SELF-GUIDED SOCIAL MEDIA TRAINING MANUAL

PHOENIX TEAM COMMUNICATIONS GROUP

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

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 self-guided 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.

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 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 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), 163-180.

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.

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/

524D6ED879914A49PQ/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 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

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 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, 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.

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.

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.

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”.

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 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.

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).

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 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 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.

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

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).

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.

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).

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.

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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