Posts Tagged 3GS

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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You can’t innovate at a distance – are you kidding me?

One of the big debates this morning comes from Yahoo’s decision to bring all of their employees into the office in the name of innovation. The pros and cons of telecommuting, or “working at home”, have been debated for decades, but I believe we are at a tipping point as illustrated by the amount of discussion on this topic this morning.

When considering the merits of the virtual workforce it is not a case of if this works; it’s a case of how this works. As with any major shift in cultural norms and working practices, it takes time. And it requires old habits to be broken and new habits to be formed. I could state the many benefits of adopting a more balanced approach to simply requiring people to be in the office 9 to 5 Monday to Friday, but these are largely already known. The key, though, is in learning how to work virtually, how to collaborate virtually, how to lead virtually, and indeed how to innovate virtually. It can be done.

3GS is viewed as a leader in innovative ways in which to move training out of the physical classroom and into the virtual world. This move to the virtual classroom is also seen by many as inferior to traditional classroom training But we have now shown that we can new approaches to learning can deliver superior results to the physical classroom It does, however, require behaving and thinking differently.

There are so many examples of how technology has enabled us to live our lives very differently, and virtually. I personally coach, from my home office, young adults in South Africa that are among the most innovative individuals I have ever worked with. Just ask any group of teenagers how they collaborate and innovate – oh, and you better do this by texting them as you likely won’t find them in one place for long.

I totally agree with Richard Branson that this move by Yahoo is a step backwards. More however, I think it is indicative of a lack of innovation to adopt the new approaches necessary to make this work.

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Why Training Doesn’t Work

Technology has enabled us to work, live and play in dramatically different ways. We can now easily and instantly communicate with others around the globe and gain access to a wealth of knowledge and information anywhere and at any time. This allows us to deliver training in dramatically new ways. No longer do we have to hold our learners hostage in a physical classroom. Instead, we can deliver training to them over the web anywhere and at any time. However, most people find that it is almost next to impossible to engage a learner in a live virtual classroom when they have so many distractions, demands on their time and nobody physically present to “motivate” them to stay with the program. In some instances they try to spice up their webinars with techniques and approaches to gain some level of interaction.  Even then, many still find that the virtual classroom is a poor and distant cousin to the traditional physical classroom. As a result, many organizations have decided that virtual training really won’t work. There are, however, two very significant faults in this conclusion.

First, the physical classroom is rarely a highly effective environment for learning. Ironically, the biggest benefit to the classroom is its ability to hold the learner physically hostage as the mind can still wander just as quickly as when the learner is participating in a virtual class. More importantly, people have become highly tolerant of poor training, whether physical or virtual, as the benchmark is so low. They may sit for an hour or more listening to information that is only marginally relevant to them. They may be asked to participate in an exercise that is not really applicable to their own roles or needs. How often have your heard someone share that from a day in a training class the best they could hope for would be to pick up one or two good ideas? Finally, consider how quickly the content of a training program decays, and the extent that a participant ends up actually changing their behavior and/or applying new knowledge or approaches due to a training course. The bar is indeed set very low.

Second, the seemingly logical conclusion that you can’t gain someone’s attention when you are remote and they can so easily become distracted is totally flawed. The broadcast media has been doing this for years. It is quite easy to flip channels or walk away from the television set, a purely one-way media, yet we stay glued in front of the television happily watching anything from historical documentaries to the most inane of reality shows.

When faced with the opportunity to provide training in new ways, (perhaps moving a program that was previously delivered in a physical classroom to the live virtual classroom), it is not a simple case of doing what we have always done. It is not a case of moving content from the physical to the virtual classroom and using flashier PowerPoint with some polls and questions. Technology has enabled us to do what we haven’t done before so why do we continue to use technology to do what we have always done?

We must rethink, redesign and rearchitect our training programs like never before. Previously, when designing training for the physical classroom we had massive constraints. Constraints that were so obvious we now take them for granted, such as:

  • The fixed number of participants in the class
  • The duration of the program
  • The very high costs and time constraints of including multiple facilitators and subject matter experts
  • The necessity of delivering all that was required in one shot
  • The inability to observe and work with participants as they apply new knowledge and skills in the workplace

When designing training for the virtual world these are no longer constraints, and indeed become opportunities.  For example, we can now work with participants over a matter of weeks as they now not only learn, but apply and then share their own real-world experiences.

The rearchitecting of our approaches to training in the virtual world has very little to do with flashing up our PowerPoint and introducing some polls. We need to rethink how we will achieve our learning objectives with many, many more approaches that we ever had when constrained by the physical classroom. At the same time we can learn a great deal from the broadcast media and start making our learning programs far more relevant and engaging to our learners. We should also be using the time we do have with learners to engage them in ways that spawn collaboration and truly do move from the “sage on the stage” to the “guide on the side.”  Our live virtual classroom should be an environment where there is a high degree of collaboration, sharing of ideas between learners and experts, and discussion about what the learners are finding as they implement new ideas and approaches in the real world. This is a very long way from an individual presenting PowerPoint over the web.

If your L&D organization is still asking, “How do we engage learners in a webinar?” they may be asking the wrong question. The question should be, “How do we architect learning programs that create results?” By using technology, we have the ability to architect programs that are continuous in nature versus bounded by the time we have people captive in a classroom. Learning should be blended in terms of delivery modalities and integrate new knowledge, application, coaching and reflection. We should also consider the aspects of change management that will enable our learners to move through their learning experiences in a motivated and supportive fashion. If we are simply focusing on how to deliver a better webinar we are missing the big picture and the real opportunity to do something truly impactful for the learner and for the organization.

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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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