As trainers we know that training is defined as knowledge and skill (with the focus on the skill component) for use in your current job. We deliver new information to learners, the learners practice, and then receive feedback on their performance.

So let’s talk about the new technology and its impact on training. Nano learning, for example, is very short bits of learning lasting from 90 seconds to no longer than three minutes. Using Twitter, the maximum number of characters allowed to deliver a message is 144. Mobile learning is short tutorials lasting no longer than 10 minutes. So how do we actually train employees in so little time?

Most of the examples of this type of learning I have seen so far have contained only information. I would probably consider most of them to be online job aids. So the question is, “Where is the practice and feedback?’

I realize that, if every employee in your organization has a hand-held device, it is tempting to use this as a way to train them. Sure, by using these devices we can deliver information anytime, anywhere, and spend less time in training and away from the job, but can we call this training?

As result of all of this, I have viewed training via new technology and social media with scepticism. I didn’t know it, but my perceptions were about to change.

A recent Langevin assignment at a high-tech communications company gave me a change of perspective on the use of technology and social media in the training of employees.

The workshop started, as usual, with introductions and housekeeping. We moved onto key terms and definitions, and then the discussion quickly moved to “mobile learning.” The participants in my workshop proudly told me, “We are already doing mobile learning” and offered to show me some examples. Before I knew what was happening, the device was in my hand. The group said, “Press this, enter this password, go through it, and give us your honest feedback.”

To be honest, I was expecting to see a series of screens on the hand held device crammed with text; I was expecting a “read and click” exercise. To my surprise I went through a well-designed, functional mobile-learning tutorial that took five minutes to complete and, not only that, it contained a quiz with feedback!

I launched the tutorial and viewed an introduction page that was instructionally sound and graphically pleasing. The intro page had a sound instructional objective and a three-bullet point overview. I quickly moved on to the lesson.  The bullets of content flew onto the screen in quick, but readable, succession. I advanced to the next screen and viewed a colour-coded graphic outlining a process, pointing and clicking on various parts of the process when prompted. At two minutes into the tutorial I viewed the third screen—five bullet points. So far, I was quite impressed and was thinking hard to find some constructive feedback.

The next screen was a summary of the previous three and a nice link to an exercise. The knowledge check consisted of two multiple-choice questions, a true/false question, and a series of drag and drop questions relating to the process diagram. Automated and direct feedback let me know if I was correct or incorrect.

After completing the quiz, the final screen congratulated me for completing the tutorial and suggested two post-course performance support activities (PSAs) which would allow me some skill-based practice back on the job—and all this was done in less than five minutes! (Since the practice in the tutorial only checked my knowledge, this blended-learning approach was needed to ensure I also acquired skill.)

The ten participants, almost in unison, then asked, “Well, what do you think?” I was honest in saying that that the mobile learning tutorial was instructional, functional, and looked great. The one piece of constructive feedback I could offer was to add a three-question level 1 evaluation at the end.

Over the three-day session we looked at many examples of mobile and nano learning. We had great discussions about the use of technology and social media in training today and what’s coming next.

I believe that this organization will be successful in the use of technology in their training by sticking to sound instructional design principles that include using PSAs if and when needed, using technology for the right reasons, and not giving up on performance improvement for the sake of saving time and money.

So, my views on mobile learning and nano learning changed during that session. I went from sceptic to a believer; I guess I just had to see some good examples, and meet instructional designers who are committed to doing what they do best. Web-based training is training first and must follow principles of instructional design. The current and future technology must be leveraged to enhance our training and help training professionals to deliver knowledge and skill in the most efficient way possible.

Since that session I am convinced that we can train people using new technology and social media; we just have to do it right. Doing it right means including performance-based practice to ensure we are not just delivering information. So bring on the avatars and second life!

Steve

We all know that technology changes quickly and often times drastically, and Avatar is a perfect example. Just a few months ago, I used to discuss how avatars could be used in training. Many of the people in my class had never heard of an avatar. Now, just about everyone has heard the term. Technology works that way. This can be a good thing or a bad thing, depending on your point of view. I often tell learners that you cannot be expected to know every new technological tool/gadget, term, innovation, or organization, because it changes so rapidly. It can become overwhelming. Even professionals will tell you the same thing: The amount of information out there is so vast that it is nearly impossible to stay current.

So what is the answer for us busy trainers? I suggest the EX factor:

• EX-plore the various websites and journals that are currently available. Learn what you can from them.
• EX-plain what you learn to others.  Not only will be you helping someone else stay current, you will be reinforcing your own learning.
• EX-periment with some of the new tools you discovered. Don’t be afraid – just play and have fun. Many tools are now free, while others provide free trial periods.

At Langevin, we know how busy your lives are. Therefore when you attend our e-Learning workshops, we will share with you a wealth of resources that will allow you to stay current in a reasonable amount of time.

If you are going to be looking into how technology will be impacting how you train, you do need to keep current on key issues/trends. But don’t panic! I am not asking you to enroll in a college computer programming course. However you do need to talk some of the language of your IT department and staying current can help you do this.

Perhaps most importantly, you will need to create a strong relationship with IT. If you stay in your training speak, then you will instantly lose credibility with the people who may have a big influence on the success of your e-learning projects. Staying current will not only foster positive relationships with IT, it can also help you gain credibility with everyone in your organization as well.

So, if you are not going to the movies anytime soon, then you just created some free time so bring out the popcorn and Explore, Explain, and Experiment – and hopefully I’ll see you at a Langevin course where w e can do this together!

Ron

Job aids can take many forms such as checklists, worksheets, tables, and flow charts. Your content drives the form the job aid will take. For example, if you are teaching a process, a flow chart makes sense. If you are creating a job aid to help a supervisor oversee someone’s work on the job, a checklist makes sense.

Job aids are an instructional designer’s best friend. Why you ask? I love them because they save you both design and development time if you use them to replace or supplement formal training. If you base some or all of your training on job aids then all you have to do is teach people how to use them!

Here is an example of how you can use a job aid to save training time: Let’s say the Human Resources Department asks you to design some training for new hires on how to log in to the company’s computer system. Rather than designing time consuming instructor-led training, design a one page, step-by-step job aid with graphics and include it with a new hire packet of materials. You can leave your name and extension at the bottom of the job aid giving employees an opportunity to call you if they need further assistance. Training is done!

So when should you use job aids anyway? Use them if:

1. The tasks you teach are performed infrequently on the job

People forget what they do not use often so create them a job aid to help them remember!

2. It is critical that the tasks be performed correctly

If someone is working with heavy machinery, power tools, or electricity then job aids can help prevent injuries.

3. Training cannot be done in a timely manner

If you are teaching software, for example, and the version is not going to be released immediately after training, learners will need a job aid to refresh their memory on how to perform key tasks once the software is ready for use.

Job aids are really fun to develop if you are a creative person. Keep these tips in mind when designing and developing your tools:

1. Keep them short, 1-2 pages is fine – Learners won’t use a job aid if it’s too long.
2. Use graphics and text – Pictures with text will aid retention and help the visual learners, too.
3. Use plenty of white space – Learners can add additional notes if they wish.
4. Number your steps clearly – This format will promote the correct application of the task if sequencing is important to the task at hand.

I hope that you will consider using job aids to replace or supplement every training program you design. They are huge time savers and learners will love them! If you are not convinced that job aids can leap tall buildings in a single bound, try assembling that new barbecue grill or home gym equipment by yourself without any instructions!

Do you have any job aid tips you’d like to share?

Lynne

BEFORE

One area that we can look at is pre-work. Pre-work can take different forms. It can be a preliminary survey, similar to what we do in a traditional class environment. The survey asks the learners to identify some key points related the topic to be covered that they would like walk away with. It can also ask them to identify questions they have about that topic to ensure that they are covered. (You can point them out during the class.)

Pre-work can also be a reading assignment. For example, we can assign a section of reading to a group of learners. The group can be organized by work group, by division, by region, or whatever makes it easier for the learners to contact each other. Let them know that they will be responsible to answer two questions related to the assigned section. We can have them read an article based on the topic and post their response(s) online to specific questions. As the instructor, we should review the responses prior to the session so we can reference them in class. If we do not check/reference this information, we imply that the pre-work is not important. People will stop doing the pre-work.

When I work with instructors in distance learning, we have live classes or we have pre-recorded classes that students can review at their leisure. In live classes we have students either in rooms or on campus with press-and-talk microphones or they bridge in from home using the telephone. We need to find ways to have that human touch. Part of the registration process includes each person’s sharing three things about themselves. This allows the instructor to make a personal connection during the introduction of the class. (Example: “We have a group of world travelers with us today. This group has traveled to over 8 countries.”) The instructor can then share three things about him/herself either in his/her bio or at the beginning of the session.

DURING

There are several things we need to consider to keep the learner engaged. Since we don’t have the eye contact that we have in the traditional learning environment, we need to be more dynamic with our delivery. Our voice – intonation, pitch, volume, enunciation, etc., becomes more important. We should also examine our facial expressions, mannerisms, and gestures to see if they’re going to help engage the learner or become a distraction.

Having effective visuals, while always important, is critically important in a virtual environment. Slides need to be very visual, contain graphics, a punch of color, and should not be crowded with text. Here, less is more. The objective should be to have slides that are clear, concise, and to the point. And, keeping our delivery moving at a fairly brisk pace is key to engagement.

To make the session a little bit more interactive, we can set up an opportunity to do several Q&A sessions. This can be done electronically or structured as part of the pre-work. When there is a demonstration that is live or video-recorded, we can follow it up with Q&A to clarify the understanding of the demonstrated process. If we have an additional person working to support us, we can set up a blackboard, open a chat room so that there could be an ongoing discussion around the information, or use email to address additional questions. The support staff can be monitoring these methods and answering the questions directly or sending us the most frequently asked questions. If there is not enough time to address all the questions, we can create a FAQ page.

When lecturing, we can use a lecture method that creates an exchange of information between instructor and learner. For example the instructor can ask, “When conducting a needs analysis the most common data collection method is: A. interviews, B. Surveys, C. Records, or D. Observation.” The learners either respond via an electronic poll or write their answer on a sheet of paper. After the poll has finished or the time to write it down is over the instructor can respond, “The correct answer is B. (transition to content). Let’s look at some of the criteria for creating a valid survey.” This can be an opportunity to use any pre-assigned reading for this topic.

As the use of technology in training increases, we are challenged to make our training dynamic. Based on the tool(s) that we use, this can be lots of fun and a great way to let our creative juices flow. In this blog I highlighted some of the ways to engage the learner in a virtual classroom (synchronous) environment. The next time I will address some methods for online tutorials (asynchronous training).

What have you done in the virtual classroom to involve your learners? What is the average length of your virtual classes? We’d love to hear from you.

Martha

A Tweet

Hi Joe, “I’m eating some “killer” cheesecake at the new XYZ restaurant that just opened on Main Street.  The food’s delish, you’ve gotta try it!”

Ralph

Welcome to the world of social networking! What exactly is social networking? Facebook, LinkedIn, Twitter, etc. – these are all internet-based tools used to communicate with people. They have become the standard means of sharing our lives – the joys, the sorrows, the funny times, as well as the ordinary occurrences of life – with others.

But we’re trainers, so the question we need to ask ourselves is, “How can we use social networking to enhance our training?”

Research shows that as much as 80% of job learning occurs informally. While the traditional classroom will never fade away, we need to think of how we can blend other devices that will meet the needs of a new, and yes, younger workforce.

Let’s look at three examples of how social networking can be used before and after training:

1. Send an email, with a discussion board, to a group of learners before a class, asking them what their main goal(s) is for the class. This information can be invaluable for both the designer and the facilitator when it comes to customizing the program to meet the needs of the learners. This will also motivate the class in advance.
2. Create an internal corporate LinkedIn account for those who took a training program. The participants can share best practices and discuss how they are using what they learned in class back on the job.
3. With the rapid retirement of the baby-boomer generation impacting corporations, it is critical to tap into the expertise of tenured employees before they retire. To avoid this “brain drain” set up a company-wide Facebook account where employees can share experience and best work practices. Create a topic a week and provide incentives for people to contribute. Creating a learning organization where people share valuable knowledge and experience, must become part of a company’s culture.

See how easy, yet powerful, these examples are? Try some social networking yourself – and share your experiences with the rest of us. As Mikey, from the Life cereals TV commercials would say, “Try it, you’ll like it.”

Ooops, gotta go, I feel another tweet coming on…

Ralph

Phase I:  Planning & Analysis

E-learning, like any training strategy, takes time and money to build. You either build it yourself or you hire a consulting firm to build it for you. Before you spend money on any e-learning project, it is wise to do some advance research. If you understand, and apply, the planning and analysis steps in instructional design, your e-learning will:

• Meet a legitimate business need.
• Stay on time and on budget.
• Include content targeted appropriately for your audience.
• Contain only relevant content for your learners.
• Produce desired performance outcomes.

Phase II: Design & Development

Depending on your learning goals and circumstances, e-learning can be more cost-effective than traditional classroom methods. How do you guarantee that e-learning will save money and meet your learning objectives? Start with good design. If you understand, and apply, formal design and development steps, your e-learning will:

• Be the appropriate strategy to use to teach your content.
• Contain assessment tests to measure knowledge, skill, and retention.
• Be structured properly to maximize learning success.
• Include feedback mechanisms and any additional job aids.

Phase III: Validation & Evaluation

e-Learning is no different from other methods of training in that it needs to be validated and evaluated. Does the e-learning course need any final revisions before implementation? Are the employees performing their jobs effectively after completing the e-learning course? If you understand, and apply, formal design validation and evaluation steps, your e-learning will:

• Incorporate Adult Learning Principles in its design.
• Be targeted to the appropriate experience level of your learner population.
• Run properly without any typographical or grammatical errors.
• Enable you to evaluate your training effectiveness.

So pull that design manual off the shelf or take a workshop to learn the basics of design and then enjoy playing with your new e-learning toys!

Lynne

Yes, they’re here!  Gen X and Gen Y in the classroom. This, and many other incidents like this, have lead me to find the answer to the following question: “Do the Adult Learning Principles we use, developed by Malcolm Knowles in the ’70’s, still apply today?”

A quick recap of some of the adult learning principles reminds us that adult learners:

• Want to control their own learning.
• Need to know why.
• Want to see the relevance and the benefit in what they are learning.
• Want to participate.
• Have a strong need to maintain their self esteem.
• Do not want their time wasted.

So which of the above principles are still relevant today?

ALL OF THEM! The Gen X’ers and Gen Y’s that I know might even have a stronger need for those principles. They want the “need to know” and they want it now! Don’t single them out or embarrass them in front of peers and don’t waste their time with “busy-work.” So, I guess what I am saying is, we don’t need to recreate the wheel. As training professionals let’s continue to design and deliver training following the principles of adult learning and let’s recognize the learning preferences of a new generation of employees in the work force.

“So what should we do differently?” you ask, to meet the learning needs of Gen X and Gen Y.

First, be aware that their best learning time is afternoon and into the evening, so you may not get their best work in an 8:00 a.m. class. They also prefer flexibility when it comes to scheduling training. If possible, provide the option of two half days of instruction instead of one full day. The younger generations love access to information – years of surfing the net have shown them how to find what they need. Maybe we should be teaching them where to find information rather than giving it to them. Gen X and Gen Y prefer a trial-and-error approach to problem solving rather than a rules-based approach. Look for opportunities to give them a problem and let them figure it out. They will use their multi-tasking skills to discover the answer, find efficiencies, and save time.

Although strongly independent, Gen X’ers want continuous feedback; always ensure they are aware of how they are doing. They have a strong entrepreneurial spirit and will invest in themselves over the organization. Ensure they know what’s in it for them when they are in a training session.

A strong interest in cultural diversity ensures Gen Y’s participation in collaboration and community. In training, strive to have a blended learning approach where they can email, text, and be involved in online learning communities.

There is no doubt that the new generations of learners will challenge the skills of instructional designers and classroom trainers.  I have a feeling (actually, it’s “more than a feeling”) that by continuing to apply Malcolm Knowles’s adult learning principles and making adjustments in our delivery methods we can meet the needs of Gen X and Gen Y.

Oh by the way, just around the corner are the Millennials, so “keep your eyes on the road and your hands upon the wheel.”

Langevin Team