Study on the effectiveness of the virtual campus at Wipro

Abstract

Wipro Technologies had procured computer based training resources from a US based company named SmartForce in the month of April'OO. This has been deployed at various locations in Bangalore, Hyderabad and Chennai. The VIRTUAL CAMPUS system has been branded as the Wipro Virtual Campus. Authorization to use the VIRTUAL CAMPUS is done centrally using a tool called the CAMPUS. The project aimed at assessing effectiveness of the Virtual Campus and to recommend to Wipro specific actions that could be taken to improve the usage and effectiveness of the learning infrastructure that has been deployed. The detailed study was done by asking participants to full up a questionnaire. The questionnaire was designed after in depth interviews (discovery phase) that were conducted across a cross section of all stake holders. Key findings of the discovery phase included problems in the content, the process and inadequate testing. As a concept, there is universal acceptance that non-instructor learning has advantages which should be exploited. The entire population has been segmented into three categories namely, registered-completed, registered not completed and not registered. The first two categories were further segmented into persons who signed up for knowledge/skill upgradation without a pressing project need (self driven) and persons who had to take up the training out a project compulsion. In all segments, the level of satisfaction has been low. The only segment where satisfaction levels are significantly above 60% is in the self driven-completed category where satisfaction levels are at 79%. This category are the serious and committed users who have taken the pains to take their efforts to completion. The findings indicate dissatisfaction on several counts. The existing courses do not provide adequate depth of coverage. The exercises and case studies were also found inadequate. The tests were found to be easy and trivial. The supervisor support to persons using the Virtual Campus was low. It was felt that the there was no support for self learning. The process of learning, registrations and completion did not leave a good feeling with the participants. In terms of the orientation towards learning, majority were comfortable with the aspect of learning through computers. Based on the feedback, action items have been detailed. Some of these involve tightening of the implementation activities and others involve re-looking at the way things are being done. There may be an opportunity to look at greater number of courses which provide for conceptual understanding in contrast to language course which provide skills in programming. A checklist has been developed which will form a useful guide to people who are new to using CBTs and would like to make an informed decision on the vendor offering. In conclusion one can say that the Virtual campus at Wipro has not been too successful. There are issues of managing the transition that Wipro needs to address so as to create a place of pride in the usage of the Virtual Campus. Without a concerted effort to do this, may result in gradual decline in the usage patterns of the Virtual Campus.