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SELF-GUIDED SOCIAL MEDIA
TRAINING MANUAL
P HO E N I X T E A M CO MM U N I CA TIO N S GRO UP
Self-Guided Social Media Training Manual
Kysandra Callison, Patrick Jackson, Donna Mickens, Melissa Pratt,
Monik Vega, Sandra Wynn
AET 562
July 11, 2016
Sean Spear
Table of Contents
Overview …….……………………………………………….……………………….3
Annotated Bibliography……………………………………………...…………….4-11
Social Learning Strategies………………………………………………………..12-20
Social Learning.………………………………….…………………………...12-13
Problem Solving Through Social Learning……………….………………….15-16
Addressing Business Issues and Strengthening Relationships Through Social
Learning………….………………………..….….…………………………...17-20
Social Media Tools…………………………..…………...…………………..…..21-25
Conclusion…………………………………………………………………...............26
References …………………………………………………………….…………27-28
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Overview
This Self-Guided Social Media Training Manual is designed to assist professionals interested
in establishing a social media platform within a business or organization. The increase in social
media use throughout organizations around the globe has impacted the extent to which social
media is used for professional learning. Whether it is for adult education or training, this selfguided manual will assist with understanding the usefulness of social media in education or
training. The guide will describe some tools that can be used to enhance adult education
courses or training within an organization. These tools, which are reviewed in the manual,
provide many benefits to organizations considering incorporating social media to improve
employee communication, creation, development, company morale and productivity. Those are
just a few of the interesting and exciting changes that social media use can bring to an
organization and this Self-Guided Social Media Training Manual intends to share these
benefits and much more.
The four tools discussed in the manual are Facebook, LinkedIn, YouTube, and Google Docs.
These social media tools are essential to the workplace and can improve it in many ways as it
relates to communication, creativity, and collaboration amongst staff members for social
learning. Just like any other social network, the four discussed in the manual offers many
different options to share information and have different users on each one; this allows for
social learning in the workplace to be enhanced and engaging. There are also various benefits
that can be gained from each of the four sites. However, as an employee uses this manual and
reviews each tool in depth, they will learn that the most benefits are gained by continuous
participation and interaction by individuals. The following Self-Guided Social Media Training
Manual will detail each tool and surface further specific essentials of each tool and the welfares
of participating in social learning within an organization.
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Annotated Bibliography
Alvarez, I. M., & Oliver-Smith, M. (2013). Learning in social networks: Rationale and ideas
for its implementation in higher education. Education Sciences, 3 (3), 314-325.
Retrieved June 16, 2016, from ProQuest, database.
In this article, recognition is given to the integral role that the Internet plays as a
collaborative medium between people and social networks. To this end, the
paper discusses the influence that social networks play in establishing teaching
methods, designing study activities around the use of social networks, and how
these processes impact teaching and learning. LinkedIn, Twitter, and Facebook
are some of the portals discussed, together with technical training for students
and teachers, along with privacy policy issues.
Bartlett-Bragg, A. (2009). Reframing practice: Creating social learning networks. Development
and Learning in Organizations, 23(4), 16-20.
doi:http://dx.doi.org/10.1108/14777280910970747
This article evaluates the impact of implementing social media tools into
organizations to create social learning networks. The author claims that early
implementations of e-learning tools were ineffective and lacked the focus of
engagement and human interaction. New online learning tools provide
opportunities to restructure social learning networks and give more relevant
formats for learners. The author offers suggestions for creating social learning
networks in the workplace as well as tools that can assist in the implementation.
The case study within this article examines the use of a social learning network
to support females in business through MentorNet. The results of this study
show that participants who used the social learning network increased their
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business skills, expanded their networks, increased their confidence, and felt
more enthusiastic about their company. Finally, the authors conclude that while
social learning networks can have a positive impact, there are several inhibitors
that can impact the success if not managed properly.
Carpenter, R. (2015). Social media in pedagogy and practice: Networked teaching and
learning. The Journal of Faculty Development, 29(2), 5-8. Retrieved from
http://search.proquest.com/docview/1776597088?accountid=458
This article provides insight into crucial questions necessary to the discussion of
introducing social media into higher education or the work place.

What classroom/work activities are best suited for implementing social
media?

What issues and challenges arise may arise when incorporating social media
in the classroom/workplace?

What boundaries, parameters, or guidelines are necessary for
classroom/workplace use of social media?

What are the goals, objectives, and desired outcomes of incorporating social
media into the classroom/workplace and how will this success be measured?

How can the use of social media tools be leveraged to promote the pursuit of
lifelong learning and/or professional development?
The key takeaway from this article is that successful integration of technology
and social media tools into higher education or a workplace environment
requires analysis to determine goals and objectives, solid planning of how to
incorporate and manage the tools, and the creation of a foundation for ensuring
that the technology remains an enhancement of traditional learning tools and not
the primary focus of the learning intervention. The social media tool LinkedIn
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has the potential to if implemented appropriately; provide individuals with a
method for developing lasting working/learning relationships and Professional
Learning Networks. Additionally, LinkedIn could help to stimulate the desire to
seek additional knowledge and skills which lead to promoting lifelong learning.
Delello, J.A., McWhorter, R.R. & Camp, K.M. (2015). Using social media as a tool for
learning: A multi-disciplinary study. International Journal on E-Learning, 14(2), 163180. Chesapeake, VA: Association for the Advancement of Computing in Education
(AACE).
This article focuses on a case study where social media tools are used to
promote social learning in higher education. Seven social media tools were of
interest for this study and hence the chosen formats for the focus of the research.
Those seven social media tools listed are Pinterest, Facebook, Twitter,
YouTube, LinkedIn, Second Life, and Skype. The authors claim that "The
research is unique because it not only looks at how social media can energize
traditional and online instruction, it also cuts across three disciplines of higher
education offering insights on how social media can be used to promote student
learning"(Delello & Camp, 2015). The authors write about how educators
recognize the places that technology and social media, in particular, have their
place in the classroom. They continue further into the need for changing the
learning environment as it is, "be-coming decentralized moving from instructor
and institution to one where students direct their own learning, find their own
information, and create knowledge by engaging in networks away from the
formal setting"(Delello & Camp, 2015). This change in the environment directly
supports implementing the right social media tools for social learning.
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Gonzales, L., & Young, C. (2015, March). Can social media impact learning? Tech &
Learning, 35(8), 36. Retrieved from
http://search.proquest.com.contentproxy.phoenix.edu/docview/1664941129/fulltext/524
D6ED879914A49PQ/1?accountid=458
This article details how using social media of all kinds impacts social learning
greatly. For this to happen, the needed skills to be effective must be mastered.
The article breaks down the three main ways that social media impacts learning.
1) Increases engagement, 2) Fosters collaborative learning environments, and 3)
Promotes teaching and learning. Engagement is enhanced by allowing
participants to share information, communicate, and/or create videos to
demonstrate their understanding of skills. Collaborative learning is fostered by
participants being able to connect with others using blogs and podcasts such as
Facebook and YouTube. This idea develops creativity amongst teachers and
learners; which promotes positive effects on learning outcomes. The reading
suggests that peer feedback is one form of teaching and learning that will build
and enhance communication through social media and social learning.
Puijenbroek, T., Poell, R., Kroon, B., & Timmerman, V. (2014). The effect of social media use
on work-related learning. Journal Of Computer Assisted Learning, 30(2), 159-172.
doi:10.1111/jcal.12037
This article examines the uses of social media in the workplace and the impact
on work-related learning. The authors elaborated the increasing utilization of
social media provided more opportunities for work-related learning. The article
presented an argument by Kozma (1994) that “increased motivation and time
spent on social media use lead to increases in learning compared to not using
social media” (Puijenbroek, Poell, Kroon & Timmerman, 2014). A study was
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conducted to suggest that social media usage positively affect work-related
learning and that “learning will get stronger as employees perceive a stronger
culture of dialogue and inquiry” (Puijenbroek, Poell, Kroon & Timmerman,
2014). The study investigated the correlation between social media usage and
learning activities in the workplace. Questionnaires with multiple choice and
open-ended questions were developed to conduct the study with “590
respondents of three multinational based in the Netherlands” (Puijenbroek,
Poell, Kroon & Timmerman, 2014). The results of the study support the
suggestion that the frequent use of social media enhances employee learning as
well as the participation in learning activities. Organizations may be persuaded
by the learning benefits of social media usage in the workplace since employee
learning will help them to adjust swiftly to the changing business environments.
Raeth, P., Urbach, N., Smolnik, S., & Butler, B. (2012). Corporate adoption of social
computing: A process-based analysis. Journal of Information Technology Case &
Application Research, 14(2), 3-27. Retrieved from EBSCOhost database.
Recognizing the value that social media and web 2.0 tools play in today’s
world, these are seen as practical tools, adding to the attractiveness in higher
education. Given that Facebook now embraces approximately 800 million users,
this source, especially, is considered as the most useful instrument to link
education and social media together. The article discusses how three companies
were able to improve communication and collaboration issues by incorporating
social computing applications.
Salter, K. L., & Kothari, A. (2016). Knowledge 'translation as social learning: Negotiating the
uptake of research-based knowledge in practice. BMC Medical Education, 16 Retrieved
from http://search.proquest.com/docview/1773790482?accountid=458
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This article discusses knowledge translation as "a process of social learning in
which knowledge is both emergent and pluralistic."
"...ongoing, iterative
cycles of learning that include processes of reflection and collective negotiation
of shared practices" (Salter & Kothari, 2016, p. 1). The authors discuss the
importance of ensuring the facilitator has the personal and professional
credibility so as to not to distract from the core objectives of the learning
intervention. Also, the authors acknowledge that, while tools are useful in the
enhancement of learning, the focus must remain on encouraging collaboration,
group interaction and shared reflection for the learning to be lasting and
successful. "In learning supportive environments, ample opportunity should be
provided to facilitate participation in both formal and informal activities
associated with learning, including the negotiation of shared repertoire through
engagement in discussion, debate or other forms of storytelling, as well as
individual engagement in active learning in practice" (Salter & Kothari, 2016,
p.6). LinkedIn could provide a platform for individuals to engage in the
necessary sharing of experiences and knowledge. The nature of LinkedIn can
foster improved social interaction and motivation toward teamwork and
collaboration.
Smith, B., & Mader, J. (2015). A social media primer. The Science Teacher, 82(6), 8.
Retrieved from http://search.proquest.com/docview/1708010054?accountid=458
This article written by two science teachers explores the idea of social media as
useful tools for the classroom. They think that if used with education in mind,
social media can be used to the teachers' and students' advantage. Smith and
Madder (2015) describe social media as a tool that, "allow users to create, view,
and distribute text, pictures, images, and video via websites or apps"(A Social
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Media Primer, p.1). The social media tools described in this article as
noteworthy are Facebook, Blogs, Twitter, YouTube, Instagram, Pinterest,
Google+, and LinkedIn. These two teachers suggest the tools available to
increase and enhance student learning in the classroom.
The Obstacles Preventing the Successful Implementation of Social Media in Corporate
Learning. Journal of Applied Learning Technology, 3(1), 26-29. Retrieved June 16,
2016, from EBSCOhost database.
This article discusses a study carried out by 20 corporate learning professionals,
members of the American Society for Training and Development (ASTD).
Information was gathered in the form of interviews to collect the accumulative
opinions members have regarding the use of social media technologies. The
research concluded that there is a necessity for organizations contemplating
social media technologies to evaluate the obstacles among stakeholders that
may be causing reluctance to accept these changes; the examination of various
examples of obstacles follows.
Thomas, K. J., & Akdere, M. (2013). Social media as collaborative media in workplace
learning. Theory and Conceptual Article, 12(3), 329-344.
Retrieved from http://hrd.sagepub.com.contentproxy.phoenix.edu/content/12/3/329.full.
pdf+html
The article focuses on social media in the workplace and how Human Resource
Development (HRD) can enhance workplace learning and knowledge
management within organizations. More importantly, the authors suggest that
the term "collaborative media" should be adopted over social media due to
support clarity for Human Resource Development. The authors take a stand in
support of HRD controlling this idea of collaborative media to foster learning,
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productivity, and knowledge in organizations; all through communication and
collaboration. The article also explores challenges with the collaborative media
in the workplace idea. One of the major challenges organizations face is having
a culture of "anti-learning"- discouraging learning, reflection, and knowledge
sharing. The article leads the reader to understand that the role of the HRD is
solely on changing the perspective of social media to collaborative media
throughout the organization with staff. This involves organizations
understanding that social media tools are for professional use and not personal
use.
Toole, T. (2011). Social media: Key tools for the future of work-based learning. Development
and Learning in Organizations, 25(5), 31-34.
doi:http://dx.doi.org/10.1108/14777281111159438
This article examines the benefits of online learning communities, specifically
for
work-based learning. The author discusses that online social media tools have
allowed organizations to build learning environments and communities to share
knowledge and resources. The author delves into two case studies that analyze
problems with work-based learning and how online learning environments can
solve these issues. In his solutions to these problems, the author expresses that
online learning environments and the use of social media tools can be a positive
solution for all stakeholders. The author claims that social media usage
continues to grow. As this growth continues so will the integration of social
media tools into the workplace for work-based learning.
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Social Learning Strategies
The following are social learning strategies outlined in this Social Media Training Manual.
Social Learning
Barriers to Effective Social Learning
According to Levy and Yupangco (2008), “A significant barrier to encouraging social learning
in the workplace is culture” (p. 2). Culture affects the following challenges within a workplace:

Productivity and efficiency

Intellectual property

Confidentiality

Policies

Participation, or lack thereof
Overcoming these issues can start by attacking participation and policy expectations. As it
relates to policies, it is always good to research what other organizations have done to be
successful. Setting guidelines prevents any misunderstandings by employees and protects all
stakeholders involved. Establishing guidelines also allows clear expectations and transparency
by the leadership team. “Social media policies—like any other policies—are about respect:
respect for an employer's legitimate needs and respect for an employee's privacy. If a social
media policy is centered on respect, it will work to highlight the benefits of social media and to
guard against its potential misuse,” (Handman, 2014, p. 1). Participation is another major
factor that is affected by culture. Leaders and employees must discover that the most benefits
are gained by continuous participation and interaction. Clear expectations must be set for
employees such as integrating blogging, wikis, and so on, as part of the job description.
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Ensuring Effective Workforce Training
Trainings and professional developments are pertinent to the process in order to fully
communicate how important social learning to the organization. In order to promote this idea
of effective social learning training, key objectives will be planned and discussed based on
connecting, collaborating, effective participating, effective communicating, and proper use of
social media tools provided. All of these objectives will allow participants to be more effective
and productive while participating in the social learning environment and support the
organization to achieve its mission towards productivity.
Ethical Dilemmas and How to Avoid
Social learning may surface opportunities for ethical dilemmas to occur. Dilemmas may
involve participants posting or sharing inappropriate information. This may be on the
individual’s personal accounts or even on the organization’s social media pages including in
“inboxing” something detrimental to the company to another individual. In order to these types
of dilemmas (or other types) from occurring organizations must create and implement social
media policies and guidelines. This is support responsible social media use will be adhered to
by members of the social learning environment. In doing so, two essential steps of
implementing the guidelines are as follows: (“How to Create Social Media Guidelines for Your
School,” 2015).
1. Introduce to the School community – Roll out the social media policy to community
(staff). Take the time to educate the learning community about what the policy means
to them.
2. Review Periodically – Due to social media continuously changing, the policy should
reflect a “living” policy. This means that the policy should be reviewed annually for
updates and to decide whether the current guidelines are effective.
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Lastly, an ethical behavior section can be added to the guidelines. The section can discuss
information and tools about general ethical behaviors. Factors such as handling situations,
character, integrity, and responsibility as it relates to behaving in the workplace, with
colleagues, and with social media will discussed.
Level of Importance to Social Learning
Due to the high level of importance and popularity of social media today, every organization
needs a social learning environment. Creating and effectively implementing a policy within the
organization will promote and support this importance. According to Professional Safety
(2013), “It is no longer a matter of whether a company should utilize social media to
communicate with audiences, but rather how and with what platforms (Walaski, 2013). Social
learning within an organization has went to a “nice to have” to a “need to have” addition to the
environment. According to "5 Reasons Why Social Learning Matters So Much for
Associations" (2016), social learning is also importance for reasons such as “it is more
effective, It’s a catalyst for innovation and impact, and it connects the organization to the other
80 percent”.
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Problem Solving through Social Learning
Social learning plays an imperative role in the way in which organizations create effective
learning structures for the success of employees. Social learning brings together a variety of
mindsets, background knowledge, and perspectives when individuals are working and learning
together. Bingham & Conner (2010) state, “...new social learning can result in people
becoming more informed, gaining a wider perspective, and being able to make better decisions
by engaging with others. It acknowledges that learning happens with and through other people,
as a matter of participating in a community, not just by acquiring knowledge,” (p. 7).
Developing social learning opportunities within organizations is becoming more common as
companies look to enhance employee knowledge from within.
Collective ideas can assist in developing better solutions for problems organizations may face.
By using social learning, organizations can encourage employees to work together to connect,
learn, and share for the better of the company (Bozarth, 2010, p. 143). Prell (2010) states,
“...social learning could enhance our ability to critically evaluate outcomes.”
Social learning can impact employee’s perception of problems within the organization in
several ways. Due to the collaborative nature of social learning, employees will be influenced
by the norms and contexts that are embedded within the organization (Prell, 2010). Developing
and ensuring that the organization's criteria align with their vision, is a fundamental component
in assuring employees are influenced in a positive way.
Employees can draw upon others’ thoughts, ideas, and perspectives when processing through
an issue. This interaction may provide the employee with a different view on the issue, or it
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may open their mind to a better solution. Banding together and learning from others will assist
employees in developing effective outcomes. “Collaboration occurs when we approach goals
as connected learners, relying on each other's skills, knowledge, talents, and readiness to share.
When individual contributions make a significant difference in the outcome of the work or
learning, when we each share our specific knowledge and gifts, collaboration occurs. In other
words, each of us brings something unique to the project or task that couldn't have happened
without our involvement,” (Nussbaum-beach & Ritter Hall, 2012, p. 11).
Social learning and formal training have different places within an organization. Social
learning does not replace formal training structures within an organization. “Training is well
suited for compliance, deep learning, and credentialing. Formal development programs are still
needed to prepare employees to progress through the organization. Social learning can
supplement training and development in the classroom or online. It complements training and
covers knowledge that formal training is rarely able to provide,” (Bingham & Conner, 2010, p.
9).
Social learning provides other tools that formal training cannot. According to Bozarth (2010),
"It can provide a vehicle for continuing conversations beyond the time constraints of the
workshop schedule. It can extend the learning process beyond the confines of the classroom
space and support the development of communities of learners," (p. 13). The tools used for
social learning provide different learning avenues than typical formal training settings and
allow learners to learn from and with each other.
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Addressing Business Issues and Strengthening
Relationships through Social Learning
Effect on Organizational Goals and Objectives
As humans we were created to be social and, as such, we learn unconsciously every time we
interact with another human. This type of learning produces a much deeper understanding of
things because it is on that social level, we connect with the learning. It is in this way that
social learning functions to augment and bolster all other learning. Any learning is made richer
and more valuable when processed through our social connection with others. “The socialness
refers to the way interaction happens: intermingling ideas, information, and experiences,
resulting in something more potent than any individual contribution” (Bingham & Conner,
2010, p. 9). If a company or organization has the goal to be more productive and profitable,
conveying this mission through social learning within the organization solidifies those goals in
every employee as the goal is translated down from organization to workgroups to individuals
within those workgroups. “By hearing about the experiences of others, you mash up snippets
of data, add them to your own, and fit them into your sense of who you are and what you can
do together and with others” (Bingham & Conner, 2010, p. 21). The socialness of learning
from our coworkers and peers solidifies how the company mission affects us all as employees;
it also energizes us to perform better so that the company performs better. We learn that we
are part of something larger than ourselves. “That engagement calls up something from within
us or connects with an emotion, and that mental dance leaves a footprint we can walk in again”
(Bingham & Conner, 2010, p. 20).
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Indicators of Success When Assessing Effectiveness of Social Learning
One measure of success is the ability to determine the quality of information transferred
through social learning. In order for social learning to be effective for a company, the
information exchanged must be accurate, factual, actionable and motivational. If employees
are not inspired and motivated by the learning intervention, it was not a success. “When you
provide venues where people can share peer to peer and be accountable, the best information
rises to the top because many people have rated it as useful” (Bingham & Conner, 2010, p. 24).
Another measure of social learning success is increased work productivity and proficiency.
“There are other things one learns by living in the work culture, things that cannot be explicitly
taught, such as intuition about customer needs, market changes, and shifts in organizational
technology use, and sensing what one’s boss really wants, as opposed to what is written in job
descriptions and performance evaluation plans” (Bozarth, 2010, p. 156).
Overall Effectiveness Regarding Resource Allocation
If companies do not allocate the resources necessary to stimulate and encourage social
learning, they may fail to reap the benefits this type of learning offers. “Companies that stand
the test of time are the ones that recognize the importance of change and innovation when there
is a business need” (Bingham & Conner, 2010, p. 142). Social learning is an almost
unconscious state, so it happens informally and does not require a particular location or time
slot. However, tools that aid the transfer of knowledge and skills in a social setting (such as
virtual technology and simulations) help to make that transfer stick and aid employees in the
immediate real life application of their newly acquired skills and knowledge. “Virtual
environments are ideal for training and simulations, allowing companies to replicate almost
any environment they choose and have employees interact with it, the trainers and each other”
(Bingham & Conner, 2010, p. 143). The tools to encourage social learning may require initial
financial outlay but, ultimately, outweigh the costs involved with required travel, backup
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staffing, accommodations, and per diem and venue fees. Additionally, the increased
productivity, morale, and overall job performance are immeasurable cost savings that result
from the social learning process.
Social Learning Usage and Policy Considerations
When using social media in an organization, it is beneficial to the employees as well as the
company to have a social media policy. Implementing a policy ensures the organization that
employees will be accountable for their actions while using social media in the workplace.
Having a social media policy in place helps to train employees on proper usage and can
prevent legal issues with confidentiality breaches. Also, this helps employees understand what
is acceptable to post online while representing the organization and what is not acceptable.
Bottom line, having a social media policy in place and followed by all employees before
allowing company-wide usage of social media in an organization could prevent many
detrimental occurrences that could ultimately ruin an organization’s online and offline
reputation.
Establishing Employees’ Perception of Power or Hierarchy
Allowing all levels of employees within an organization access to social media can prevent
issues with their perception of power or hierarchy. When all levels of employees are permitted
to learn from each other in an online format, it can eliminate the levels of hierarchy temporarily
as the transition between learner and teacher flow back and forth seamlessly for the moments
that learning is taking place. Each employee has a different skill level than the next and social
media allows for multiple employees within an organization to learn from each other no matter
what level they may be at within the organization. Social media learning within an organization
can empower employees that are not on managerial levels to assist managers with learning new
concepts if that lower level employee has knowledge on a subject or topic that a manager does
not have. If the manager is open to learning from their employee in the online platform that is
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provided by the organization, then the possibilities for learning are greatly enhanced.
Fostering Richer Relationships Among Staff with Diverse Skill Sets
Once you get to know your employees within the organization, you can start to learn who
knows what and what skills each employee has. Employees may feel more comfortable
communicating with each other over text and in an online format. Sometimes people are more
willing to share their thoughts and ideas over text versus face to face. We see this happening a
lot in online education platforms. Introverts who are more likely to stay quiet in face-to-face
training may feel more comfortable sharing their ideas when using an online platform such as a
social media tool that the organization is using a part of their routine business. Relationships
can quickly form as employees create online relationships that are meaningful and relevant to
their business and personal lives. The better the relationship employees have with each other,
the better they can collaborate on business ideas and practices. Social media used in the
workplace for social learning could lead to a more productive business that may end up
promoting growth and allows the organization to be more profitable as a whole.
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Social Media Tools
Facebook
Facebook attracts over 1.6 billion users and continues to grow daily; therefore, to undervalue
the benefits of its inclusion as a social learning tool could be a major faux pas. Given the fact
that social media impacts the lives of thousands worldwide, of all ages, educators have begun
to see the wisdom of capitalizing on this learning medium (Smith, 2016). Growing interest in
Facebook is resulting in this source’s resourcefulness being acknowledged beyond its
entertainment values; instead, the focus has significantly been redirected on its ability to
connect the world.
Pappas (2015) listed some of Facebook’s strongest points as its ease of use, ideal portal for
social learning, its ability to capture learners’ engagement and affordability. Also, the author
listed the following elements that make the source perfect for its use as an eLearning tool:
1. Joining groups build learning communities
2. Enables discussion among learners globally, transcending cultures, races, and other
differences
3. Through the use of messages, information can be obtained from the Facebook
communities
4. Feedback is immediate
5. Use Facebook polls to get member’s views
6. Research should be encouraged among the group
7. Use Facebook for deadlines, notifications, and assessments
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8. Focus on visuals
(Pappas, 2015).
More importantly, in a world that recognizes the value of imparting the values of globalization,
educators continuously realize the bearing that Facebook has on promoting global social
relationships. To this end, Azad Jammu and Kashmir (AJK) University conducted a study to
determine Facebook’s role as a promotional tool for promoting relationships; also, its ability to
bond people worldwide. The findings indicated the source’s worth “to promote global social
relationships irrespective of geographical, racial, religious and ethnic differences” (Ali,
Hassan-Rashid, & Manzoorm, 2015, para. 1). It is noteworthy that, Facebook’s relevance as an
entertainment entity should not be undervalued, because according to the authors,
“Entertainment also plays an important role in learning” (para. 14).
The AJK research concluded by determining, that, when responsibly used, Facebook exceeds
its value as a social networking entity to incorporate building global social relationships.
Instructors and educators can, therefore, benefit through promoting its use for quality
communication, and the enrichment and enhancement of knowledge (Ali, Hassan-Rashid, &
Manzoor).
Despite Facebook’s benefits, there are, however, limitations, as with other social media
applications. For example, problems arise when employees abuse this medium by using it for
personal use, affecting productivity. Also, another adverse aspect is when employees make
posts about a person or the business establishment which can have legal implications for the
company; these are disturbing factors that the organization has to monitor to ensure that there
are no negative images projected to tarnish the business or its employees. Problems such as
these mentioned, require companies to establish policy guidelines to minimize or prevent
adverse repercussions impacting the business. Swain (n.d.) stated, “Employers must decide if
the use of social media outweighs the potential for negative impact” (para. 1).
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LinkedIn
LinkedIn is a startup company that has grown into a massive global network. Originally
conceived as an online social media tool focusing on connecting professionals to other
professionals, LinkedIn has grown to over 433 million members in more than 200 countries
and now offers numerous products, business solutions, news outlets, job opportunities,
marketing ideas and the opportunity to connect with other like-minded specialists and experts
around the world.
LinkedIn is a very useful tool for organizations to looking to hire talented individuals with
specific skill sets as it provides search methods that narrow tailored results to desired skills.
Additionally, LinkedIn is a valuable resource for professionals looking to connect to other
knowledgeable individuals in their current field or in a profession they might be interested in
transitioning to. LinkedIn provides opportunities for professionals to build their Professional
Learning Networks, Professional learning Communities and connect to Communities of
Practice for any field they desire.
LinkedIn has established itself more as a professional community rather than a social one.
The focus is on sharing professional resources and networking for career opportunities.
Individuals looking for social connections on a more personal and informal level would be
better served joining other groups such as Facebook or MySpace. Also, because LinkedIn is a
form of social media, participants are subjected to advertising marketing, phishing and
sensitive information hacking and theft.
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YouTube
YouTube is a social media website that was founded in 2005 and purchased by Google in
2006. YouTube is a social media tool that is found online and used to post self- created videos.
On YouTube is it possible that anyone one can learn what they want when they want. Videos
of every subject are posted for all to see. There are privacy capabilities where you can invite
only selected people to view your videos, or you could leave you videos on a public status,
which would allow anyone to see your created video at any time.
In the workplace, employees can create a YouTube channel where they can invite other
employees to subscribe and view their videos, or they can use the URL link to the video to
share with others as a way to encourage them to review their videos. Corporate have the
capability to reach across geographical locations to train other employees by recording training
sessions and posting them to YouTube. The trainees can post comments or questions on the
page where the videos are located. The comments and question can be used as an assessment
tool to help trainers determine the effectiveness of the training. The training videos can also be
shared to other social media outlets as well as shared straight to others via email or text
message. This social media tool is a great way for students and employees to collaborate on
projects as well as for others to learn unlimited amounts of information from each other. There
are, however some limitations on YouTube. The limitations include the inability to
communicate via live chat with other people like you are able to with Twitter or Facebook.
One other limitation that was listed on the CRE8 Collective website was the fact that random
advertising exist on YouTube. According to "Cre8 Collective" (2015), “You cannot control
what advertisements your video will have and people are easily annoyed by it” (The Options,
Benefits, and Limitations of YouTube Channels).
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Google Docs
Google Docs is a Web-based free social media tool. This cloud-based tool enables users to
create Microsoft Word documents, PowerPoint presentations, Excel spreadsheets, or other
documents from numerous templates available on the site. Users can also download, edit, and
share the documents in real-time with anytime access worldwide. With the use of the Google
Docs voice dictation feature, voice commands can also be done through the editing. Although
Google Docs is a great tool for project-based learning, communication, and collaboration, the
collaborative feature and communication are more efficient. Reports, work assignments, and
other information can be accessed quicker because users will not have to wait on emails or
multiple threads to gather data. Co-workers and students can also collaborate simultaneously
on projects or assignments. He or she can comment, make suggestions, accept, reject, or edit
while the other users are viewing the documents in real time. (Google, 2016)
Google Docs also has limitations. Even though the site allows for document creation,
download, and editing, it does not enable the user to manipulate manually, for specific
formatting like APA. Another limitation is the inability to utilize the multiple animation
features in PowerPoint presentations. The downloaded or created presentations in Google Docs
have limited animation features for creative presentations. Those minor restrictions are not as
significant as the vast benefits that Google Docs offer to enhance social learning and
professional development in the workplace.
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Conclusion
The above mentioned Self-Guided Social Media Training Manual was designed to assist
professionals interested in establishing a social media platform within an organization. This
self-guided manual will assist the understanding and usefulness of social media in education or
training. The guide described some tools, Facebook, LinkedIn, YouTube, and Google Docs,
that can be used to enhance adult education courses or training within an organization.
Although most of these tools are used primarily for social purposes, they have a critical
component appropriate for social learning. These tools will also provide numerous benefits to
your organization as you consider incorporating social media for professional development and
to improve employee communication, company morale and productivity. Implementing these
social media tools will offer a variety of opportunities for collaborative, social learning for
every employee within your organization.
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