Archive for April, 2012

3GS to Deliver Webcast Case Study on Live Virtual Training at Oracle

On May 15, 2012, Martyn Lewis, principal and founder of 3GS and a recognized pioneer in live virtual training, will follow up his May 7 presentation at the ASTD 2012 International Conference & Exposition with a live webcast exploring a case study on live virtual sales training at Oracle. The webcast will be open to the public.

Transformational Training: A Case Study on Non-Traditional and Blended Learning Approaches at Oracle
Live Webcast
Tuesday, May 15, 2012
10:00-11:00 a.m. PT / 1:00-2:00 p.m. ET

Get more information and register for the webcast.

In this live webcast, Martyn will discuss how 3GS developed and delivered a live virtual sales training program that enabled a vice president of sales at Oracle to transform his sales management team in a short period of time while keeping staff in the field and completely eliminating travel-related costs.

In this webcast, participants will learn more about:

  • Specific training strategies and technologies, as well as a highly innovative model for creating live virtual classrooms
  • Maximizing the engagement and significantly increasing the ROI of training programs
  • Strategies for handling obstacles to creating effective live virtual learning experiences

Be sure to register today for the webcast!

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At ASTD 2012 International Conference & Exposition, 3GS Discusses Training the Oracle Sales Management Team

Join us at the ASTD 2012 International Conference & Exposition as Martyn Lewis, Principal & Founder of 3GS, discusses how 3GS developed and delivered a live virtual sales training program that enabled a vice president of sales at Oracle to transform his sales management team in a short period of time while keeping staff in the field and completely eliminating travel-related costs.

Non-Traditional and Blended Learning Approaches: Transforming the Sales Management Team at Oracle
ASTD 2012 International Conference & Exposition
Session #M210
Martyn Lewis, Principal & Founder, 3GS
Monday, May 7, 2012
2:15-3:30 p.m.
Room 708/710
Colorado Convention Center
Denver, CO

Find more information on our website.

In this session, attendees will learn more about:

  • Specific training strategies and technologies, as well as a highly innovative model for creating live virtual classrooms
  • Maximizing the engagement and significantly increasing the ROI of training programs
  • Strategies for handling obstacles to creating effective live virtual learning experiences

Session Description

The vice president of sales at Oracle needed a program for training his sales managers that would be measurably effective within a short period of time while keeping staff in the field and completely eliminating travel-related costs. This session demonstrates how a live virtual sales training program constructed to totally engage participants in short weekly sessions conducted over several weeks was able to achieve highly successful results.

Case Study Highlights

  • The vast majority of sales managers who went through the program—more than 80 percent—completed all work assignments
  • The majority of participants reported that the approaches and tools they learned in the program were relevant and applicable to their jobs
  • Managers overwhelmingly agreed that the live virtual training approach – which borrowed techniques from broadcast media and was highly interactive and more effective than any other approach used in the past.
  • Post-program participant satisfaction rates for content, delivery, facilitation, and engagement were all superior to benchmarks based on previous training events conducted in a physical—rather than a virtual—classroom
  • Within three months of the program, the sales management team saw measurable and sustainable increases in average deal size, win ratio, and velocity of deals through the buying-selling process
  • The program saved $60,000 in travel-related costs

May 15 Live Webcast of Oracle Case Study

For those who can’t attend the ASTD conference this year, Martyn will be delivering a live webcast of his ASTD presentation. Be sure to register for this must-attend event!

Transformational Training: A Case Study on Non-Traditional and Blended Learning Approaches at Oracle
Tuesday, May 15, 2012
10:00-11:00 a.m. PT / 1:00-2:00 p.m. ET

Visit our website to register for the webcast.

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Training As If Your Life Depended On It

Would you ever think of sending an untrained fireman into a burning building? Are your employees equally prepared for what they may face in their jobs?

A recent edition of The Economist reported on the fact that computer-based simulation is now being used to train the military. The trend of training military personnel by immersion in a simulation of life-threatening situations, battles and maneuvers did not necessarily come as a surprise to me. The part that did surprise me was the fact that in these training exercises, circuits are attached to trainees, giving them electrical shocks when they make a wrong move. Such shocks represent being hit, or even killed, by enemy fire. That’s one heck of a way to motivate an individual and truly engage them in the learning experience!

It led me down a path of thinking: what if we did the same thing. What if there was a clear and painful consequence of not staying engaged in the training, missing something of importance or failing to implement what was learned. We too could offer training as if the learner’s life depended on it. It wasn’t long though before the somewhat happy state of thinking about gaining participant’s attention in this way reversed back around, leaving me to wonder just how prepared we are, as learning professionals, to construct training in such a way that we could be sure we are “shocking” the right individual at the right time and for the right reason. The Economist article on military training simulations talked about the dramatic lengths the program designers must go to in order to ensure the training is relevant, up-to-date and realistic and that it truly factors in all of the variables that may impact performance on the job. Isn’t this what separates most simulations from real-life experiences?

Consider this: how often have we facilitated role plays, case studies or exercises in our training programs that may offer some degree of learning benefit but fail to capture the complexity of real-world situations? It is my belief that this is yet another reason why so many training courses being offered today are questioned both by the learner and by the sponsor as to their real return. Do they simply offer a few tips and tricks, or do they offer real learning experiences?

I suggest, therefore, before we start hooking up our own learners to electric shocks, we need to look to ourselves first. How relevant is our training and how does it truly model what happens in the real-world? How do we break out of the tendency to drown people with new information in a physical classroom and how do we start coaching and supporting our learners—over time—as they implement and apply new skills and knowledge within the complexity of the real world in which we are asking them to perform. It’s time to rethink how we design and deliver training for today’s workforce!

On this note, 3GS recently presented at the CLO Spring 2012 Symposium, where we attended various sessions and met with senior leaders in learning. Throughout the many conversations we had, we noted a clear focus on the future of learning and on the virtual classroom. While there were many presentations on how to embrace social/mobile and virtual learning, there was a notable lack of thought leadership on how to put all of these great tools together in a way that would offer a more strategic approach to creating a continuous and blended learning environment.

As leaders in learning we have not only the opportunity, but the obligation, to rethink how we design and deliver learning but the key to success is not a simple case of doing what we have always done. It is not a case of simply moving content from the physical to the virtual classroom or offering training on a tablet or micro learning on a PDA. These tools give us more choices than ever but to truly engage learners and to deliver information and training to the right people at the right time our approach to design must be reconsidered.

With an eye toward laying out a vision of what truly effective virtual training can and should look like, Nicki Bouton of 3GS delivered a session at last week’s CLO Spring Symposium that focused on designing effective learning experiences.  If you didn’t attend the conference I would invite you to download a copy of her presentation here or to register for a live recording click here.

Nicki’s session explored the following aspects of creating a blended and continuous approach to learning:

  • The model for live virtual training vs. physical classroom training
  • The critical difference between live and asynchronous virtual training, and how the chosen modality impacts effectiveness
  • The optimal architecture of a total, continuous learning environment
  • The top five traps that inhibit virtual training impact—and how to overcome them

3GS’s dynamic approach to live, instructor-led virtual training equips learning and development decision-makers with a convenient, cost-effective training approach that outperforms both the physical classroom and basic webinar-style virtual training in the areas of learner engagement, training results and business impact.

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