Training In The Age Of Corona
Transformation, not conversion
Posted on 06-05-2020, Read Time: Min
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Our clients are now asking us to “convert” their classroom courses for “virtual distribution.” The coronavirus is forcing companies to cancel in-person classroom courses and replace them with virtual training programs.
But, simply taking the existing classroom PowerPoint slides and conducting a webinar for individuals sitting at home is not an effective learning alternative. The same is true if you simply attempt to use the PowerPoint slides as self-paced eLearning modules with facilitator audio included. Example: We are currently transforming two weeks of training in Italy for one of our global medical device clients. You can’t assume that these participants will sit at home for two weeks and listen to someone lecture to PowerPoint slides.
Millennials simply won’t do it. Would you do it?
At S4 NetQuest, we are using our M-Pact Learning method to “transform,” not simply convert classroom courses. Transformation means redesigning the existing classroom program to ensure it will be effective for virtual distribution.
There are several techniques that can be incorporated into an organization’s transformation efforts. These include:
- Create pre-work. A certain percentage of the classroom materials can be converted to pre-work (prior to the virtual classroom segment). This is normally “foundational” content (i.e., overviews of a process, product information, etc.). The pre-work can be transformed into interactive “micro-modules” that include assessments and can be tracked. If the urgent nature of the transformation doesn’t allow time for the creation of micro-modules, then create “pre-reads.”
But, don’t simply have them read text. At S4 NetQuest we have a concept called “reading with purpose.” Have the learners read with a purpose in mind. Example: Read this article and answer the following questions.
- Put the impetus for learning on the learners. As mentioned, you can’t simply have the facilitator lecture to PPT slides. Instead, give the participants problem-based scenarios related to a particular set of knowledge or tasks. Give them a problem, give them access to the knowledge and information needed (i.e., digital self-paced micro-modules) to solve the problem and then do a debrief and provide additional insights.
Example: Selling Against the Competition – Use micro-mods to show features and benefits of your product compared to the competitor. Then have the participant create and present (virtually) a sales presentation (include a “rating” sheet so they know how they’ll be evaluated) and have other participants as well as the mentor evaluate and coach the participant on the presentation. This “problem-based” approach is foundational to S4 NetQuest’s M-Pact Learning instructional design methodology.
- Utilize built-in collaboration tools. There are a number of virtual classroom technologies (WebEx, Zoom, Adobe Connect, etc.). Some have better tools than others. Adobe Connect, for example, has virtual breakout rooms. The facilitator needs to understand and be able to utilize these functions.
Example: Break the learners into groups. Give them a problem to solve and then have them interact in the virtual breakout rooms. Afterwards, have them report out to the entire group on how they solved the problem.
- Include gaming. This is especially relevant to millennials, Gen ‘Y’, etc.,but is effective across generations. Use “gaming theory” as part of your design methodology. Gaming theory is different from simple gaming. You can’t just throw up a game and hope that learners like it. Instead, you must ensure the “game” results in actual learning.
Quick example: If you provide a learner with a problem to solve within a self-paced eLearning module, and ask them to select the correct solution from a list of solutions, they mayclick every option. But if you use the same problem-based approach and ask them to find the best solution in the least amount of tries (including a counter), they will stop, engage and reflect before answering. If you also allow them to review “tips'' from experts, they will self-remediate prior to answering.
Example: At S4 NetQuest we developed a game in which new sales personnel were put in groups and asked a number of questions related to their product sets, points were awarded and, in the end, scores between the two groups were compared.
One benefit from the current crisis is that these required transformations, if done correctly, will be utilized after the crisis passes. If the transformation efforts utilize innovative, highly effective instructional design methodologies, the transformed programs will be more efficient, more effective and provide the organization with continued flexibility for future, unforeseen challenges.
Author Bio
| Jim Guilkey, PhD, is the author of M-Pact Learning: The New Competitive Advantage — What All Executives Need To Know. He is the President of S4 NetQuest and a nationally recognized expert in instructional design and learning strategy, with extensive experience in leading the design, development, and implementation of innovative, highly effective learning solutions. Visit www.jimguilkey.com Connect Jim Guilkey |
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