. Using this form of a social media tool in the classroom for
instructional purposes faces many challenges, such as keeping the learner focused
on the learning objectives. The facilitator and the learner both learn interactively
from social media sites. Ground rules need to be established to prevent abuse of
the social media sites in the learning environment. Social media allows both the
facilitator and the learner to continue interacting and learning from each other
outside of the traditional learning platforms. Facilitators can set up Facebook
pages dedicated to their learning objectives.
Casey, G. & Evans, T., (2011). Designing for learning: Online social networks as a
classroom environment. IRRODL, 12(7), n/a
In today’s world everything we, from teenagers to adults, is performed online.
Social media tools include Facebook, YouTube, Twitter (used by the 45th
President of United States), Google Documents, and much more. Many of the
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tools used have captured the entire world and use these for personal reasons such
as keeping in touch with family, friends, sharing work information within an
organization and watching videos for DIY, do it yourself) resources. The tools
mentioned are being utilized to capture high school students’ attention. The article
describes a study that investigates the use of a Ning online social network as a
learning environment shared by seven classes, and it examines students’ reactions
and online activity while using a range of social medical and Web 2.0 tools.
Chelliah, J., & Field, J. (2014). Managing the risks of social media: ways to ensure online
behavior is always appropriate. Human Resources International Digest, 22(5), 39-
41.
While interest in using social media to connect and engage employees is on the
rise, there are significant concerns regarding risk managers must address. In this
paper, the authors review the multiple risks associated with social media in the
business environment and suggest ways to mitigate that risk including creating
multiple policies for social media use. Further, the authors describe the risks
associated with employee abuse of social media including client confidentiality
breaches, privacy law implications, and general neglect of duties. The authors also
describe the many employee law regulations that would need to be considered as
social media policies and guidelines are built for a company.
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Conley, Q., Lutz, H.S. & Padgitt, A.J. (2017). Creating participatory online learning
environments: A social learning approach revisited. Journal of Interactive
Learning Research. 28 (1), pp. 5-27. Waynesville, NC: Association for the
Advancement of Computing in Education (AACE). Retrieved from https://www-
learntechlib-org.contentproxy.phoenix.edu/p/172806/.
This article looks at the isolation effect that can occur to learners who participate
in online courses. Interactive learning environments ensure that learners
collaborate and interactive with the facilitator and other learners. Pictures and
videos, such as those found on YouTube, Skype, and FaceTime allow people to
experience the face-to-face communication that stimulates interaction. Facebook
messenger and Skype support text-only platforms also for those who feel more
comfortable with communicating in real-time without the camera. Facebook,
Skype, and LinkedIn can also support discussion board sessions for the learners to
respond to questions from the facilitator and carry on conversations with other
learners.
Frye, E. M., Trathen, W., & Koppenhaver, D. A. (2010). Internet workshop and blog
publishing: Meeting student (and teacher) learning needs to achieve best practice
in the twenty-first-century social studies classroom. The Social Studies, 101(2),
46-53. Retrieved from
https://search-proquest-com.contentproxy.phoenix.edu/docview/744498505?
accountid=134061.
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This article involves social studies classrooms and their effort to utilize social
media in the learning environment. The study follows a fourth-grade class that
used internet workshops and blogs to present and interact in a learning
environment. The goal is to develop the student’s higher order thinking skills and
stimulate creativity in the students. The learner’s utilized blogs to publish their
work and the internet to research and gather information to satisfy the project
requirements. Facilitators presented a research activity to the learners who are to
search the internet for information and present the results of their search to their
fellow learners and facilitator. This activity is intended to create independent
learners who develop the skills to differentiate between legitimate information
and false information.
Kordumova, S., Li, X., Snoek, C. G., & M. (2015). Best practices for learning video
concept detectors from social media examples. Multimedia Tools and
Applications, 74(4), 1291-1315. doi:http://dx.doi.org/10.1007/s11042-014-2056-5
YouTube is an effective and popular social learning tool when the tutorial video is
easy to find. Often it takes time to sort through the videos to find the one that is
complete in the information that the learner was seeking. The learners that
understand how to use keywords to get to the videos with the desired information
are the ones that get the most out of YouTube as a tool. This paper researches the
potential of accessing training data from the internet for any subject that can be
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recognized by specific keywords. Videos are not always tagged correctly for their
content and are often overlooked.
Pham, A.V. (2014, August). Navigating social networking and social media in school
psychology: ethical and professional considerations in training programs.
Psychology in Schools, 51(7), 767-778.
As social media and social networking grow in popularity, there is a specific need
for some industries and institutions to put in place guidelines and ethical
expectations for the use of social sites. This article provides an overview of the
existing guidelines in place for the use of social networking sites and social media
sites. While there is a distinction for most users between personal and professional
life on social media, this article seeks to discuss the concerns and potential ethical
issues that an institution may encounter as those lines between professional and
personal blur. The focus of the article is the use of social media platforms in schools.
Scott, S. M. (2012). Go ahead ... be social: Using social media to enhance the twenty-first
century classroom. Distance Learning, 9(2), 54-59.
Educators today are comfortable with teaching from the dry erase board; however,
with today’s learners, many are “connected” to social media. Social media is the
new tool that learners are using, and it should be integrated into the lesson plan.
Educators now should learn how not only teach from the dry erase board but from
being “connected” to social media. Blogs, social networks, and videos are useful
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tools that can be integrated into students’ learning and into lesson plans.
Educators need to use different approaches to teaching, and social media is the
new tool for stimulating students’ interests in learning.
Toole, T. (2011). Social media: key tools for the future of work-based learning.
Development and Learning in Organizations, 25(5), 31-34.
Current use of social media tools are for personal use such as sharing thoughts,
events, pictures with friends and family. Social media allow for individuals to
learn online from YouTube if they are trying to fix a broken pipe or need
instructions on how to use OneNote. Whatever the reason for using social media it
has benefits in work-based learning. Use of social media in the work force can
benefit both the employer and employee by reducing training cost and employee
access to learning material. Per Toole, the use of the internet has the potential to
significantly improve the efficiency of the work-based learning support process
and, as a result, offer significant cost saving for the employers and institutions.
Yeager, K., & Toth, D. (2010). Social media for continuing education and contract
training units. The Catalyst, 39(1), 3-12. Retrieved from https://search-proquest-
com.contentproxy.phoenix.edu/docview/221745165?accountid=134061
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Though social media has exploded in recent years, those in education have been
historically slow to adapt to the many fast-paced changes offered in the world of
social media. This article provides a scholarly review of a survey of over 200
institutions regarding their use of social media, in particular, Facebook. The
survey data showed over half the respondents used Facebook in their personal life
but less than 30% used it academically. The article also explores the reasoning
behind the slow adaptation to use social media in the educational environment. As
educational institutions are working to recruit more students, the necessity to
move to social media marketing is growing in importance.
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REFERENCES
Bozarth, J. (2010). Social media for trainers: Techniques for enhancing and extending learning. San Francisco, CA: Wiley/Pfeiffer.
Doyle, C., Neville, K., & Sammon, D. (2016, June). Evaluating the effectiveness of social media enabled collaborative learning environments (SMECLEs). Journal of Decision Systems, 25, 106-124. Retrieved from http://www.tandfonline.com/doi/full/10.1080/12460125.2016.1187412
Nations, D. (2017). Livewire. Retrieved from https://www.lifewire.com/what-is-social-media-explaining-the-big-trend-3486616
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