J A N U A R Y/ F E B R U A R Y 2 0 2 1
VIRTUAL LEARNING
THE ABCs OF SENSORY OVERLOAD | 16 Blended Learning to Reduce Virtual Exhaustion
THE BEST OF BOTH WORLDS | 32 Bridging In-Person Training into a Virtual Space
THE INTERACTIVE NARRATIVE | 42 5 Ways to Simplify eLearning Content Creation
BUSINESS
PERSPECTIVES
ON
MANAGING
WORLD-CLASS
TRAINING
94% of employees say that they would stay at a company longer if it invested in their learning and development*
Be a part of the change Onboarding Leadership Sales Performance Custom Solutions Managed Services
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www.performdev.com *Source: LinkedIn Learning 2019 Workplace Learning Report
KEN TAYLOR
FROM THE EDITOR
THE RISE OF VIRTUAL LEARNING
Technology continues to change the ways we live, work and learn. In 2020, the push to virtual work and learning became necessary to conduct business. In-person training will make a comeback when the time is right, but virtual learning is here to stay. Therefore, organizations must continue to create high-quality learning experiences for their employees regardless of where they are located.
IN-PERSON TRAINING WILL MAKE A COMEBACK WHEN THE TIME IS RIGHT, BUT VIRTUAL LEARNING IS HERE TO STAY.
As we enter 2021 with new goals and ideas for transforming learning in our organizations, it’s important to consider how technology can be leveraged moving forward. Sure, learning leaders were able to get critical programs converted to a delivery method that allowed programs to continue in 2020, but did they make the optimal choice? This issue of Training Industry Magazine examines considerations for designing and delivering virtual learning solutions – from managing sensory overload to measuring the impact of virtual training to humanizing the virtual learning experience. In technology-driven learning, we must be intentional when crafting virtual learning experiences to mitigate employee burnout and fatigue – as well as generate genuine interest and engagement. Converting in-person training to a virtual format is more than transferring content to a PowerPoint presentation. It’s much
more complicated than that. We must first determine the behavior change and outcomes we hope to achieve through training. After establishing those key performance indicators, we can condense the content into engaging and digestible formats that provide the right amount information at the right time. Rethinking virtual learning solutions to consider learning in the flow of work enables employees to consume information without taking them off the job. They can source content as they need it and practice what they’ve learned in safe virtual environments, such as simulations, virtual labs and even video recording their practice sessions for feedback. This shift to virtual will substantially reduce costs in travel and time. These savings create an opportunity for the learning and development function to reinvest in and enhance existing programs. The great news is that we have all had some experience with newly converted programs and can identify opportunities to improve the experience and hopefully increase the impact. As always, we love to hear your thoughts on the perspectives shared in this edition. Feel free to send any suggestions for us to consider. Ken Taylor is the president and editor in chief of Training Industry, Inc. Email Ken.
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CO N T E N TS
TA B L E O F VOLUME 14
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I
ISSUE 2
I
JANUARY/FEBRUARY 2021
FEATURES
16 THE ABCs OF SENSORY OVERLOAD
16 20
32 THE BEST OF BOTH WORLDS
42 THE INTERACTIVE NARRATIVE
THE ABCs OF MINIMIZING SENSORY OVERLOAD By Shelly Jones and Dr. Anna McCalpin
Blended learning and working experiences can minimize virtual fatigue in your remote workforce.
LEVERAGING SIMPLE DIGITAL CARD GAMES TO TEACH SALES, NEGOTIATIONS AND LEADERSHIP SKILLS By Karl Kapp, Ed.D.
Develop the skills necessary to succeed in today’s remote selling environment with virtual card games.
25 29 32 36 38
TOMORROW’S LEARNING EXPERIENCE: 100% DIGITAL AND 100% HUMAN By François Debois
Connect learners with peer learning and feedback to better engage them in the virtual environment.
MEASURING VIRTUAL TRAINING: STRATEGIES FOR SUCCESS By Cindy Huggett, CPTD
Virtual learning is here to stay, so it’s time to master measurement in digital learning environments.
THE BEST OF BOTH WORLDS: BRIDGING IN-PERSON TRAINING INTO A VIRTUAL SPACE By Sara Wolski
Gain tips for seamlessly transitioning between physical and remote learning environments.
FIVE TRENDS THAT WILL HUMANIZE THE FUTURE OF LEARNING By Brandon Dickens
Embrace humanizing learning strategies by designing learning solutions that illicit emotion.
PRACTICE FOR SUCCESS: SALES TRAINING SIMULATIONS ARE AN ESSENTIAL TOOL FOR EVERY SALES TRAINER’S TOOLBOX By Nick Rini
Sales reps need low-risk practice environments to hone their skills for real-world selling scenarios.
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THE ENGINEERING ART OF THE INTERACTIVE NARRATIVE By John Cleave
Discover five strategies to simplify content creation without sacrificing the richness of your learning.
DO’S AND DON’TS OF MEANINGFUL ELEARNING By Wynnona Haynes-McMahan
Design meaningful eLearning experiences that deliver long-term business impact.
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IN THIS ISSUE
THOUGHT LEADERS
3
FROM THE EDITOR By Ken Taylor
Technology continuously changes and accelerates the ways we live, learn and work.
9
GUEST EDITOR
11
WHAT’S NEXT IN TECH
13
By Sarah Reynolds
Evaluate the role and advantages of augmented reality in your digital learning solutions.
By Stella Lee, Ph.D.
Enhance your online learning initiatives to drive engagement and connectivity.
BUILDING LEADERS
By Sam Shriver and Marshall Goldsmith
Technology will impact virtually all elements of leadership development for the future.
15
DIVERSITY AND INCLUSION By Dr. Kristal Walker, CPTM
Foster an inclusive virtual learning and working environment with these tips.
53
PERFORMANCE MATTERS
55
SCIENCE OF LEARNING
57
LEARNER MINDSET
59
COMPANY NEWS
By Julie Winkle Giulioni
Leadership plays a critical role in communicating the importance of learning.
By Srini Pillay, M.D.
Drive learning agility, creativity and innovation by integrating virtual reality in your organization.
By Michelle Eggleston Schwartz
Lifelong, active learning will be critical to driving success in the future of work.
INFO EXCHANGE
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CASEBOOK Gain perspectives on Dell Technologies’ journey between the physical, virtual and classroom learning environments.
CLOSING DEALS eLearning providers experience increased growth as a result of rises in remote work and learning.
CONNECT WITH US
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Keep up with the latest in the training industry by reading news from the last quarter.
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editor@trainingindustry.com
TrainingIndustry.com
ABOUT OUR TEAM
STAFF CHIEF EXECUTIVE OFFICER Doug Harward dharward@trainingindustry.com
ASSOCIATE EDITOR Sarah Gallo sgallo@trainingindustry.com
DESIGNER Kellie Blackburn kblackburn@trainingindustry.com
EDITOR IN CHIEF & PRESIDENT Ken Taylor ktaylor@trainingindustry.com
ASSOCIATE EDITOR Hope Williams hwilliams@trainingindustry.com
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EDITORIAL BOARD
MISSION Training Industry Magazine connects learning and development professionals with the resources and solutions needed to more effectively manage the business of learning.
SUBSCRIPTIONS ELECTRONIC:
JUDI BADER, CPTM Senior Director of Learning Arby’s Restaurant Group
MATTHEW S. PRAGER, CPTM Executive Training Manager U.S. Government
MICHAEL CANNON, M.ED. Senior Director, Head of Learning & Development Red Hat
MARC RAMOS Global Head of Learning Strategy & Learning Innovation Novartis
MEGAN CASADOS Director of Training DISH
KELLY RIDER Vice President, L&D Content Strategy & Experience SAP Learning & Development
BARBARA JORDAN, CPTM Group Vice President, Global Learning & Development Sims Metal Management
DR. SYDNEY SAVION General Manager, Learning Air New Zealand
CATHERINE KELLY, MA, BSN, RN, CPTM Director of Learning Programs Brookdale Senior Living
KERRY TROESTER, CPTM Director, North America Sales Training Lenovo
SHIREEN LACKEY, CPTM Talent Management Officer, Office of Business Process Integration Veterans Benefits Administration
NATASHA MILLER WILLIAMS Head of Diversity & Inclusion Ferrara
PUBLISHER
KEE MENG YEO Adjunct Professor Grand Valley State University & Davenport University
Training Industry Magazine is published bi-monthly by:
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APRIL 27-29, 2021 | ONLINE EVERYWHERE
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SARAH REYNOLDS
GUEST EDITOR
AUGMENTED REALITY AND THE NEW NORMAL FOR DIGITAL LEARNING
In 2020, organizations radically changed how they conduct business, connect with customers, and design their learning and training strategies. Lockdowns and social distancing mandates led to a rise in remote work, as well as an increased need for learning and development (L&D) solutions to support this “new normal.” For many, the shift to digital largely focused on eLearning and virtual instructor-led training, simply replicating in-person learning experiences in an online setting. The new normal for digital learning doesn’t have to be this way. Emerging technologies like augmented reality (AR) can dramatically change how we create and deliver development opportunities, enabling a critical evolution in how we work. Yet, according to The Talent Development Executive Confidence Index for third quarter 2020, only 13% of companies currently use AR to deliver learning content, and only 21% plan to begin using it in the next 12 months. It’s time to invest in and deliver on our promise to provide learning at the speed of business. If you’ve yet to evaluate the role AR can play in your training initiatives, consider these four key advantages of AR: 1. CONVERGING DIGITAL AND PHYSICAL LEARNING EXPERIENCES Even digitized training content is locked within two-dimensional formats. PDFs, web pages and videos can effectively communicate information, but they’re disconnected from the world around us.
In contrast, AR maps instructional content directly onto learners’ physical working environments. This convergence of physical and digital learning experiences provides critical information to employees when and where they need it most through engaging, interactive formats that reduce cognitive load and encourage knowledge retention. 2. ENABLING MENTORING ACROSS DISTANCE AR can also be used to empower inhouse experts to connect with employees anywhere in the world to teach them new skills, troubleshoot issues and collaborate on a shared view of their environment. With AR, employees can work together to offer each other on-demand help and over-the-shoulder mentoring – even when they can’t be side-by-side.
IT’S TIME TO DELIVER ON OUR PROMISE TO PROVIDE LEARNING AT THE SPEED OF BUSINESS.
capturing step-by-step instructions from top employees as they work, you can quickly unlock the knowledge within your workforce and create immersive job aids that help all employees become experts. 4. EXPANDING YOUR REACH Traditional training content is just that – content specially developed for use in training programs, without applications to the broader organization. AR enables organizations to reuse content again and again across the value chain. With AR, content for formal employee training programs can be quickly repurposed into instructions and job aids that provide performance support for employees in the field. It can even be transformed into customer-facing content for use in interactive sales and product demonstrations, service manuals or customer training materials. Create once, publish everywhere.
3. UNLOCKING THE KNOWLEDGE WITHIN YOUR WORKFORCE
Early adopters of AR for training are already seeing tremendous business value from their investments, halving their onboarding and training times, eliminating cost, and dramatically improving employee information retention. With the new normal for digital learning here to stay, how will your organization change the game?
People are your organization’s most valuable asset but scaling the knowledge and expertise of top employees to the broader organization can be difficult. AR streamlines knowledge capture and transfer, transforming experts’ tacit domain knowledge into reusable training materials without disrupting workflows. By digitally
Sarah Reynolds is a 10-year veteran of the human capital management market, and vice president of PTC, where she explores how augmented reality can help organizations recruit, empower and retain talent. Special thanks to Kelly Rider, chief learning officer at PTC, for her contribution to this article. Email Sarah.
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With only one place to learn from, your field teams, healthcare providers, and patients will never be lost.
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STELLA LEE, PH.D.
WHAT’S NEXT IN TECH
ONLINE LEARNING IS MORE THAN VIDEO CONFERENCING
As a result of the global pandemic, learning leaders were forced to abruptly pivot to online learning. Many organizations managed this shift from classroom training to digital learning using video conferencing platforms, such as Zoom, Microsoft Teams and countless other virtual meeting tools. The reason is simple: Video conferencing is a near replica of face-to-face interaction. It is also familiar and easy to set up. However, it is not without its disadvantages. The major downside of being overly reliant on video conferencing technology is that these real-time interactions can be hard on the brain. In addition to virtual fatigue, using video conferencing as a learning tool lends itself to the one-way, pedagogical method that has not served us well in the past. It is time to think beyond simply delivering content over live video and consider other options. Here are a few ideas to enhance your online learning efforts: LEVERAGE GROUP CHATS AND MESSAGING Live video content requires relatively high bandwidth with fast and reliable internet access. For a low-bandwidth solution, use group chats and messaging apps. Many of these tools are already available within an organization or already residing in employees’ smart phones. These apps allow learners to share information easily and consistently, without having to schedule around video conferencing sessions. Group chats are particularly useful for peer-to-peer knowledge sharing, Q&A sessions, reinforcement of
formal learning concepts and delivering time sensitive training material. CREATE AND CURATE AUDIO CONTENT Audio content is everywhere these days, and it is easy to understand why. Audio files are bandwidth friendly while providing a sense of human presence. Currently, there are over 1.5 million podcasts and over 34 million episodes being produced. You can source content on demand on topics ranging from the ethics of artificial intelligence to positive psychology. To engage learners in discussion, many tools allow users to record audio feedback and comments, including the ability to embed audio clips in PDF files and add voice narrations to PowerPoint slides.
DIGITAL LEARNING DOESN’T NEED TO BE SYNCHRONOUS, BUT IT DOES NEED TO BE HUMAN CENTRIC. CULTIVATE A VIRTUAL COMMUNITY OF PRACTICE Communities of practice (CoPs) are groups of like-minded people who filter, amplify, convene, share, learn and facilitate to create and share knowledge in their domain. For workplace learning, communities of practice provide a space for people to interact informally, reposit and share knowledge, network and build relationships, and connect learning to performance. In addition, CoPs work well in conjunction with more structured
learning sessions to unpack difficult concepts, share links to resources that deepen learning, create live polls and continue discussions. If you are forming and sustaining CoPs at work, consider this resource on how to build CoPs. CONNECT OFFLINE AND ONLINE LEARNING EXPERIENCES Ultimately, workplace learning is about creating, nurturing and curating an environment and culture that your workforce can engage in. We need to worry less about turning on video cameras and taking attendance and more about creating learning experiences that connect people on and offline. People do not always need to be learning in front of a computer; they can go offline to work on an activity, come back to the online community and discuss their findings. Provide tools and spaces for people to have conversations, leverage peers’ expertise and experiences, and allow time to reflect and ask questions. Digital learning doesn’t need to be synchronous, but it does need to be human centric. We need to plan meaningful learning activities that are applicable to employees’ work contexts and build connections across learning experiences. Dr. Stella Lee has over 20 years of experience in consulting, planning, designing, implementing and measuring learning initiatives. Her focus is on large-scale learning projects including LMS evaluation and implementation, learning analytics, and artificial intelligent applications. Email Stella.
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SAM SHRIVER & MARSHALL GOLDSMITH
BUILDING LEADERS
VIRTUALLY ALL OF THEM!
Consider 2020 through the lens of leadership development. One year ago today, learning leaders around the world seeking to invest in the development of their leadership teams were in the process of locking in funding and travel plans to attend conferences, gain certification in credentialing programs or glean cutting-edge insights from highprofile thought leaders on the future of building great leaders. Then, leadership development took an exceedingly disruptive, and decidedly digital, detour.
point, executing the event presented a challenge. If CEO.works could conduct the training virtually, the show would go on.
It took a couple of weeks from the onset, but – by mid-March – live events everywhere were postponed indefinitely or canceled altogether. Everybody was in a scramble. People who previously thought Zoom was something that happened when you stepped on the accelerator in your car were suddenly introduced to a video conferencing tool by the same name. Almost immediately, learning leaders started passing the controls back and forth as they conducted workshops, meetings and a variety of other virtual get-togethers.
LEADERSHIP DEVELOPMENT TOOK AN EXCEEDINGLY DISRUPTIVE, AND DECIDEDLY DIGITAL, DETOUR.
The best example of that early agility and resilience we came across was seen from CEO.works – an executive advisory and capability building company – as they delivered a Value Coaching™ program to a team of global pharmaceutical leaders. The workshop was originally scheduled as an instructor-led session until travel bans were instituted worldwide. At that
On March 25, Shefali Salwan from CEO.works greeted a class with attendees from around the world. She acknowledged that participants were about to experience the first-ever virtual delivery of the Value coaching™ program. She offered, “I really feel like we are creating history today…”
The reality of that sentiment is that they were, and they were by no means alone. Another global leadership development organization we have ties to reported that 70% of their sales in June of 2020 came from virtual products and offerings they did not have in April! Digital literacy enables this kind of resilience and the results that accompany it. In response to the unpredictable change few of us had ever experienced, digital learning demonstrated the capacity and
capability to effectively enhance what leaders learn, how they learn it, and, most importantly, how they stay connected and leverage that learning to create measurable impact. Those capabilities were already available, but it took an unexpected and drastic shift in our environment to usher in an era where we gained an opportunity to actualize that potential. Regardless of what the “new normal” of leadership development turns out to be moving forward, today we have vast and direct experience with the benefits of digital design and learning transfer. That experience applies not only to training delivery but also to the way it involves key stakeholders and sustains behavior change and desired learning outcomes. If nothing else, we are far more comfortable with the functionality, operation and format of virtual interaction. When you think about it, many of us probably logged more screen time in 2020 than Ryan Seacrest! So, which elements of traditional leadership development will be impacted by digital capabilities in the future? As far as we can tell, virtually all of them! Marshall Goldsmith is the world authority in helping successful leaders get even better. Sam Shriver is the executive vice president at The Center for Leadership Studies. Email Marshall and Sam.
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LEVEL UP
AT HOME Prioritizing your growth as a great learning leader has never been more important. Keep learning and developing important skills at this time by investing in virtual professional development designed for you, the learning leader.
View the calendar at the trainingindustry.com/ continuing-professional-development/calendar
DR. KRISTAL WALKER, CPTM
DIVERSITY AND INCLUSION
LEVERAGING DIVERSITY AND INCLUSION IN VIRTUAL TRAINING
Ready or not, we’ve made the shift to a predominantly virtual workplace. While many companies were torn between the digital divide, the COVID-19 pandemic forced these organizations to oblige the inevitable transition. As such, learning and development (L&D) professionals are required to reevaluate how we deliver training solutions for diverse virtual audiences. Virtual learning and communication add complexity to an already complicated topic like diversity. Classic variables – such as race, religion, age, gender and sexuality – are just a few considerations to account for when creating training programs. L&D practitioners must design content that supports preferred learning styles, overcomes linguistic barriers, neutralizes political perspectives and simplifies technical competencies for audiences ranging from baby boomers to Gen Zers. In all cases, it is imperative that we foster an inclusive virtual environment. SIMPLE GESTURES TO LEVERAGE DIVERSITY AND INCLUSION IN VIRTUAL TRAINING Here are three considerations to leverage diversity and inclusion (D&I) in virtual training: 1. Create Culturally Sensitive Content Although best practices may suggest we “know our audience,” we are not always privy to knowing their personal lives. At best, we have access to their title, department, career level and – sometimes – their gender. Therefore, we
must be careful to review content for any language, images or activities that could be interpreted as offensive or exclusive. To gain further knowledge of your audience, create prework that allows learners to share personal experiences. For example, if you are training leaders on how to provide feedback, you might include a prework assignment that requires participants to describe a time when they had critical information to share with their boss but was disregarded. Their qualitative responses may provide greater insights on their character, personality and learning style.
IT IS IMPERATIVE THAT WE FOSTER AN INCLUSIVE VIRTUAL ENVIRONMENT. 2. Break the Ice Even in virtual training, ice breakers set the tone for learning experiences. Ice breaking activities should align with prework assignments, virtual classroom activities and post-training reinforcement. They should also speak to learning outcomes while giving learners a sneak peak of what to expect from the program. Use ice breakers that enable learners to develop working relationships from the beginning. The learning experience should be designed so these relationships extend beyond the training event. The ultimate goal is to encourage vulnerability,
so learners can share their experiences with others to explore diversity and embrace inclusivity. 3. Even the Playing Field for Learner Engagement Along the road to increasing diversity and inclusion is the discovery of shared, personal challenges that people experience. For example, terms like “bropropriating” — taking a woman’s idea and claiming credit for it – have gained popularity as women have become more vocal about their experiences with biases. L&D professionals responsible for facilitating courses or designing trainthe-trainer content should include best practices for ensuring participants have equal opportunities to contribute to the discussion. Inserting housekeeping rules of engagement at the beginning of a virtual event helps establish expectations for equity and inclusion. Both virtual training and D&I will remain top of mind for most organizations for a while. Our job is to leverage them both to create harmonious and productive work environments where people can deliver their best. Dr. Kristal Walker, CPTM, has over 15 years of experience helping clients engage people, apply processes and implement technologies to improve performance. She recently assumed her role as the vice president of employee wellbeing at Sweetwater. Kristal is also a facilitator for Training Industry’s Diversity and Inclusion Master Class. Email Kristal.
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BY SHELLY JONES AND DR. ANNA MCCALPIN
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Meet Jane. She was recently hired at a large manufacturing company and was set to begin a week-long onboarding program when the COVID-19 pandemic hit. The company was no longer allowing in-person training events. As many employees began adjusting to their new environment, the learning and development (L&D) group quickly adapted the in-person onboarding program to a full week of virtual training. Problem solved! Or was it? Jane began to feel overwhelmed and found it difficult to focus during the full-day sessions. In addition to Jane’s inability to concentrate on her work, she began to notice physiological changes, such as increased fidgeting and headaches. Jane is not alone. Prior to the COVID-19 pandemic, approximately 41% of training was delivered in person while 52% of it was virtual. Now, organizations have drastically shifted this model, with only 22% of training being delivered in person and 72% being delivered virtually. Jane’s responses to this shift are just some of the indicators of “sensory overload” that have become more prevalent as the industry has accelerated toward a virtual environment. Human Factor Labs, an organization studying how humans interact with technology, found that virtual collaboration is often more mentally challenging than in-person collaboration. Specifically, brainwave patterns associated with stress were much higher when collaborating in a virtual environment than when collaborating in person. Studies have repeatedly documented that this social isolation contributes to significant declines in cognitive performance, spikes in cortisol levels and disrupted sleep. For Jane, this change in her environment caused neurological and physiological responses that, left unaddressed, may result in negative impacts on motor performance, decision-making, social behavior, learning and memory. Given that 74% of organizations anticipate that their workforce will remain, at
least in part, in a virtual environment, the question now becomes, “With all of the remarkable advancements in technology, how do we properly design and administer training, so our learners are protected from the unintended consequences of sensory overload?”
can help learners determine possible causes of sensory overload and provide solutions that offer learners a personalized way to accomplish learning objectives. Consider the ABCs of minimizing sensory overload: Assess, blend and communicate.
While we cannot change how each individual reacts to changes in their environment, we can assess our audience and provide blended solutions that reduce feelings of sensory overload, virtual exhaustion and isolation. We
ASSESS The first step to crafting a learning experience that minimizes risk of sensory overload is to carefully assess your learners’ environments. Consider
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THE FIRST STEP TO CRAFTING A LEARNING EXPERIENCE THAT MINIMIZES RISK OF SENSORY OVERLOAD IS TO CAREFULLY ASSESS YOUR LEARNERS’ ENVIRONMENTS.
their roles, workspaces, reliance on screen time to do their jobs, proximity to others, and social or public interactions. » How much of their work is typically done in a virtual environment? » What experience do they have in a virtual environment? » What is their ratio of in-person to virtual experiences? » Do they have access to the hardware and software needed to support a virtual experience? The answers to these questions will provide you with a framework for understanding just how much virtual or solitary training the learner can consume without risking sensory overload. We also need to look forward: » Where does your organization expect learners to be in three months, six months or even five years? » What about their environment do we know will change? » What physical, social or emotional changes can be expected? The answers to these questions should be evaluated early in the design process and directly influence the outcome of your learners’ experiences. This gives you an opportunity to provide learners with a
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strategy to assess their own struggles with sensory overload and isolation. To assess your learners for sensory overload, consider the following: » Send out surveys to gauge employee baselines with common causes and effects of sensory overload. » Review pre-remote data against current key performance indicators and performance data to evaluate impact on performance. » Determine what factors employees perceive will be obstacles in overcoming screen-time issues and returning to the office or classroom. » Formulate criteria on levels and types of sensory overload to determine an appropriate course of action. After you’ve assessed the current environment, it’s time to put your findings into action with a blend of learning elements.
BLEND Blended learning, whether following a traditional model or crafting your own unique blend, can help employees get the information and training needed while reducing sensory overload. After you identify impacts on employee performance during the assessment phase, use that information to create a blended solution that minimizes
contributors to sensory overload. Blended solutions offer learners several delivery options to explore content, allowing them to progress through learning in a way that makes sense for them and their environment. Below are examples of leading practices for implementing blended learning solutions: » Make use of microlearning content provided through different modalities. » Limit screen time to no more than 40 minutes. » Active learning improves learners’ perception and attitude towards information and helps to spread out virtual learning. Make good use of collaborative tools, game-based learning, skill practice sessions and discussion boards. » Look for ways to incorporate a good balance of social and cohort learning with individual experiences. » Stay safe, get up and get out – build physical activities into the blend for virtual learners. » Provide opportunities for learners to refresh their water, encourage healthy snacking and ensure personal breaks are included throughout the session. » Consider creative ways to provide experiential learning in a virtual environment: Find ways to learn
through reading, hearing, watching, smelling or touching. Before we get to the last step of the ABC approach, let’s revisit Jane’s onboarding experience. If the L&D group had conducted an assessment and identified that most learners had minimal exposure to a virtual environment, would the team have considered other ways to deliver learning content? Instead, they may have considered a blended approach giving participants the opportunity to participate in training that includes a blend of both instructor-led and selfdirected virtual learning, coupled with experiential learning.
COMMUNICATION IS ESSENTIAL TO INCREASING LEARNER AWARENESS OF SENSORY OVERLOAD.
COMMUNICATE Now more than ever, we are aware of how sensory overload impacts our ability to comprehend, apply and retain key information. However, we often do not help employees identify symptoms of sensory overload or give them space to express their struggles. Communication is essential to increasing learner awareness of sensory overload. Providing open communication will encourage learners to stay alert for signs, as they are in the best position to address sensory overload within their own environment. It’s also important to provide recommendations on how to identify sensory overload and reduce virtual exhaustion. You should also be consistent in your communication efforts, but vary the methods you employ;
communication does not always need to happen through email. Ask learners their communication preferences and consider a variety of formats, including text, personal calls, daily huddles, and diagrams and visuals to ensure processes are fully understood. As with Jane, in her highly charged period of change, good communication can help reduce the impacts of isolation and reliance on a screen. Communicating the results of the assessment and understanding the training options available can help Jane understand her own sensory issues and participate in training events that support her own ability to focus, comprehend and retain pivotal information. The L&D industry is replete with problem solvers. We love to evolve and branch out in our attempts to provide innovative and effective learning experiences. When it comes to sensory overload, we have the ability to support our learners and reduce negative impacts on performance. Now you may be asking yourself, “What can I start doing today to better support my learners?” To that, we recommend the following: » Assess your learners through a survey. Understand sensitivity to these changes and identify learners at a higher risk of being affected by the transition.
» Be creative with your learning solutions. What non-virtual, yet selfpaced, learning elements can you blend into your solution? What experiential learning opportunities exist? » Communicate the risk of sensory overload, and share best practices. Even after you roll out a learning program, check in with your learners often. Review the best practices described in this article and share those with your learners, so they can become more self-aware. Virtual learning is here to stay. Let’s provide better learning experiences by designing our solutions to reduce virtual exhaustion and social isolation. Now is the time to be evolutionary and innovative in how we assess learner needs and create effective blended learning opportunities that, supported by open communication, will minimize sensory overload and provide effective, timely and safe conditions for learning. Shelly Jones is a content manager and learning designer at Ardent, where she consults with clients to conceptualize, develop and implement interactive and engaging solutions. Dr. Anna McCalpin partners with Ardent’s clients to understand their unique needs and to develop customized learning solutions to overcome organizational challenges. Email Shelly and Anna.
ADDITIONAL RESOURCE SENSORY OVERLOAD GUIDE A GUIDE TO AID YOUR ORGANIZATION IN DETERMINING NEXT STEPS FOR SHAPING POTENTIAL L&D STRATEGY CHANGES WHILE AVOIDING SENSORY OVERLOAD.
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Leveraging Simple
Digital Card Games to Teach Sales, Negotiation and Leadership Skills Byy K B Karl arl K Kapp, app, E Ed.D. d.D.
There is something about sitting around a table with friends, laughing and giggling as you play your favorite card game: the energy in the air, the crisp feel of the cards, the sound of shuffling the deck, the uncertainty of not knowing what card you’ll draw next. Playing cards is a universal social experience. Almost everyone, at some point in their lives, has played a game of cards. It’s for this reason that often even the thought of playing a card game conjures up feelings of joy and connectivity. Until the pandemic, card games for learning were on the rise. However, with social distancing requirements, physical card games for learning ended. Now, after several months of quarantine, digital card games have surfaced as an effective and motivating tool for engaging dispersed learners.
Why Card Games It may seem simplistic in an era of highly immersive video games and virtual reality goggles. But it turns out, good, old-fashioned card games have
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a number of advantages over complex online games. These advantages reduce the barrier of entry for playing digital games, create a feeling of closeness among geographically dispersed team members, and cultivate a sense of nostalgia and fun in online learning. Card games also allow players to practice skills over and over, without a sense of repetition or exhaustion. Card games are a great way to have learners review materials, apply skills and learn from their mistakes. The sheer variety of card games almost guarantees that leaners are generally familiar with how card games work. From Go Fish and poker to Magic the Gathering and the original PokĂŠmon collectable card game, almost everyone is familiar with at least one type of card game. This sense of familiarity makes that the concept of playing a card game for learning less strange or intimidating. Learners quickly grasp the concept of a card game, because they know many card conventions already, such
as drawing cards, shuffling of the deck, taking turns, laying down cards, and other actions and rules. Players know all of this information without having to be taught. This means that onboarding players is simple, and learners can spend more time learning and less time figuring out how to play the game.
Card games are a great way to have learners review materials, apply skills and learn from their mistakes.
In contrast, complex digital games with avatars and obscure key controls can confuse learners. However, with card games, learners are generally comfortable with a card game paradigm. And they don’t need to be taught how to move characters, access inventory or any other elements often associated with more complex games.
Variety of Topics The seemingly simplistic nature of card games should not deter a learning and development (L&D) professional from considering them for teaching and reinforcing a variety of highstakes concepts. There are three areas in which card games can be extremely effective:
Sales There are many facets to a successful salesforce: the need to understand the products or services being sold, the sales process, and the competitive landscape. One common method for teaching the combination of these skills is to create a role-play game. Unfortunately, role-play games often elicit moans and groans. As an alternative, incorporate a game where the sales professionals are required to read and respond to scenarios on cards and have their peers react. In this simple card game, a deck of cards appear in the middle of a virtual table and each player receives cards in their hands. The cards are not visible to the other players and consist of a thumbsup, thumbs-down and challenge cards. The first player takes their turn by flipping a card from deck and acting out the scenario. When the player is done, the other players can play a thumbsup card if they liked the response or a thumbs-down card if they did not. Finally, there are challenge cards that require the first player to restate or add something new to their response. The game helps players practice sales dialogue, provides players with immediate feedback on their sales
Card Games for Learning Sorting: Players sort concepts, ideas or product attributes into an appropriate pile. Many digital card game applications have the ability to score sorting and provide an aggerate of all sorts to help training professionals determine gaps in learner’s knowledge based on the outcome of the sort. Role-play: A player flips a card, revealing a scenario or situation. The player then responds to or acts out the situation. Other players or a facilitator evaluates the response and either awards points or moves to the next player. This helps foster discussion around specific topics and skills. Head-to-head Challenge or Negotiating: Players are required to respond to a scenario in which they need to negotiate with another player in head-to-head competition. Other players determine who wins the round.
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approach, and offers an opportunity for all players to actively consider and think about their own sales conversations. Often, sales professionals are required to learn an organization’s sales model but have little time to practice using the model before they have to go sell. The game provides an opportunity for the sales rep to practice their selling skills in a safe and fun environment where they receive feedback on what they did right and what they can improve on.
Negotiation Using a similar game design as above, learners can also practice negotiation skills. In this head-to-head challenge, players are provided a scenario, such as, “You are opening a negotiation online with a past customer and they want to discuss price. What is your opening?”
Consider adding a digital card game to your training toolkit to recreate the excitement and energy of game night with a focus on learning.
statements and techniques will be accepted or received.
Leadership While there are many card games that can be used to teach or reinforce leadership skills, this game provides individual leaders an opportunity to think critically about the challenges facing them in their organizations. This is a sorting game where the player is presented with three sorting piles. One pile is for “immediate action,” one is for “delayed action” and one is for “no action.” The player then flips over a card, and reads the situation presented on the card. The player then decides how to sort the card based on the situation. The player sorts all the cards and is scored on how effectively the tasks were handled. This game allows leaders to see and think through leadership challenges they may commonly experience. It also helps leaders practice quick and informed decision-making and provides them with feedback on the efficacy of their decisions. To reinforce leadership skills, one organization presents this quick “leadership challenge’ to its leaders on a weekly basis with only five cards to sort. This quick exercise keeps team members sharp and keeps leadership issues front of mind. This means employees are critically thinking about leadership issues at least once a week.
Conclusion
Once the card is drawn, a dice is rolled to choose another player as the client. Now, the two conduct a mini-negotiation for an established time limit while the other players listen. Once time runs out, the players who are not negotiating vote with thumbs-up and thumbs-down cards on who they think is the winner.
These are just a few examples of how digital card games can teach and reinforce key skills in an organization. The simplicity, familiarity and ease at which card games are played mean that time is spent learning and not explaining game play. Consider adding a digital card game to your training toolkit to recreate the excitement and energy of game night with a focus on learning.
The game allows the listening players to critically critique and dissect the negotiation conversation and allows the two negotiating players to practice their skills and evaluate how certain
Karl Kapp, Ed.D., is a professor of instructional technology at Bloomsburg University and is founder of The Learning and Development Mentor Academy, a member-only, collaborative consortium
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of L&D professionals that provides self-paced courses and live, monthly educational sessions. Karl is also an advisor to Enterprise Game Stack, which creates online digital card games. Email Karl.
Additional Resources To learn more about using digital cards games for learning, check out these resources: Three Tools for Creating Digital, Online Card Games Investigating the Effectiveness of an Educational Card Game for Learning How Human Immunology Is Regulated Contextual Teaching and Learning Using a Card Game Interface Board Games and Card Games: Leading the Learning Game Field
Tomorrow’s Learning Experience 100% DIGITAL AND 100% HUMAN
BY FRANÇOIS DEBOIS
Beware of the illusion of mastery. Have you ever watched a tutorial on how to paint a room like a professional? It looks easy on screen, and you’re certain that you can achieve the same result once you start dipping your brush. However, that’s the paradox of asynchronous digital solutions: The more carefully they are designed, the more they can induce the illusion of mastery. How can you overcome this illusion? Start painting for real, and ask your neighbor to give you feedback. Confronting with practice enables us to realize that developing new skills is not that easy, and confronting with others provides support and enables us to enhance our skills. At a time when the adoption of selfpaced and distance learning is making a historic breakthrough, learning and development (L&D) professionals must ask themselves, “How can these confrontations be set up in a learningfrom-home world?”
SHARE WITH THE GROUP Let’s say you want to train your managers on remote management, so you begin to plan a virtual classroom experience
for your organization’s entire leadership team. It’s important to remember that human interaction is essential, but permanent contact with the group is not.
LEARNING PROFESSIONALS SHOULD SAVE HUMAN INTERACTION FOR ACTIVITIES THAT ARE WORTHWHILE.
Virtual interactions require more concentration because they occur at a distance, making it impossible to rely on interpreting facilitators’ and other participants’ body language. Therefore, learners must work at full capacity to compensate. On the other hand – although heightened attention in virtual interactions can result in learner fatigue – the benefits of virtual interactions outweigh the shortcomings in courses such as soft skills training, where
practicing and simulating conflict plays a key role. However, this is not necessary when dealing with “simple” learning. Therefore, learning professionals should save human interaction for activities that are worthwhile, such as role-play and discussions that allow learners to reflect or offer feedback on a technical exercise. Above all, it is necessary to combine selected group interactions with individual interactions.
A CASE STUDY Let’s look at a learning journey that was designed two years ago, with no requirements but to maximize return on investment (ROI). See Figure 1 on page 26. It is based on an innovative model, combining the power of digital and the richness of human interactions to deliver a flexible and engaging learning experience. This six-week course was based on the principle of “learning sprints,” with each sprint focusing on a professional situation and integrating digital resources, such as eLearning courses, interactive videos, job aids and microlearning content.
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FIGURE 1.
Learning set-up
Personalize your course (virtual classroom)
Learn and transfer sprints to the workplace
Group coaching (virtual classroom)
Get certified
Group Practice Buddies Learning Buddy Tutor
STEP 1: LEARNING SET-UP The first objective is to meaningfully engage the learner in the learning project. Several modalities can achieve this objective: • Course descriptions and pre-course videos explain the benefits of the training to learners. • The learner is encouraged to choose a learning buddy with whom they can discuss and reflect on the course throughout the program. These conversations will allow learners to identify and verbalize their motivators and serve as a major lever of commitment.
STEP 2: PERSONALIZE YOUR COURSE Second, from a list of four courses, the learner selects the two learning sprints most relevant to their role and daily job functions. For example, depending on the challenges learners are experiencing in their work, they may choose learning sprints on: • Setting up and managing new remote teams. • Running effective virtual meetings. • Effectively communicating with remote teams. • Handling underperforming employees.
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This customization is done in a 90-minute virtual workshop with other learners and a facilitator. The ability to select and direct their own learning increases learner engagement and allows learners to connect training to their professional realities.
STEP 3: LEARN AND TRANSFER SPRINTS TO THE WORKPLACE The learner then completes their selected sprints over the course of two weeks, with two objectives: To take ownership of the learning and to practice as much as possible. This step is based on the completion of online digital resources (around one hour per sprint) and collaboration with other learners in exercises and simulated scenarios (around two hours per sprint). During these two weeks of application and experimentation, learners are invited to share their successes and challenges with their learning buddy, as well as connect with the facilitator for questions and feedback at any time.
STEP 4: GROUP COACHING The learners are then reunited with the group and facilitator in a 90-minute virtual classroom. Learners are split into breakout rooms, where they can share and reflect on their experiences. During this time, learners have an opportunity to receive peer feedback
and advice or simply share their successes with other learners. Above all, this virtual class allows learners to develop self-awareness in their learning journey and prepare for the last stage of the journey.
DESIGN YOUR LEARNING SOLUTIONS TO BE 100% DIGITAL AND 100% HUMAN!
STEP 5: GET CERTIFIED In the final step, learners apply their new knowledge and skills. Learners will participate in microlearning reinforcement programs for their dedicated learning sprints, receiving nudges and push notifications to complete an exercise or review course content to their work emails or mobile devices periodically for three weeks following the course. The objective is to activate and practice the skill regularly in order to anchor and retain the knowledge. This reinforcement program also allows learners to accumulate evidence of training implementation. This evidence will feed certification process.
into the Learner
performance will be reviewed by the facilitator, who will confirm learners’ understanding and proficiency in learning objectives and provide constructive feedback. Evidence illuminates blind spots in learning and ensures results are achieved. Beyond formalities, building evidence of application allows learners to pause and reflect on what they’ve learned and how they learned it.
THE THREE TYPES OF INDIVIDUAL INTERACTIONS In this case study (see Figure 1 on page 26), there is a harmonious combination of: • Asynchronous resources selected by the learner based on their role and job functions. • Peer interactions geared toward decision-making and complex problem-solving. • Individual interactions with practice buddies, the learner’s dedicated learning buddy and facilitator.
PRACTICE BUDDIES The solution you develop must encourage confrontation with realworld problem solving and practice buddies. While peers may not be experts, inviting learners to collaborate encourages experimentation and continuous feedback. Setting up a “practice buddy ecosystem” can be conducive to learning.
LEARNING BUDDY The learning buddy is chosen by the learner based on trust and credibility. The learning buddy is not necessarily an expert regarding the content. In fact, the less familiar the learning buddy is with the content, the better. The learning buddy’s role is to listen and help the learner verbalize what they’ve learned. By making an effort to remember essential points and share them, the learner builds strong connections to the learning.
learning buddy three times over six weeks, corresponding to three key moments of engagement: • During set-up, when the learner selects their learning sprints. • When the learner begins completing online activities. • During certification, to challenge and encourage implementation.
FACILITATOR As an expert, the facilitator is able to answer questions related to content and challenges. To ensure learners see the course through, facilitators must: • Care personally: Allow experimentation and error provide guidance.
for and
• Challenge directly: Make sure course objectives are respected and achieved and measure the learner’s engagement and application of skills to grant certification At the intersection of these two postures, we find “radical candor. “
LEARNING PERFORMANCE REQUIRES INVESTMENT IN HUMAN INTERACTION As far as concerned,
practice buddies are collaboration occurs
totally “in the flow of work” and does not generate extra costs. However, individual coaching from learning buddies and facilitators requires bandwidth. And learning leaders must account for the cost of implementation and ensure learners do not simply consume training but actively apply new skills and collaborate with others to achieve deeper understanding. However, these costs are largely offset by the benefits. This model has been tested with over 2,000 learners and results show: • Delivery on learning commitment and efficiency. • Facilitators and learning buddies contribute to the establishment of a learning culture. • Increasing the human aspects of digital learning has a promising future. Now more than ever, design your learning solutions to be 100% digital and 100% human! François Debois is the head of innovation for the Cegos Group, developing digital-based solutions that generate engagement and change the way people work. These solutions are translated into seven languages and deployed worldwide. Email François.
TAKEAWAYS Digital resources are becoming increasingly sophisticated in terms of content, instructional design and quality of production. While we can applaud these major advances, we must also remain aware of the illusion of mastery. For learning to be effective, it is necessary to confront learners with reality and create an ecosystem of digital human interactions: • Interactions with a group must be chosen wisely, as digital group interactions are costly in terms of learner attention and fatigue. • Individual interactions with three roles: practice buddies, learning buddies and facilitators.
In the context of the previous case study, the learner meets with their T R A I N I N G I N DUSTR Y MAGAZ INE - VIRTUAL LEARNING I W WW. T RAI NINGINDU S T RY . C OM/ MAGAZ I NE
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Virtual classrooms aren’t new; they’ve been a viable learning solution for over 20 years. However, in 2020, this learning modality skyrocketed to the forefront of almost every organization’s mind. What was once a backup option quickly became the star of the show. Given the high priority placed on virtual learning, the significant investments going into it and the expectation that virtual learning is here to stay, it only makes sense to measure the results. Evaluating virtual learning begins well before an online class starts. There are nine specific things you can do to measure the results of virtual learning. Four of them happen before the class, two happen during it and three occur after. Regardless of where they fall in order of operation, planning ahead must be a priority.
1 DEFINE THE PROBLEM There’s always a reason for developing a training program, and all training efforts should be tied to organizational issues. The training might aim to solve a noticeable performance gap – such as increasing customer satisfaction scores – or fill an anticipated need – such as upskilling team members in a new technology platform. Either way, clearly defining the problem at the beginning will enable you to identify and measure successful outcomes.
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2 DETERMINE MEASURABLE OUTCOMES
those for videos or podcasts. Instead, plan your virtual programs with a focus on engagement.
Once you clarify the problem statement, identify the measures that correspond with it. For instance, if your problem relates to customer service and your organization tracks customer satisfaction, use those metrics to determine the impact of the training. For intangible issues that don’t have clear measures, look for related evidence. For example, employee engagement survey scores can be used to assess communication skill levels.
Why are these two items important for measuring success? Well, if your audience isn’t paying attention, what’s the point? The virtual class simply won’t deliver impact.
Admittedly, these first two steps should fit into any training program — virtual or otherwise. Although these practices aren’t exclusive to the online classroom, learning leaders would be remiss to not include them. Once the problem and desired outcomes are clear, it’s time to plan the virtual learning solution.
DESIGN A RELEVANT AND 3 INTERACTIVE PROGRAM In today’s environment, you must ensure that online classes are highly relevant to your audience. Virtual learning competes with a host of other priorities, and – unless there’s a compelling reason to stop and learn – most people won’t. Otherwise, they’ll partially commit to a virtual class by multitasking through it. So, if people gather for a virtual class, it should be for discussion, collaboration, practice and feedback. This engages the audience in conversation and provides them the opportunity to apply learning. Avoid long lectures and save
PARTICIPANTS UP 4 SET FOR SUCCESS Since learners are passively participating in several forms of online events — virtual meetings and presentations being the most common — asking for active engagement in an online class may surprise participants. But the more participants get involved with their own learning, the more likely they are to achieve learning outcomes. Therefore, it’s important to set participants up for success in the virtual classroom, especially if you want to measure results. Participant preparation includes everything from checking technology to ensuring advance assignments are complete. Participants need to know what to do, when to do it and how to do it. For example, if a leadership development workshop requires learners to complete an assessment before the class begins and use their webcams for participation during the program, these expectations need to be communicated in advance. Otherwise, program goals will not be met. A participant who shows up unprepared will not achieve the same results as wellprepared participants.
ENSURE EVERYONE 5 KNOWS THE EXPECTED OUTCOMES It’s no secret that, when everyone strives toward common goals, they are easier to achieve. For measuring successful virtual learning, this means that everyone should understand the intended goals of the program and how they will be reached. Specific to virtual training, three key stakeholders — designers, facilitators and participants — play integral roles. Designers create relevant programs that align to desired outcomes. Facilitators share both the program’s learning objectives and the benefits of achieving them. Finally, participants must recognize how the program will help them realize better results.
CHANGED LEARNER BEHAVIOR ULTIMATELY DETERMINES SUCCESS. Think of it this way, when participants hear, “Today we are learning how to quickly look up customer information in the new system, so you can rapidly respond to a question and have more time,” they will demonstrate greater buy-in for learning the topic, because they understand its relevancy to their work. They will also be better equipped to share how virtual training enabled them respond more effectively to customer requests. The stated connection between what they will learn in class and how it will improve on-the-job performance will help learning leaders more easily connect the dots when measuring results.
PLATFORM 6 USE TOOLS CREATIVELY Virtual classrooms have more interaction tools than most in-person classrooms. Using these tools creatively allows for greater participant interaction, leading to deeper learning. And deeper learning leads to better learning outcomes.
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For example, consider following tools:
using
the
• Polls for conversation starters. • Chat for group conversations. • Webcams for deeper dialogue. • Whiteboards for team collaboration. • Breakouts for practice and feedback. Keep in mind that it’s not about using the platform tools just to use them. Utilizing these tools in learning design should contribute to furthering learning outcomes. For instance, if participants have to learn a new job-related technique, they might respond to a poll question about their experience with it, watch a short demonstration via webcam, brainstorm application ideas with their peers on a whiteboard and then go into breakouts where they each practice the new technique.
THE RIGHT 7 ASK FOLLOW-UP QUESTIONS Most training programs use surveys to capture participant feedback. Virtual classrooms have simple ways to gather this feedback through poll questions and whiteboards.
CHECKING FOR APPLICATION DRAWS A CLEAR CONNECTION BACK TO DESIRED LEARNING OUTCOMES. Besides asking standard learner reaction questions, the end-of-class survey should also gauge the participants’ technology experience. Was it smooth, or did it impede learning? Were the participants able to see, hear and interact with their peers? Were they able to engage fully, or did they spend their time dealing with distractions? These issues directly affect the program’s results and should be considered.
8 CHECK FOR APPLICATION Rather than asking how participants felt about the virtual class, it’s better to know if they learned and applied the content. Therefore, learning leaders should build knowledge and skill checks into the program design. For knowledge checks, use the virtual classroom’s polling or quiz feature to test comprehension. Be sure to word these questions for knowledge application rather than recall. Ask questions such as, “What would you say in response to a customer’s request for information about our product?” instead of, “What are three features of the product?” Despite the common misconception that some skills simply can’t be taught in the virtual classroom, many skills can and can be checked by getting creative with the platform tools. For instance, a virtual class to teach hotel housekeepers how to make a bed to brand standards might involve webcams for skill demonstrations.
Changed learner behavior ultimately determines success. It answers the questions, did the training achieve its intended outcome, and did it solve the original problem?
IN CLOSING With the recent shift toward virtual learning, it’s important to know if these programs are achieving results and adding value to the business. By following these nine simple steps, learning leaders can determine if their virtual training programs are delivering desired outcomes. Cindy Huggett, CPTD, helps organizations and training professionals move to the virtual classroom. Email Cindy.
Checking for application draws a clear connection back to desired learning outcomes. And measuring if participants can apply the learning to their jobs will help you determine success.
ON CHANGED 9 FOCUS BEHAVIORS Once the virtual class is over, check in to see if participants are using their new knowledge and skills back at work. Also, consider how on-the-job application affects the stated goals of the training program. To find this quantifiable data, look to the same measures identified prior to the program. Has the training affected change? Has it generated a positive impact on the organization? If it’s possible to observe participants in the workplace, take time to do so. Otherwise, a post-task review may be sufficient. For example, listen to a sampling of customer service calls to hear the new skills in action, or review customer satisfaction surveys to identify trends and related topics. Either way, you are looking for measurable results.
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When the pace and landscape of business changed in March 2020, the initial reaction from most training organizations was to pause programming, wait and see. Once the effects of the pandemic proved longer lasting than expected, those training organizations realized that being on hold wasn’t enough: It was time to pivot. While many great things have come from these changes, businesses have also experienced growing pains. When managing teams remotely, how can leaders instill the same sense of accountability from a distance? How does mentoring and developing talent translate over the digital divide? How can trust be cultivated without faceto-face interactions? How can leaders know whether their teams are engaged? Learning and development (L&D) teams found extra responsibilities on their plates – providing support for leaders struggling to answer these questions while fulfilling their development mission in the new normal. At the time of publication, the “new normal” seems here to stay for longer than anyone anticipated. In a time when distance is a necessity, it’s more crucial than ever to meaningfully connect with learners. Many organizations had already embraced digital learning options, such as eLearning and on-demand microlearning. Similarly, many formerly in-person events quickly transitioned to virtual platforms. Neither of these approaches, however, guarantee the preservation of rich, in-person learning experiences. The challenge with this
transition centers on translating the best parts of formerly in-person experiences into engaging virtual learning. The most effective in-person, classroom learning experiences provide opportunities for critical thinking, teamwork, collaboration and networking. Topics for this learning are typically bigger than what can be tackled in an eLearning module, such as driving accountability, leading teams virtually and operating with strong business acumen. These are business-critical topics, and the challenge today is bridging that learning into a virtual space while preserving impact in the new normal. Here are some practical steps for successfully conducting that transition:
and a film can tell the same story using entirely different mediums. Skilled screenwriters adapting a novel into a film must first examine the story itself, then use the storytelling tools available to them to determine how to best convey the story in film. Similarly, keep in mind that it’s not going to be the same experience. How could it be? It’s a totally different medium, just as the experience of seeing a film is different than the experience of reading a book. It’s not fair to compare two entirely different mediums, because it’s not going to be the same. While some may bemoan that fact, there’s also beauty in making them distinct experiences. Embrace it.
FACILITATION WILL BE DIFFERENT, TOO.
FIRST, TAKE AN INVENTORY. Examine the in-person training program that needs to be adapted to the virtual space. Is this something that should still be facilitated synchronously? How long is it? Could it be shortened to fit a more palatable, virtual timeframe? Modules up to one hour are a good rule of thumb unless there is a high level of interactivity – such as gamification or teamwork in breakout rooms – in which case modules can extend between two and two and a half hours. Looking at the content, the program flow and the types of interaction will help reframe the learning. The best transitioned programs are reimagined for the new setting, not just converted as they are. Think of it this way: A novel
Just as the experience is different, it is also important to facilitate virtual programs differently. In a classroom, facilitators have a wealth of in-person reactions to feed off the energy in the room. This is vastly different – but not absent – in a virtual setting. It may take seasoned classroom facilitators some time to adapt their approach. Facilitators will need to prepare differently as well. Keeping time will become more important, especially with shorter modules. Facilitators will need to be familiar and comfortable with the technology. They’ll also need to anticipate transitions and clearly communicate what’s coming next.
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Instructors will also need to keep any dithering out of facilitation. In their Harvard Business Review article, “How to Get People to Actually Participate in Virtual Meetings,” Justin Hale and Joseph Grenny recommend mixing facts and stories as one engagement tool, as well as keeping talking points “brief and succinct.” They also recommend to “never go longer than five minutes without giving the group another problem to solve.” Structuring the course with a mixture of interaction and limited lecture can help with this. As Hale and Grenny state, the best virtual facilitation contains deliberate and succinct explanations. It’s much easier to confuse people with verbosity in a virtual session. Think of it as the poetry of facilitation. Well-written poetry omits any filler or unnecessary words, and words are chosen deliberately to create intentional images and messages. The same is true for excellent virtual facilitation.
PREPARE FOR TECHNOLOGY SUCCESS WITH A PRODUCTION TEAM. Ideally, facilitators will conduct virtual sessions with the support of a technical producer or producers. Even facilitators
with a high degree of comfort with technology platforms will benefit from a second pair of hands keeping things running smoothly. As part of the new kind of facilitator prep, working with technical producers will be vital to conducting smoothly transitioned sessions.
LEVERAGE THE TOOLS AT HAND TO INCREASE ENGAGEMENT. The best virtual programs fully leverage the interaction opportunities available within the platform they use. A deep understanding of the technology helps facilitate this. A 2016 study by M. Tan and K.F. Hew published in the Australasian Journal of Educational Technology examined how meaningful gamification impacted student learning, engagement and outcomes in a blended learning setting. The study found that “students in the [gamification] group posted more messages in the discussion forums than the [non-gamification] group. Furthermore, the quality of group artefacts produced by the participants in the [gamification] group was overall higher than those in the [non-gamification] group. All students in the [gamification]
group strongly agreed or agreed that they found the course motivating. However, only about half the participants in the [non-gamification] group found the course motivating.” When distance or technology separates groups of people, engagement is harder to achieve than when the group is physically together. Facilitators and learners should incorporate web cams when possible to pick up on visual feedback, facial expressions and physical cues. When incorporated thoughtfully, gamified, creative and frequent interactions can only enhance engagement.
CREATE RESONANT EXPERIENCES FOR LEARNERS. Successful adult learning hinges on relevance and resonance. Early in the training, create opportunities for twoway communication with learners using polls or direct verbal feedback. Build in a degree of adaptability in the program, so audience feedback can steer areas of focus in the course. This can be accomplished simply by spending extra time on topic learners identify as important or may be struggling with during facilitator debriefs.
The “new normal” as a result of the pandemic has created the need for training and development professionals to pivot to virtual learning. While one-way communication webinars and eLearning can check a box, they often don’t deliver meaningful, memorable learning experiences. The best practitioners preserve the most robust aspects of inperson learning and adapt those components into a virtual setting. This is accomplished by:
Taking an inventory of the best qualities of in-person learning.
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Bridging those qualities into virtual spaces with breakout rooms and teamwork, fully utilizing the virtual platform’s interaction tools.
Bringing the content to life with creativity, gamification and other engagement boosters.
Keeping the learning experience relevant and succinct.
Realizing that facilitation in a virtual space is not the same as in the classroom and upskilling facilitators to pivot.
BE PREPARED TO BE SURPRISED. “Be prepared to be surprised,” is a central theme and quote from the 2017 film “Dan in Real Life.” It’s a statement about life that also applies to virtual training. Preparation is key in a virtual space. Winging it is not an option. Time tracking is key and shows respect for learners. Careful design and seamless transitions throughout the program will create a pleasant experience. Yet, despite any amount of preparation, technology will always throw curve balls. Be prepared to flex, adapt, pivot and problem-solve in the moment. When
problems arise, the demeanor of the facilitator and producer will influence how learners react. The more matter of fact and calm the facilitator and producer are, the better learners will react. Similarly, not calling attention to the technology challenge will minimize it. It is in everyone’s best interests not to dwell on it but instead return focus to the learning at hand.
There will always be challenges, but there will also be great, smooth sessions. Fantastic programs can be facilitated, empowering learners and accomplishing mission-critical business initiatives. But, if the pandemic has taught us anything, it’s that the truly important and impactful things in life happen outside of work hours.
Conducting a pre-session technology test with learners can help assuage insecurities about joining a meeting on a new platform, as can opening the session room 30 minutes early.
Sara Wolski is vice president of custom design and consulting at Paradigm Learning, a corporate training and communications organization specializing in business acumen training. Email Sara.
When stress escalates, remember to keep things in perspective.
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If you view the modern learning environment through the lens of an experience designer, you’ve been delighted in advances that we’ve seen over the past several years. As a community, we have begun to embrace humanizing strategies – like design thinking – and moved away from ineffective and exhausting teachby-telling strategies. We’ve embraced technologies such as virtual reality that demand learn-by-doing approaches and have moved away from waterfall
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processes that shut down feedback and remove iteration. All in all, this means we’re headed in the right direction and that learners today are better off than their predecessors. Still, many companies shy away from the single most important ingredient in an effective learning experience: emotion. This is strange. When you look back on your life, the memories that burn brightest are those that were formed in the presence of extreme emotions
– a first kiss, the death of a loved one, a career setback, graduation from university. Almost without exception, the memories that spring forth are those that are fundamentally emotional. So, why don’t we harness this obviously powerful memory mechanism for adult learning? In large part, it may be because we don’t understand how emotion impacts learning. We’re uncomfortable acknowledging the full range of the human experience, particularly in the
professional sphere, and it may be that we’re not sure we know how to make authentically emotional content. However, current trends are lining up to make 2021 the year we finally embrace truly human-centric learning design and – in so doing – fully harness the power of emotion for more effective and efficient learning. Here are the trends that will fuel the transformation:
noteworthy headlines were those that represented the full spectrum of the employee experience, including powerful emotional content.
Increased focus on diversity, equity and inclusion training.
Increased adoption of learn-by-doing strategies.
Companies want better ideas, stronger talent and increased innovation. To accomplish this, they are increasingly focused on ensuring that all voices are heard, all perspectives are understood and all employees are respected. Serious efforts require building deep levels of empathy in the employee population, which necessitate that corporations begin taking seriously the need to address and provide emotional context.
Ineffective teach-by-telling approaches are being replaced by more effective experiential learning approaches in which learners encounter realistic challenges, make decisions, experience consequences and receive coaching on their performance. This is especially true of virtual reality, where the main draw is the ability to simulate a range of situations that were previously either too costly or dangerous to allow employees to practice in. Because these technologies produce such rich data, we have seen a wave of evidence supporting both VR and experiential learning opportunities that underpin it.
Prediction: Based on this, 2021 is the year we will see the best diversity, equity and inclusion courses of all time. They will be great, because they will fully embrace and demonstrate the emotional reality of employees.
Many companies shy away from the most important ingredient in an effective learning experience: emotion.
Improved adoption rates of virtual reality (VR) technologies. 2020 saw a rapid increase in the number of companies incorporating VR technology in training. The trend was driven by multiple factors, including cheaper yet higher-quality headsets, more accessible development tools and an explosion of use cases that have proven the value of immersive technologies. Unsurprisingly, the use cases that generated the most
Prediction: The adoption of virtual reality technology in training will continue its rapid growth, and we will routinize the use of emotional context as a key success factor for the medium.
Prediction: In 2021, learning and development (L&D) will begin to generalize the learning approaches that make virtual reality so impactful and apply those lessons to humbler solutions, such as scenario-based learning and virtual role-plays in ways that rely on trueto-life, emotionally relevant content.
Focus on reducing seat time and increasing the efficiency of training through microlearning strategies. In 2020, we’ve seen a shift to shorter, chunked learning opportunities in learning and development efforts. The focus has, to date, largely led learning teams to provide explainer, refresher and TED-style videos to leverage the brevity and engagement of microlearning. Prediction: Due to the increased adoption of micro and immersive
learning experiences coupled with the focus on learn-by-doing strategies, organizations will pivot to provide microlearning scenarios and other short-form, experiential learning content that necessitates dramatic, engaging contexts with emotional appeal.
Current trends are lining up to make 2021 the year we finally embrace truly humancentric learning.
Designing learning experiences rather than courses. This past year, the corporate learning market has seen an explosion of entrants into the learning experience platform space. At the same time, learning organizations have become more determined to offer learners individualized learning paths that span multiple modalities over an extended period of time. Prediction: Over the coming year, we will see learning experience platforms expand to include deeply immersive microlearning, as well as support for virtual reality, augmented reality, games and interactive simulations that are deeply emotionally engaging. With these trends and predictions in mind, 2021 looks like the year L&D finally cracks some of the historically largest barriers we’ve experienced to learner engagement. However, doing so requires our collective willingness to address the full range of our own and our colleagues’ lived experiences, including the emotional highs and lows of our innermost selves. Brandon Dickens is a senior director of user experience at NIIT. In addition to leading NIIT’s global user experience team, he founded NIIT’s immersive learning practice, a team that builds advanced learning solutions leveraging augmented, mixed and virtual reality. Email Brandon.
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Practice for Success: Sales Training Simulations Are an Essential Tool for Every Sales Trainer’s Toolbox By Nick Rini
What do pilots, musicians, lawyers, firefighters and athletes all have in common? Each spends time practicing their skills. In fact, in many professions, ongoing skills training is mandatory. And then there’s sales. Salespeople stereotypically practice their golf swing more than their selling skills. Traditional sales training methods are deeply embedded within the sales education of most organizations. But all of those hours of instructor-led training and role-playing aren’t practice at all. Much like mastering the piano takes both instructor-led lessons and individual practice, sales reps need
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both sales education and time spent practicing their craft and individual sales skill set. But they rarely do. Instead, reps practice during real sales situations with real customers and real deals on the line, costing organizations real money. Professional athletes rely on repetitive practice to get out of or avoid slumps. They practice to regain their form, approach and confidence. Salespeople go into sales slumps, and – because they don’t practice – they often don’t realize it right away. Lagging indicators take at least a quarter to observe as opposed to
missing a string of free throws or tallying too many consecutive strikeouts. Practice creates new habits through routine, muscle memory, cadence, focus and feedback. While inside sales reps may be used to selling remotely, most aren’t. Even for confident salespeople, prior experiences may not apply in the new world of Zoom meetings. While giving demos via GoToMeeting isn’t new, managing the entire sales process from discovery to close 100% remotely is new to everyone. Complicating matters further are the distractions that come with working from
can only be put into place through rigorous practice. Through rigorous practice, sales skills become reflexes. Practice offers reps the opportunity to hone skills. Without that, they will experiment in live selling situations. Furthermore, in most cases, you have less time, increasing pressure and risk. Maintaining Focus. Reps must be able to adapt and adjust to fluid selling situations due to frequent distractions and interruptions. Salespeople forget to ask things. Distractions come in all shapes and sizes. Sometimes a conversation veers in an unexpected direction, and you fail to get back on track. As a result, reps miss out on receiving or communicating vital information.
Good judgment in selling situations is more in demand now than ever before.
home, such as spouses, kids “in school,” pets and repairmen. Good judgment in selling situations is more in demand now than ever before. As a result, practice is critical.
The Consequences of Not Practicing Sales A common trait of struggling sales organizations is lack of rigorous sales processes, leaving sales stuck in the pipeline. What does this have to do with practice? A rigorous sales process
Selling Judgment. Another consequence is not knowing how or when to push hard enough to move a deal forward, applying finesse without becoming pushy. Sales judgment is a soft skill that takes time to develop, which sales reps mistakenly attribute to instinct. Reps need to master the skill of understanding when to push and when to step back. When reps become too aggressive, potential customers tune out. A Harvard Business Review study found that customers despise and disengage when sales reps become “pushy.” In the safe space of practice, the rep receives honest feedback. In the risky space of live selling situations, the lead goes cold. Assessing Strengths and Weaknesses. Visible practice can be a form of
assessment for sales leaders. However, lack of adequate practice and data on sales behavior makes it tough for management to know if new reps are ready to enter the field. Even if all new hires receive identical training, there will be reps who need more and less training in specific skills. The same is true of tenured sales reps. Discipline. It takes considerable repetition to move from practice to habit. It’s true of everything in life. Developing sales skills and judgment are no different. The average time it takes to get new hires to the same performance level as tenured sales reps is 381 days. Everyone has areas in which they can grow. And, without a direct line of sight to selling behaviors, sales management can only measure sales effectiveness when deals are closed or lost. Rigorous practice time in a safe environment means management can observe, engage and measure selling behavior, and know if sales reps are following the organization’s sales process.
Barriers to Changing Sales Behaviors There’s usually resistance to building routine and changing habits. People default to comfort zones, reflexively relying on what they do well and avoiding the hard stuff. It’s true of most things in life. One-size-fits-all Training. It’s easy for sales management to say, “My reps have no interest in sales training,” or, “I schedule sales training once a year and they hate it!” In truth, sales management often shares the blame for their team’s lack of practice due to forcing one-sizefits-all training. It’s too broad, rarely memorable and fails to pinpoint reps’ areas of weakness. Management herds salespeople into a classroom, pumps them full of information from videos or facilitators, then calls each rep to role-play the new skills they were just taught in front of their peers. It’s no wonder so many reps hate sales training. The reps are relieved
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when training ends and revert back to their regular day-to-day behaviors. Managers Aren’t Effective Coaches. Managers have their own reasons for resisting more sales practice, training and development. Perhaps they: • Don’t have time to coach.
The Risks of Foregoing Practice • Threatens customer relationships. • Damages the brand.
• Don’t know how to coach.
• Risks money invested in generating leads.
• Default to broad strokes rather pinpointing specific areas of improvement.
• Voids time and budget investment in cultivating sales opportunities.
One-size-fits-all sales training is just not effective. Yet, management repeats this sales training pattern.
The Opportunity to “Level Up” the Entire Team’s Sales Skills High-performing sales reps get the vast majority of sales management’s attention. Harvard Business Review reported that 17% of a leader’s time (nearly one day per week) is wholly dedicated to poor performers.
• Ruins forecasted deals management. • Blows confidence of reps. • Increases turnover rate of reps.
would have a huge impact on the sales organization overall.
With Sales Technology, It’s Absolutely Possible
A rigorous sales process can only be put into place through rigorous practice.
Most sales reps aren’t categorized as top or poor performers. Most fall somewhere in the middle, where they are easily overlooked. Without a sales development platform in place, this leaves a whole lot of folks to fend for themselves without sales coaching and development. Imagine if reps who are just doing okay could focus and dedicate practice time to their key selling deficiencies? If all the middle-performing sales reps upped their skills even a small bit, it
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Technology allows a new and modern approach to developing and reinforcing sales behaviors. Putting reps in virtual sales situations offers an opportunity to experiment with different approaches to customer interactions without risking sales. Engaging. Simulations are good for habit building because they’re engaging. People have a desire to win. Competition gets dopamine and serotonin flowing. In research conducted by the National Training Laboratory, retention rates for lecture-style learning were at 5% and reading rates were at 10% with PowerPoints. In contrast, virtual, immersive learning was measured at a retention rate of 75%. Personalized Learning Paths. Sales training technology simplifies assessing and prescribing specialized learning tracks based on the individual needs of
each member of a sales organization. Personalized learning paths prioritize the sales training that matters most for each rep. For instance, sales reps accustomed to face-to-face selling can cultivate remote selling skills. Risk-free Practice Environment. Because reps work within private simulations, experimentation is encouraged without fear of embarrassment. This technology also encourages repetition through gamified features, like points, leaderboard positioning and virtual awards. Through repetitive practice, training and development becomes a process of continuous improvement. Practicing within realistic sales training simulations gives reps the opportunity to practice scenarios over and over until they achieve the desired level of confidence and mastery. Deep Scoring. Metrics are another benefit of sales training simulations. A scan of faces sitting in a sales training classroom may be the closest you get to measuring engagement in traditional sales training. Sales training simulations offer sales management a wealth of data. Through deep scoring, all interactions are measured as reps work through sales simulations. These sales skills and selling behavior data are available to management at both the individual and team level, making tough management decisions regarding sales readiness easier.
Sales Managers Have Nothing to Lose, Except Risk Learning to sell well takes practice, and it’s up to sales management to grant sales reps the time, space and tools to get their practice in. Sales training simulations offer all of that and are simple to deploy across a remote workforce. The only thing sales management has to lose is the risk of sending unpracticed sales reps into live selling situations without the experience to effectively navigate them. Nick Rini is the co-founder and chief revenue officer at Sciolytix. Email Nick.
Virtual learning experts present a Free 90-Minute masterclass
Optimizing Learner engagement in live virtual training Because we know that learning without engagement is not real learning!
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Webinars vs. virtual learning - effective engagement requires knowing the difference Designing and facilitating for learner engagement How to use engagement tools for maximum impact Effective engagement strategies EXTRA: TOOLS YOU CAN USE IMMEDIATELY! Two Options ( Register for only one) January 27th, 2021 @ 3:00 PM Eastern January 28th, 2021 @ 11:00 AM Eastern
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IF
you’re involved in eLearning design, perhaps you’ve envisioned an “interactive narrative” – or “branching simulation.” Perhaps you’ve helped build one. In learning design, interactive narratives place learners in simulated scenarios and give them freedom to operate. Learners don’t just click through a presentation; they make decisions and a narrative unfolds accordingly – with a beginning, middle and end. It’s an engaging way to learn, and it’s fun to build.
And it’s easy to do. Most eLearning authoring tools – like Evolve, Storyline, Adapt, Lectora, Flow, Captivate, iSpring and even PowerPoint – offer a means to build interactive narratives.
NOT SO EASY, AFTER ALL Interactive narratives can become messy very quickly. The more freedom you give learners, the more complicated content creation becomes — not just to write and develop but to review and refine.
Linear narratives are often chosen because they’re simpler to handle. The difficult part about interactive narratives is combinatorics. Suppose you’re building a management simulation to teach emerging leaders. You set up a typical situation, then ask learners to decide between four choices (turn one). Each choice leads to an outcome (video, text, feedback or perhaps a combination) and a set of follow-up choices (turn two). Each of these choices lead to follow-up choices (turn three), and this repeats until you reach the end of the simulation. Figure 1 shows a state space diagram of this, or a set of all possible configurations.
KEY • Turns, shown as ovals: Think of turns as screens containing a setup, question and a decision to make. • Choices, shown as lines: Choices take the learner to another with a follow-up decision. The first screen (left oval) offers four choices (lines). This is turn one. Each choice in turn one leads to a follow-up screen in turn two (shown as four ovals
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in the second column). These each offer four choices (shown as lines), leading to 16 screens in turn three (shown as 16 ovals in the third column). Here’s where it gets ugly. You soon face sprawling content needs: 64 screens, 256 screens and so on (Figure 2). Doing it the hard way with unique choices and follow-up screens, you’d need to build a 340-screen SCORM package to cover just four decisions. An eight-turn scenario is 65,000 screens, and a 20-turn scenrio is an even more daunting undertaking. You need to prune the tree, but arbitrarily reducing choices or shortening the number of turns diminishes learner joy and engagement.
Technique 1:
ENDINGS
A simple way to prune the tree is to add endings: If learners make a decision that takes them off course – intervene, give them instruction and have them start over. A learner has freedom, but – if a hopeless action is chosen – the story plays out and feedback is offered. Then, the space resets, and a learner can try again. This eliminates the need to depict the scenario beyond those choices, reducing content work. Let’s see how that works in our management simulation. The fourth choice is to do a radical reorganization, going well beyond what would be reasonable. The module plays out the
restarting than working through the situation. This lessens engagement. As with pepper, a little goes a long way.
Technique 2:
NUDGES
A variation of the first technique is to use a coach, character or other narrative device to nudge learners back onto the right path when they stray, like a shepherd. In our management situation, say a learner decides to make a radical change to their team that has substantial consequences. A senior manager character then pops up to provide feedback and suggest – or insist upon – a less drastic approach. Thus, the learner is compelled to reconsider without breaking the narrative. Nudges are generally superior to endings, because the learner never has to leave the narrative and remains engaged.
Technique 3:
FAST-FORWARDS
Another way to create a manageable and interesting interactive narrative is to use “fast-forwards.” Fastforwards allow learners to wander, but interventions teleport learners to future portions of the story where things are reset, and they can wander again anew.
FIVE TECHNIQUES FOR PRUNING THE TREE Here are five ways to simplify content creation without sacrificing the richness that makes interactive narratives great. Each technique is applied to our management training example to illustrate its application within an interactive narrative.
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consequences (massive confusion, decreased productivity, bad press, major griping), provides tutoring to explain why it was an unproductive choice and sends learners back to the start to try something else. While this technique has advantages, it can be overused. Consider a design in which you offer one correct choice and restart for the others over multiple turns. Learners spend more time stopping, being redirected and
In our management simulation, the learner starts by setting up a team, then a fast-forward sends learners one year into the future to handle a disruptive industry change. Another fast-forward then teleports learners another year forward to address a new cost-reduction mandate. This can be managed as a sequence of two- or three-turn segments. At the end of each segment, narration intervenes to fast-forward to the next segment.
choices to give learners freedom, but that don’t change the state of the world, such as asking an off-the-wall question in a role-play. Then you can play out the outcome – for example, providing characters’ reactions and responses – and return the learner to the current turn to make another choice. In our management simulation, the learner is faced with a decision to improve productivity and can choose one of four actions. The setup and choices are shown in the furthest left oval and four lines above. Here are the learners’ choices: • Restructure the team. Not only does this technique prevent the tree from becoming too bushy, but you can work on each segment independent of the others.
• Cut back on the deliverable.
• Automate the process.
• Get an extension.
• Bring in new talent.
• Seek a change order.
Technique 4:
Taking the first action increases cost but also capacity. Taking the second action reduces value to the customer but reduces risk. Taking any of the last three might anger the customer but cover costs. In our simulation, the latter three choices might lead to the same follow-up turn, requiring the learner to sell the customer on a change in the project or reappraisal of strategy.
• Institute system.
NETWORKS INSTEAD OF TREES
Interactive narratives are commonly built as trees; each choice leads to a unique outcome (screen) with a unique set of follow-up choices. An alternative approach is to build networks, in which multiple choices lead to the same follow-up (Figure 3). Instead of having 16 outcomes in turn two, there are only seven, more than halving content development down the network. The secret is to build turns that are forward-looking and don’t depend on what has occurred beforehand to present the next decision. For example, in our management simulation, a learner is asked to meet a new project requirement by making a decision: • Increase staff.
As long as the content of the followup turn is written so it does not depend on the route learners took to it – the narrative is maintained, and only one follow-up turn needs to be crafted instead of three, resulting in huge savings in time and development
Technique 5:
TRANSPARENT OUTCOMES
Another way to keep content development manageable is to use “transparent outcomes.” Add
an
employee
reward
If they choose to institute an employee reward system, the outcome plays out with few employees enrolling and the program’s intended impact withering away. Then, we tell the learner they need to boost productivity and present the three remaining choices. That’s why the outcome is transparent; it seems to lead to another turn, but actually loops back. This saves work since nothing has to be further simulated beyond it.
KEEP BUILDING THEM By using and combining these techniques, you can produce an immersive and manageable interactive narrative in the authoring environments you’re most comfortable in. And hopefully that motivates you to create more of them, because they’re an excellent and engaging way to teach learners. John Cleave is a senior learning engineer at SweetRush. Email John.
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After 20 years in mainstream corporate education, eLearning has long earned the credit it deserves as a legitimate and necessary approach to training and developing employees. However, its effectiveness is still up for debate. The migration to virtual workspaces during the 2020 pandemic forced many organizations to rapidly embrace electronic methods for conducting business. From the use of webconferencing services, apps and screenshare, organizations scrambled to keep business moving quickly and as smoothly as possible while mastering a new modality. Spring of 2020 saw many organizations upgrading their infrastructures to take on the heightened burden to their systems: increasing VPN bandwidth, revamping firewalls, updating software, revising work-from-home polices and suppling remote working tools. For organizations like Google, Microsoft and Airbnb, the temporary shift has become permanent.
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Training and development professionals have seen an increase in demand for virtual training but a decrease in time to design it. Suddenly, everyone needs scalable solutions for improving and building employee skills outside of the walls of a classroom or office. While most organizations may have had eLearning platforms in place prior to the pandemic, they may not have resources committed to evaluating and ensuring that these platforms provide meaningful learning experiences for their employees. On-the-job training frequently upstaged the online learning environment until it was no longer an option. The acceptance and widespread implementation of eLearning is exciting, but it can spell trouble if accessibility to training usurps the impact of training. Learning professionals have a duty to keep their eyes on the effectiveness of their learning programs. There are four simple do’s and don’ts for creating and implementing meaningful eLearning.
Do Ensure Content Is Relevant and Timely Learning for the sake of checking a box or meeting an obligatory training requirement is meaningless, and most learners will treat it as such. Compliance training is a great example of obligatory training required by government regulations or policies. Most employees would agree that the content is important and necessary for their jobs, but they may also find it frustrating and time-consuming. Recently the training industry has been infiltrated with content providers using modern approaches to instructional design to offer more engaging and meaningful compliance courses. Microlearning has also been embraced as an option for offering content in small, on-demand chunks for employees to access at their convenience. Open access to content gives learners the opportunity to prioritize content that is most meaningful to them.
difficult to duplicate group exercises and encourage participation in a webinar. Audience size, audience composition and time to learn often change based on method of delivery. As a result, converted training doesn’t always translate well. Conversion isn’t just a matter of presenting the same materials and information via a web-conferencing system. Successful conversion does not compromise the learning experience. Learning leaders should collaborate with subject matter experts (SMEs) to ensure that they are respecting the design process. Consider that the way we approach and execute training now has implications for how it will be regarded by our audience long term.
Don’t erect too many unnecessary barriers for learning, and be mindful of approvals and prerequisites. They can be discouraging.
Do Build in Interactivity Learners want an opportunity to discuss their opinions and provide feedback, and these tactics are important drivers for learner retention. Learning and development (L&D) professionals know that learners retain only a fraction of what they learn from books, manuals and presentations. It has long been accepted that providing learners with opportunities to put new information to the test reinforces knowledge acquisition and application of new information on the job. Interactivity is often sacrificed when instructor-led training (ILT) is converted to the virtual environment. It can be
Interactive components enforce training’s staying power. Online courses are attractive because of their ability to get information to a large audience in an asynchronous manner. Interactive courses provide learners a selfdirected way of learning and engaging in meaningful activities that promote behavior change. Interactivity does not have to include virtual reality or complex simulations. Quizzing and live polling offer opportunities for learners to immediately put new information to use. Even a strategically placed, well-written fill-in-theblank can help lock in learning. Perhaps the simplest way to create interactive eLearning experiences is to host subsequent follow-up conversations. The flipped classroom has gained some traction as a method for incorporating live user discussions with prepackaged content. When that is not an option, manager follow-up can be paired with eLearning to culminate in an interactive eLearning experience. Don’t let operational managers become passive partners. Most employees will readily complete training courses if their manager recommended it or discussed it with them.
Gamification and interactivity elevate eLearning and webinars. There are several low-cost and free options for incorporating these features into live webinars and virtual learning activities. Quizzes, polls, word clouds and more can be added to presentations and courses to better engage the audience. Many of these applications were first created for primary school teachers but have expanded to offer corporate options. The tools below are easy to use, free or low-cost, don’t require a subscription, and require no advance set-up.
Do Make Your eLearning Engaging This is the number one objective that differentiates eLearning from videos and presentations. Teaching new information is more than just presenting it. Consider how engaged you’ve felt listening to a lecturer. Now think about a workshop that required you to spend a few hours with peers doing activities and working with peers. Which had the most impact? Which felt more fulfilling? The human components of presentations – moderated tone, eye-contact and audience members’ attitude toward a facilitator or presenter – are factors that automatically set the tone for learning in a classroom. In-person speakers and presenters can monitor and adjust based on real-time audience feedback and behaviors. Whereas, online learning is mostly static. In the case of webinars, participants have the ability to hide behind their screens. Do not allow this to happen. Successfully engaging learners encourages them to participate in a substantive manner.
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Learner engagement measures not only the way learners engage with the facilitator but also the way they participate with other learners. Chatrooms offered in most web-conference tools offer convenient methods to create breakout rooms, discussion rooms and follow-up forums. Encouraging learners to take advantage of these features is good; requiring that they participate in discussions or work together to create and post summaries is better.
Do Encourage Personalization In workplaces new to the virtual environment, operational managers are eager to find ways to increase their own and their teams’ visibility. Many use eLearning courses to ensure that their team members are online and productive. Online courses are an easy method for mandating engagement, because they are readily available, log attendance and completion, and are often on topics general enough for widespread implication. Don’t let this practice go unchecked. Training professionals have a responsibility to push back on this use of eLearning. Once learning develops a reputation as busy work, its credibility as a meaningful method of developing skills is severely compromised.
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Identifying and creating relevant learning requires a thoughtful, strategic approach to course creation and assignment. Trainers and operational managers should partner to discuss how learning can be positioned to address current problems facing the organization. Managers can partner coaching conversations with the assignment of eLearning to set learning goals. Follow-up after courses can include team conversations or one-on-ones that debrief concepts covered in the course. Explaining the relevance of a course and debriefing afterwards shows learners that training has value. Aligning courses with organizational competencies, development goals or performance objectives is another way to help learners see the relevance of eLearning. Learning professionals can work to create course maps that easily allow managers to prescribe courses based on individual needs, level of tenure and job position. Demonstrating
course value in a personalized way makes learners feel respected. eLearning’s rise in popularity was catapulted by the limitations of the pandemic. Learning professionals have a responsibility to protect the integrity of this modality by ensuring that it is meaningfully implemented. Meaningful eLearning starts with identifying methods to make courses interactive. Interactivity is an outlet for learner action and differentiates training from presentations. eLearning should also engage learners with opportunities to collaborate and learn from each other. Finally, eLearning should be relevant. Prioritizing these characteristics reinforce the importance of training as an organizational advantage. Wynnona Haynes-McMahan is the talent development manager for Murata Electronics North America and is the founder of LEADStriveThrive. Email Wynnona
Converting face-to-face training to eLearning and virtual platforms is more than sharing a PowerPoint presentation. Considerations for learner experience, delivery methods and interactive components are just some of the customizations required. This guide published by the Food and Agriculture Organization of the United Nations is a comprehensive, step-by-step resource for training professionals of all backgrounds and experience levels.
CASEBOOK
THE RISE OF VIRTUAL AND HYBRID CLASSROOM DELIVERY BY JOACHIM WORF
WHERE IT STARTED – TRADITIONAL CLASSROOM TRAINING
THE SHIFT TO THE VIRTUAL CLASSROOM
When I began my career in 1999, most technical education services and training occurred in a classroom. For example, participants were often invited to the vendor’s training center or the customer requested that the instructor come onsite to deliver a private training session.
Today, companies have more powerful and stable information technology (IT) infrastructures, capable of providing better and more interactive learning experiences. The use of video and interactive tools in virtual meetings improves learner engagement and provides an online experience that resembles the traditional classroom.
Managers and leaders have long realized the critical role training plays in maintaining quality performance levels by enhancing the skills of their staff. Since the dotcom bubble, companies have investigated new methods for education delivery to minimize operational expenditure across their business units. VIRTUAL AND HYBRID CLASSROOM DELIVERY AT DELL TECHNOLOGIES At Dell Technologies, we help organizations and individuals build their digital future and transform the ways they work, live and play. In March 2020, Dell committed to transitioning 100% of our traditional classroom events for our employees, service partners and endcustomers around the world to virtual classroom sessions in response to the pandemic. Dell’s Classroom of the Future initiative allowed the company to accelerate the adoption of integrated technology to meet learning needs in fast-changing conditions.
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Virtual classroom software has also become more intuitive, offering an enhanced learner experience while adjusting the bandwidth requirements based on users’ environments. Such functionality, for example, enabled Dell to offer a hybrid classroom delivery concept, where learners are able to attend training in a local classroom or join the event virtually. To ensure success, instructors are trained to enhance their teaching skills in virtual worlds. These new tools and strategies have helped push increased adoption for virtual training. INFRASTRUCTURE IS KING Dell Technologies Education Services has invested heavily in virtual classroom delivery infrastructure by installing hybrid classrooms in its major training centers around the globe and equipping all instructors with mobile virtual
classroom delivery kits. This kit includes a conference tracking camera with microphone and a pro tablet with a stylus. Training delivery can also be converted into a hybrid format by sending a hybrid classroom infrastructure kit to customers and internal sites that don’t have an official technical classroom setup.
CREATE AN ENVIRONMENT WHERE LEARNERS ARE ENGAGED, COLLABORATION IS EMBRACED, AND CONSTANT FEEDBACK IS WELCOMED AND REQUIRED.
OVERCOMING CHALLENGES WITH VIRTUAL TRAINING To conduct virtual training effectively, instructors need to overcome challenges associated with communication. Unlike traditional classrooms, it’s more challenging for instructors to engage in and understand non-verbal communication with their students in the virtual environment, such as establishing eye contact or picking up body language cues. To overcome this,
Dell offered train-the-trainer workshops for instructors to learn new tools and techniques to better support virtual delivery and ensure that the audience stays engaged. Here are some best practices used to enhance learner engagement: • Interaction with learner – Offer check-in sessions prior to class for students to become familiar with the virtual classroom. – Engage learners every four to six minutes to keep their attention throughout the lesson. • Teaching techniques – Provide clear instructions.
and
concise
– Apply a variety of question techniques – i.e., closed, openended, probing or leading questions. – Leverage mixed media, such as slides, video, audio and other digital tools, to creatively explain complex concept using visual examples. • Teaching tools – Utilize the functionality of virtual classroom software actions and surveys, such as polling and raise hand features. – Leverage breakout rooms. It’s important to make these necessary adjustments to style and delivery
when teaching in a virtual classroom. If instructors simply recycle traditional content in virtual training without making these changes, the content may not be well received or comprehended. When teaching in virtual classrooms, it is important to create an environment where learners are engaged, collaboration is embraced, and constant feedback is welcomed and required. Another challenge facing virtual classrooms includes the varying degrees of adoption across regions. For example, North America has adopted virtual modalities of training more rapidly than the rest of the world. One of the reasons for slower adoption in other regions may include language constraints, as most content is typically developed and delivered in English – especially in the IT training world. It’s also critical to monitor virtual classroom infrastructure for both instructors and learners to ensure stable connectivity. We have found that unstable networks continue to be one of the biggest struggles for students. To help mitigate future issues with internet connectivity and stability, best practices and procedures for potential issues must be outlined in advance. Furthermore, many students struggle with device limitations, such as a lack of available memory and storage, slow processors, and missing headsets. DEBUNKING VIRTUAL CLASSROOM MYTHS The biggest myths of virtual classroom training focus on the idea that learners will miss out on experiences they would normally have in a traditional
classroom. For example, some assert that virtual classrooms lack the ability for users to network during breaks, or virtual trainings will not deliver the same learning results. However, these assumptions are false. For over 10 years, Dell Technologies Education Services’ customer satisfaction and net promotor scores (CSAT/NPS) for virtual learning have been higher compared to traditional classroom equivalents. We have found that the right combination of professional infrastructure and appropriate content and capabilities for the mobile world result in successful virtual training. In particular, Dell’s transition to 100% virtual delivery during the pandemic was a big success, garnering positive feedback from our audience. There was a lot of appreciation for continuing learning offerings during tough times and supporting the digital transformation initiatives of many of our customers. For some, virtual training attendance was a new experience that exceeded their expectations. When it is safe to gather together, Dell will offer traditional classroom instruction to our employees and customers again – allowing them a choice of the most suitable modality for them. With growing workforce transformations, we believe the need for virtual deliveries will remain in high demand. Joachim Worf is an education enterprise programs lead within Dell Technologies Education Services and has been with the company for 20 years across various education services roles. Email Joachim.
VIRTUAL CLASSROOM EXPERIENCE PROS
CONS
Travel and expense savings.
Lack of personal networking opportunity.
Better work-life balance for instructor.
Learners can get side-tracked more easily.
Broader reach to training audience.
Difficult to replicate hands-on education.
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JULIE WINKLE GIULIONI
PERFORMANCE MATTERS
THERE’S A NEW SHERIFF IN TOWN: THE LEARNER’S SUPERVISOR
Learning and development (L&D) departments were already traveling the road toward massive innovation prior to the cataclysmic events of 2020. But COVID-19, the migration to remote work, and the complexities of gathering people and hosting events added urgency to the effort. In response, L&D professionals have become increasingly creative and nimble in the solutions they deliver, allowing learners to become more self-directed. Self-service and on-demand alternatives have grown exponentially. And how many thousands of hours of instructor-led training have been translated virtually? The commercial training marketplace has also responded prolifically, with an explosion of mobile-first, elevated video and audio experiences.
THE CURRENT REALITY DEMANDS THAT LEADERS STEP UP IN NEW WAYS. There has never been a better time to work in the field of talent development. In the future, this period will be looked back on as a renaissance for learning. Now is the time to address a persistent issue that L&D practitioners have struggled with for decades: Leadership’s refusal to accept responsibility and own their role in achieving learning results. We know that what a leader does before and after training has a greater effect on
behavior change than what we do during training. It’s a hard truth to swallow given the tremendous effort that instructional designers, trainers and facilitators invest daily in their craft. Yet, L&D practitioners have graciously assumed responsibility for outcomes outside of their limited influence, answering for lackluster behavior change and subpar return on investment. Given the increasing emphasis on virtualand technology-enabled learning, L&D professionals are further distanced from learners – reducing even further the illusion of control over outcomes. So, now is the time to push back on the tradition of sole accountability for learning outcomes, educate organizations on what L&D can and can’t control, and announce that there’s a new sheriff in town. And that sheriff is the learner’s supervisor. The current reality demands that leaders step up in new and more active ways. But, if they knew how to do that, they likely would have already assumed the role. Therefore, we must enable this by offering leaders the tools they need to support learning. That means helping them: • Understand what’s being taught. While it’s ideal for leaders to experience the training their employees go through, that’s frequently not possible. Offer an easily digestible summary of highlights, skills and behaviors. It could be a onepage document or a short video or podcast. The form matters less than its brevity, clarity and actionability.
• Prepare learners. For learners to get the most from a learning experience, they need to understand what’s in it for them and formulate personal objectives. Create a script that provides leaders a structure for facilitating 15-minute, pre-learning conversations to set people up for success. • Debrief learning. Even the most powerful learning slips away quickly if time is not taken to reflect upon the experience. Distribute a list of questions to leaders that they can use to cement insights and ensure action. • Recognize opportunities for reinforcement. The key to sustaining post-learning commitment is to offer regular, targeted feedback and coaching to employees. Before leaders can seize opportunities to do so, they must first recognize the cues. L&D can help by outlining positive behaviors that deserve recognition, as well as examples of negative situations where the absence or misuse of key skills offers an opportunity for redirecting feedback. Imagine the results that will be possible when your efforts are actively supported by leaders who feel a deep sense of ownership for the learning of their employees. It’s time to deputize leaders to drive development, and welcome them as the new sheriffs in town. Julie Winkle Giulioni has 25 years of experience working with organizations worldwide to improve performance through learning. Email Julie.
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SRINI PIL LAY, M.D.
SCIENCE OF LEARNING
ENHANCE LEARNING AGILITY AND INNOVATION WITH VIRTUAL REALITY
Learning agility and innovation are in huge demand. As Worley and Jules point out, redeploying talent, establishing remote workforces and flows, building necessary capabilities, propping up distressed supply chains, contributing to humanitarian efforts, deciding between furloughing or retaining employees, and planning for reopening amid uncertainty are just a few of the challenges currently facing many organizations.
VIRTUAL REALITY MENTAL RESET PROGRAMS MAY BE JUST THE SOLUTION WE NEED. Tackling these challenges with a series of Zoom meetings is likely to exhaust individuals and teams, depleting agility and innovation at a time when they are needed most. During such times, virtual reality (VR) mental reset programs may be just the solution we need. As the chief scientific officer of Reulay, an immersive machine learning platform, I am witnessing firsthand the benefits of and scientific evidence backing VR. So, what exactly does VR offer? MENTAL VACATIONS ON DEMAND Being “present” is a big ask when people face immense social, political and biological chaos on a daily basis. In the past, vacations served as the mental resets employees needed. Now that few people are able to go anywhere, VR programs can offer a mental escape when
needed. And the beauty is these solutions can be implemented at any time, in any place. Vacations do not always reduce stress. However, when they are planned and designed to reduce stress – as VR enables – vacations can build the resilience necessary for agility and innovation. You may think you do not have the time to take off. However, one study found that people who took less than 10 of their vacation days per year had a 34.6% likelihood of receiving a raise or bonus in a three-year period of time, whereas people who took more than 10 of their vacation days had a 65.4% chance of receiving a raise or bonus. MENTAL REJUVENATION AND RESILIENCE Spend 10 minutes walking through the woods, flying through the air or strolling across a desert while listening to music or an audio book. For those 10 minutes, your mind has a chance to recuperate and get back into gear to operate at a higher capacity. Leisure activities promote physiological and psychological well-being, and naturalistic environments promote relaxation and wellbeing. Moreover, VR can stimulate brain regions that decrease stress and anxiety. FREEDOM FROM MONOTONY In the past, you may have been able to escape boredom and monotony by having a “home” and “work” life. Now, VR could be just the place that you go to for environmental diversity.
Especially when work feels monotonous or disengaging, the novelty factors of VR can boost cognitive functioning. TIME TO GENERATE IDEAS When you daydream or relax by immersing yourself in a virtual environment, your brain is better able to connect thoughts and form new ideas. Being immersed in virtual environments can also help you discover new cognitive models necessary for navigating uncertainty and innovating. Daydreaming can also boost creativity. While there are distinct advantages of VR, this is not a one-size-fits-all solution. When employing VR, it is important to understand that some side effects can occur, especially with prolonged use. Cybersickness, resulting in symptoms such as dizziness and vomiting, is the most common side effect, and eyestrain and fatigue can also occur. For these reasons, well-planned use of VR is important. Yet, when employed strategically, VR can boost learning agility and innovation by replenishing energy, stimulating interest and encouraging creativity as you daydream your way through a fantasy world designed to augment and enhance the reality of dayto-day work. Dr. Srini Pillay is the CEO of NeuroBusiness Group. He is a Harvard trained psychiatrist and neuroscientist, and on the Consortium for Learning Innovation at McKinsey & Company. He is also the author of, “Tinker Dabble Doodle Try: Unlock the Power of the Unfocused Mind.” Email Srini.
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MICHELLE EGGLESTON SCHWARTZ
LEARNER MINDSET
MANAGING YOUR VIRTUAL LEARNING JOURNEY
Technology enables learners to take greater control of their learning journey – from quickly finding a video to complete a new task to downloading an app or training course that expands your knowledge and expertise. In the last year, virtual learning has skyrocketed in adoption and usage. Many training organizations are leveraging technology to provide employees access to learning resources through learning management systems (LMSs), learning libraries and external training partners. Today, the options are limitless when it comes to learning for employees. But limitless options can be overwhelming. Combatting virtual fatigue and employee burnout have been key focus areas for leaders over the past year. Remote work has given employees more autonomy over their working and learning experiences, leading to an increase in demand for self-management skills. In the World Economic Forum’s 2020 Future of Jobs report, selfmanagement skills topped the list of skills employers see rising by 2025. These skills include active learning and learning strategies, resilience, stress tolerance and flexibility. Active learning and learning strategies secured the second spot on the list – emphasizing the increasing importance of this critical skill set. The report defines active learning as, “Understanding the implications of new information for both current and future problem-solving and decision-making.” Active learning occurs when learners engage, apply and reflect on the knowledge they have
just acquired. By immediately applying the new skill or information, the learning is more likely to be retained. Active learning can still be successful in the virtual environment. By utilizing facilitation tools within virtual platforms – such as polls, breakout rooms, videos or simulations – facilitators can ensure learners have the chance to engage, apply and reflect on their new skills. Managers can also play an important role in engaging employees throughout their learning journey.
THE MOST SUCCESSFUL PEOPLE ARE LIFELONG LEARNERS. PARTNERING FOR SUCCESS As employees gain more control over their learning journeys, training professionals must work to create learning pathways that identify the skills employees need in their job roles. With the help of their managers, employees can better map their learning goals to achieve the skills and behavior change necessary to succeed in their current role and beyond. While giving employees freedom over their learning journeys is empowering, they also need guidance and support to achieve their goals. Coaching and feedback are critical for employee development but become even more necessary in a virtual environment. Leaders must frequently check-in with
employees to assess progress and address any concerns or challenges the employee may be experiencing. IT’S OK TO FOCUS ON YOU Finding the time for learning and development can be a real challenge. However, reflection is an integral part of the learning process and allows you to uncover insights and identify areas for improvement. This process can provide employees with the self-awareness that leads to better performance. Managing your learning journey also means managing and protecting your time. It’s easy for the work week to get away from us. Unexpected meetings and impromptu chats often wreak havoc on our schedules. As learners, we must be diligent and dedicate allotted time for learning and development each week. Block off time in your calendar, put your phone on “do not disturb” or close out of your email – whatever it takes for you to focus on your development. The most successful people are lifelong learners. They never stop looking for opportunities to grow and expand their perspective. Technology enables greater access to learning and development, and – while virtual burnout is very real – the right balance and approach enables employees to effectively leverage technology to reach their full potential. Michelle Eggleston Schwartz, CPTM, is the editorial director at Training Industry, Inc. Email Michelle.
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CLOSING DEALS
REMOTE WORK ACCELERATES ELEARNING TRENDS AND FUNDING BY TARYN OESCH DELONG, CPTM
Until 2020, the training market grew steadily each year. Like most industries, we took a hit in 2020 — but not every segment of the market was equally impacted. Training Industry research found that, after the pandemic began, 42% of organizations spent more on learning technologies and 35% on courses than prior to the pandemic. As many employees began working remotely, organizations needed to invest in the technologies that enable remote learning. Moreover, from safety training to virtual leadership, there were a variety of topics on which organizations needed new courses. These dynamics are reflected in the funding activity among eLearning companies last year. Last year, Skillshare raised $66 million in Series D funding. Udacity signed a $75 million debt facility with Hercules Capital and increased its annual recurring revenue by 260%. In February, Udemy announced a $50 million investment and a valuation of $2 billion — followed by a November announcement of another $50 million in Series F funding. Meanwhile, in December, Bloomberg published rumors of a 2021 initial public offering (IPO) and $5 billion valuation from Coursera. (Coursera was unavailable to comment on the possibility of an IPO.) What kind growth did these companies see in 2020? Do they expect the growth to continue this year? Here are just a few insights: GROWTH IN ONLINE LEARNING Skillshare, Udacity and Udemy each report growth in the number of users
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accessing their platform last year. “At the height of the pandemic, we saw new member sign-ups rise by three to four times, and we’re still well over double our normal volume. Our user engagement doubled and tripled in most markets,” says Matt Cooper, chief executive officer of Skillshare. As Kirk Werner, vice president of content at Udacity, points out, “COVID-19 has accelerated the demand for online learning, as the traditional alternatives — ‘bootcamps’ and in-person academic offerings — became no-go zones.” Udacity’s enterprise business doubled in 2018 and 2019 and, as of December, was expected to do so again in 2020. Last year, course engagement among customers increased by 50%. Consumer access was also up, partly due to Udacity’s scholarship program for displaced workers. Udemy also saw a “significant surge in online learning on [its] platform,” says vice president of customer success, Stephanie Stapleton. Like Udacity, Udemy made an effort to reach people struggling with the pandemic, creating a “curated collection of free Udemy courses in over 15 languages” on topics such as working from home or finding a job. CHANGING CONTENT PREFERENCES Microlearning is here to stay. “People want to learn about something, but in a snackable way,” says Cooper. Skillshare has even begun offering “bite-sized virtual live classes,” a trend he’s seeing in online learning in other verticals, like fitness classes. Similarly, while “consumer
behaviors were already beginning to shift pre-pandemic to embrace more videobased learning,” the pandemic saw engagement with online video “double and triple” at Skillshare. The skills organizations sought out were largely unchanged — but accelerated — in 2020. Udemy saw “strong growth in technical categories,” according to Stapleton, but also in “lifestyle and health support.” While the ability to work in a high-tech environment is important, wellness and soft skills are also in high demand. Skillshare’s decision in 2019 to focus on creativity has brought the company success. “Skills like creativity, leadership, collaboration [and] communication are going to play a more critical role in people’s lives,” Cooper says. THE IMPORTANCE OF CONTINUOUS LEARNING 2020 threw into sharp relief the importance of continuous learning. Werner points out that “the World Economic Forum, the U.S. government and many employers realize that skills are far more important than credentials,” and employees are following suit. “Continuous learning — for upskilling or reskilling to find new employment or to increase job security — is table stakes for the modern world,” says Stapleton. By providing access to continuous learning, eLearning companies will likely continue to see growth in 2021 and beyond. Taryn Oesch is the managing editor of digital content at Training Industry, Inc. Email Taryn.
COMPANY NEWS
ACQUISITIONS AND PARTNERSHIPS Learning Pool, announced the acquisition of Remote Learner, the Denver-based learning management system specialist and learning technology company. Remote Learner has an impressive track record of delivering persuasive eLearning solutions to thousands of clients. Learning Pool looks forward to expanding its offerings with the addition.
Learning Technologies Group, PLC (LTG), announced the acquisition of eThink Education, one of the largest Moodle providers in the world and a Platinum Totara Partner. With this addition, Open LMS, a subsidiary of LTG, will bolster its credentials in the Moodle market and expand its presence in North America.
TiER1 Impact, has announced the acquisition of rapidLD, an Atlantabased learning and talent management consulting firm. rapidLD is an established expert in the deployment and administration of learning and talent management systems. rapidLD is the first formal acquisition under the TiER1 Impact umbrella.
Allego, the leader in sales learning and enablement solutions, announced its acquisition of Refract, a leader in sales engagement and multilingual conversation analytics. The combination of Allego and Refract strengthens Allego’s position as an all-in-one provider of sales enablement while forming the foundation for critical new sales engagement capabilities in 2021.
Salesforce, the global leader in customer relationship management, and Slack Technologies, Inc., the most innovative enterprise communications platform, have entered into a definitive agreement under which Salesforce will acquire Slack. The acquisition will create the operating system for the new way of work, uniquely enabling companies to grow and succeed in the all-digital world.
Civica, a global leader in software for public services, has acquired specialist educational software provider Agylia Group, Ltd. In line with Civica’s focused growth strategy, Agylia adds cloud software capability to extend the Group’s position in established markets. The acquisition also supports the company’s growth with software as a service (SaaS) applications.
INDUSTRY NEWS OPTIMIZING SALES TEAMS FOR LONG TERM SUCCESS IN VIRTUAL SALES
The innovative sales performance, coaching and training firm – Integrity Solutions – announced a new training solution geared to equipping sales teams with specific know-how for mastering virtual selling. Virtual Selling with Integrity™ provides salespeople who are still struggling to adapt to virtual sales with a comprehensive learning solution focused on building both skillset and mindset.
CORNERSTONE DATA SCIENTISTS UNITE TO ADVANCE ARTIFICIAL INTELLIGENCE IN THE WORKPLACE
Cornerstone OnDemand, Inc., a global leader in people development solutions, announced the formation of the
Cornerstone Innovation Lab for Artificial Intelligence (AI). The new center of excellence, comprised of the company’s data scientists and machine learning experts, specializes in innovating practical and ethical ways to apply AI technology to the workplace.
GLOBAL PARTNERSHIP EXPANDS DIGITAL LEARNING CAPABILITIES FOR LARGE ORGANIZATIONS
PEOPLE ELEMENT FURTHER SIMPLIFIES IMPROVING EMPLOYEE ENGAGEMENT AND EXPERIENCE
People Element has released the latest version of its employee experience and engagement platform, enabling organizations to move from employee feedback to positive change. The update allows users a more intuitive experience and further simplifies the process of gathering, analyzing and acting upon employee feedback.
CrossKnowledge, a leader in high-impact digital learning solutions, and Elucidat, an award-winning eLearning authoring platform for big employers, announced a new partnership. The two companies are joining forces to help clients speed and scale up the delivery of personalized and engaging training for large enterprises through eLearning.
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CONGRATULATIONS TOP 20 COMPANIES VIEW THE LISTS The Top 20 Companies are a service provided by Training Industry, Inc. Due to the diversity of services offered, no attempt is made to rank Top 20 lists.