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ONBOARD TRAINING: Is it Time to Consider Blended and Continuous Learning Approaches?

Onboard

Over the last few weeks we have been working with several companies in helping them move their onboarding training from legacy approaches to more blended and continuous learning programs. Considering that where there is smoke, there is usually fire, we got to thinking about why we are seeing such a trend and came to the realization that onboard training may just be the best way to really embrace new training approaches and will likely offer the most significant return to the business. Time and time again, research shows us that if we can bring employees up to speed quickly and completely, the impact to the business can be considerable.  So the topic is worthy of consideration.

Let’s start by listing some of the challenges with traditional onboard training:

  • Each individual largely goes through the same content regardless of existing knowledge and skills
  • Individuals can go through the same content regardless of the role they are being hired into
  • There can be significant time gaps between the onboard training and when the individual will actually get to apply the training
  • Content may be out of date at the time of is delivered or may be out of date by the time it is used
  • The training is all focused into the first period of time after hiring and then diminishes rapidly
  • Often the content that various stakeholders want to include in the program far exceeds the time allocated to the training
  • The traditional ILT components can be very “lecture heavy” with liberal use of PowerPoint as both the visual support to the speaker and serving as the detailed content for the participant

Now let’s look at some of the basic rules of architecting a blended and continuous learning program (using the TEBLAT™[1] methodology).

  • Break the overall content into small segments
  • Move any content that is simply about the delivery of information to a participant out of the formal learning and to the place where that individual can best access it when and where they need it
  • Thread the segments of learning together so that individuals with different needs can travel differing learning paths and thus gaining just the content that they require
  • Fragment the learning over time and include the application of the learning into the overall program
  • Learning segments should include on the job coaching, cohort learning and sharing of challenges and best practices
  • “Instructional” learning should be delivered asynchronously leaving “live time”, no matter if it is physical or virtual, for discussion, exploration and facilitation
  • Learning segments should also include master classes and “ask the experts” where learners can share experiences and gain access to subject matter experts (not to listen to presentation but to engage in rich dialogue)

 A Vision for Onboard Programs

Imagine starting a new position, perhaps with a new company, and on day one you either meet with an individual or perhaps complete an online assessment that reviews your existing level of pertinent skills, knowledge and competencies and then maps out those that you will need for success in the particular role you are moving into and perhaps even the longer term. From the assessment you are provided with an individualized Learning Journey that details the learning experiences that are required and those that you may want to consider as options to help in your success. Also, on the first day you join the internal networking platform registering for several special interest groups. The platform, looking eerily like LinkedIn, also recommends additional groups you may be interested in, and even starts connecting you with other individuals across the company that share a level of affinity with you.

Your own learning path continues as you undertake the required learning segments for week one. These include participating in a welcome webcast and then viewing a number of short orientation videos that seem full of useful information. You are also introduced to the company knowledge platform which reminds you of Wikipedia – simple to use, always on and seems to have the answers to most of your everyday needs. You also complete short online tutorials on a number of the internal systems and processes, and unfortunately there is a short test after a few of these to ensure compliance and understanding.

The learning path continues with a number of assignments and during the course of these you get to network with other folk in the organization. During the course of the first few weeks you are also invited to a number of live virtual classrooms that enable you to review and discuss some of the basics with other individual and subject matter experts. You note that sitting in a classroom or a webinar simply listening to presentations does not seem to be part of the culture of this particular organization.

You’re learning path continues with your immediate manager checking on progress and offering coaching and support. The assignments blended into your job so that the line between training and doing is not only blurred it disappears. You feel equipped for the role you have taken on, supported by peers, experts and your management, and are confident that the information you need is available to you when and wherever you may be.

If that vision was a reality in your own company, what would such on onboarding program say about the company and its culture, and how prepared would individuals be to be successful in their roles? Now think, what’s stopping that vision from being a reality; the technology exists today and people work that way everyday with tools like LinkedIn, YouTube, and SMS. There is little standing in the way of making this vision a reality aside from the change management required to let go of legacy approaches and embrace the future.

[1] 3GS’s methodology for architecting high impact blended and continuous learning programs

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Creating Powerful Virtual Learning Experiences

Powerful LearningREGISTER

Thursday, February 5, 2015 10:00:00 AM PST – 11:00:00 AM PST

In the last five to ten years the way we live, work, and play has massively changed. Thanks to technology we now live our lives in a far more connected way in which we can communicate, collaborate, coordinate and gain access to information in ways that would have been previously unimaginable. Yet we are still to really harness the power of technology in the corporate learning world. Although there are some notable standouts, we still see eLearning and webinars that are far from the vision of highly engaging and effective learning experiences.

In this session Martyn Lewis from 3GS will explore the counter-intuitive reasons that are often responsible for less than effective virtual learning, and will share best practices and approaches for architecting powerful virtual learning experiences. He will share the formula for being able to successfully leverage technology to deliver virtual learning programs that are not only engaging but lead to superior business results over the traditional ILT classroom.

In this session you will learn:

• Why most attempts to deliver virtual learning leave a lot to be desired
• The true key to gaining learner engagement
• 7 techniques we can adopt from the broadcast media
• The 3 biggest mistakes when developing virtual learning programs
• How to effectively blend asynchronous and live virtual for powerful results
• What we can do in the virtual world that we could not do in the classroom, and how this enables highly impactful results

Participants will also be able to qualify for a giveaway (value $12,000) from 3GS of a one-day workshop where 3GS will share more of its methodology and work with a corporate learning team to apply these principles to one of their own learning programs.

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The #1 Challenge: Clinging to the walls of the classroom

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For as many decades as companies have invested in training, that training has primarily been delivered in the physical classroom.  This requires recipients to put aside their usual work activities for a few days and make the trek to sit in such a classroom with a group of peers for a day or two to receive their training.

Technology has massively and unprecedentedly changed the world in which we now live, work, and play.  Encyclopedia Britannica, which was the primary source of knowledge for many since the late 18th century, ceased publication in 2010.  People now instantly network, chat and collaborate with others around the world using handheld devices.  Individuals can learn, using those same handheld devices, about almost anything through YouTube and user forums across the internet, regardless of time and place. So, why do so many people still think of the physical classroom as the way in which to deliver training, or at the very least the benchmark to which other modalities should aspire?

Let’s examine the efficacy of the classroom.  The traditional classroom forces us to batch up the training into a linear stream of information that will be passed onto recipients all at the same time, at the same rate, over a few consecutive days.  During this time, trainees don’t have the chance to reflect on new ideas or to try new approaches.  We know that most of the trainees won’t have the chance to apply anything more than a small percentage of the content within a matter of a week or two, and we also know that if they don’t, then the chance of doing so at a later date are equally small.  As well, many of the trainees, if asked at lunch on the first day of training, how the course is going, will answer that “it’s a bit slow, they have learned nothing new, and are hoping that the pace will pick up”.

The ROI from the majority of traditional classroom training is surely extremely low when we look at the total cost and time versus the actual impact on performance.  Yet, many cling to the walls of the classroom refusing to believe that technology enabled training alternatives will be effective.  When you consider this in the face of how people are living and learning in today’s technology enabled world, it seems nothing short of ludicrous.

So much can be gained by understanding the three primary reasons for this reluctance to change and by overcoming them.  These reasons are:

1. Resistance to Change

People are always resistant to change.  The FAX machine was patented before the telephone but it still took decades for faxes to replace Telex’s.  As another example, not every organization will accept signatures electronically and still insist on a FAX. We have to treat the transition out of the classroom as a significant exercise in change management.

2. Re-architecting Training

Training courses that have been designed for the classroom are exactly that.  They are optimized, and indeed compromised, for classroom delivery.  They tend to be continuous and linear streams of information delivered within the confines of time and place.  This is not the starting point for technology-enabled training. If all we do is take a program designed for the physical classroom, and try to deliver it through a technology based medium, we are almost bound to fail.  Training must be rethought, re-architected and redesigned for technology-based delivery.  It can, and indeed must, be delivered in short learning experiences; it should be integrated with application; it should enable collaboration and discussion; and it should deliver the training when and where it is required.

3. Quality of Content

The final reason we cling to the walls of the physical classroom is simply because it keeps our trainees captive.  To put it bluntly, the training is either so poor or the trainees motivation towards the training so weak, that we have to hold them captive to administer it.  Of course you may have the physical body captive but there is no guarantee that the mind is there.

We must fully embrace new technology enabled training opportunities.  As L&D professionals we are not leading the way, we are playing catch up to where the world already is.  But, we must take on responsibility for the change management, for re-architecting our learning programs, and for ensuring the relevance and quality of the training to the learner.

 

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REMOVING THE BARRIERS TO EFFECTIVE LIVE VIRTUAL TRAINING

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REMOVING THE BARRIERS TO EFFECTIVE LIVE VIRTUAL TRAINING

Joint Webcast with Adobe
Thursday, March 7, 2013
10:00-11:00 a.m. PT / 1:00-2:00pm ET

REGISTER NOW www.3GS.com

Webcast Description

Unfortunately, but for good reason, individuals often associate live virtual training with technological complexity and less than compelling content. This need not be the case – in fact live virtual can provide not only an effective learning experience but can provide many other benefits to the user.

In this new world of learning, training is only one click away and does not require hours of travel and time away from the office. Among the additional benefits, over the traditional physical classroom, for these learners has been:

  • To reduce the amount of time dedicated to formal training by at least 40%
  • To move from having to be away for several days to integrating the training with your actual job in a series of short and focused live virtual classroom sessions
  • The ability to easily and continually network with peers

To provide this level of experience to your users it does take more than simply presenting PowerPoint over the web. We have to remove the barriers to effective live virtual training and provide the learner with an easy to use interface, compelling content and active engagement.

In the webinar, Martyn Lewis, Principal and Founder of 3GS and virtual learning thought leader, will share:

  • Bold new strategies for delivering the live virtual classroom
  • Delivery approaches gleaned from broadcast media
  • The integration of video, dialogue, and teamwork
  • How an ongoing learning community can augment the live virtual classroom

Attendee Bonus

WORKSHOP OFFER: 3 STEPS TO EFFECTIVE CONTINUOUS LEARNING: CREATING THE ENABLING ARCHITECTURE

We are excited to offer webinar participants a chance to win a free, 1 day, onsite workshop valued at over $8,000. The 3 Steps workshop is for L&D professionals and offers a facilitated approach that examines of number of aspects of a learning program that results in the design of a blended and continuous learning architecture. This approach can be applied across multiple learning requirements and functional areas.

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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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At CLO Symposium, 3GS Explores How to Train Today’s Mobile Workforce

Join us at the CLO Spring 2012 Symposium as Nicki Bouton, veteran virtual training facilitator, discusses key challenges and strategies for delivering transformational training to today’s increasingly mobile workforce. Over the course of her presentation, Nicki will illustrate how these changes have positioned live, instructor-led virtual training as an absolutely critical component of the organizational training strategy.

3GS CLO Spring 2012 Symposium Session Details
Creating A Strategic Continuous Learning Environment: The Case for Live Virtual
Nicki Bouton, Lead Facilitator, 3GS
Tuesday, April 3, 2012 | 11:15 a.m.-12:15 p.m.
Room: Poinciana Salon 2
Miami Beach Hotel
Miami, FL

Find more information on our website.

3GS’s session, Creating A Strategic Continuous Learning Environment: The Case for Live Virtual, will delve into virtual training best practices, strategies and specific approaches that focus on increasing the motivation to learn and on more effective engagement of the audience. Through real-life case studies, Nicki will provide specific examples of how these approaches have been applied in practice and demonstrate how they can be leveraged in the session participant’s own environment, as appropriate. In addition, participants will be introduced to a model that will help identify which training modalities are best suited to common training requirements in support of an effective continuous learning environment.

Emphasizing practical application of virtual training best practices, this session will equip training decision makers with:

  • 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

Workshop Giveaway
Anyone who attends the 3GS CLO Symposium session will be eligible to win a FREE one-day, onsite consulting workshop from 3g Selling: “3 Steps to Effective Continuous Learning: Creating the Enabling Architecture.” The workshop is valued at over $6,500 and includes facilitator travel and accommodation. For anyone not attending the Symposium, information about purchasing this workshop can be found on our website.

Live Virtual Learning on Steroids: A Forrester Case Study on 3GS
We’re excited to announce that Forrester Research has just released a 14-page case study on our approach to live virtual training. A must-read for anyone interested in how to significantly increase the impact and effectiveness of live virtual learning. You can purchase a copy of the case study on Forrester’s website.

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