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Web based training. eLearning. Online training. Computer based training. It’s called many things.
Whatever you are choosing to call it, your company or group has decided that you need to offer instruction, and that the instruction will happen on some type of “computer” or digital device.
Creating instructional materials is a project. Every project needs a plan.
Creating instructional materials that learners will access on a “computer” presents its own unique planning needs.
Unique needs can be approached with simple steps and still create a unique, desired outcome.
In this section, I am going to give you some targeted questions to use when planning your eLearning project. I’ll follow these questions with some real-world examples, then will apply the questions to the real-world examples to show you what we can learn.
This is an overview. Remember, this is all food for thought. Your eLearning professional will help you dig down into the nitty gritty details.
Targeted Questions
A series of targeted questions will help you begin. Targeted questions will give you targeted answers.
1. What is your goal and/or problem?
2. Who will be learning?
a. Ages and Learning Styles?
b. Are there special needs - - Will blind or hearing impaired learners be using the training?
3. What is the task or concept they need to learn?
4. Where are these learners located?
a. In local branch offices?
b. Across North America?
c. Throughout the world?
5. Do these learners speak different languages?
6. Where will these learners need to access the training?
a. What “computers” or smart devices are available to the learners in these locations?
7. How will you measure success?*** Today we will skip this question. Michael Mercer provides concrete steps to measuring success in his book Turning Your Human Resources Department into a Profit Center. I will get into Mercer’s approach as simply as possible later in the series.
These questions help you do four very important things:
1. - Identify your Goal and/or Problem
2. - Identify your Audience (learners)
3. - Identify the ways your Audience will consume the training
4. - Determine the training effectiveness
Real-World Examples - - - Tomorrow we talk about Costs
The following examples are hypothetical. I am listing several examples in the hopes that you will find one that applies to you. I have direct experience with some of these examples. Others are taken from interviews, conversations, and Mercer’s book (above, noted with *).
A. TECHNICAL / TASK / CROSS TRAINING*
The general goal is to improve on a specific skill.
The way that your company processes product shipment information has changed, and the data entry employees are taking too long to transition to the new system. “Help” is available but ineffective, on-the-job coaching is stealing productive time from other employees. This problem is contributing to a loss of revenue in shipping delays, and internal delays that occur because the data entry employees are not performing their tasks proficiently.
1. What is the problem? Data entry employees are not up to speed on the new software system. What is the goal? Get the data entry employees to use the new software proficiently.
2. Who will be learning? Data entry employees.
a. Ages? 25 to 57….I think a few are in their 60’s. Learning Styles? No idea.***
b. Special needs? Two data entry employees are hearing impaired.
3. What is the task or concept they need to learn? Task: how to bring information into the system, merge required fields, quickly troubleshoot for errors, then send information out of the system.
4. Where are the learners located? One processing center in Riverside, CA.
5. Languages? All data entry employees work in English.
6. Where will these learners need to access training? We will set up a space in the office. We would like employees to have the option to learn from home, and might provide an incentive. Half of the employees carpool at least 30 minutes to and from work
a. What “computers” or devices are available in these locations? The office will have a minimum of one Windows 7 desktop pc with an internet connection set aside specifically for this training. Most of the employees have a computer with internet at home. Most of the employees have some type of mp3 player. Few own smartphones or tablets.
So, what does this brief bit of information tell us?
· All learners will have access to a Windows PC with internet. Delivery can be local.
· The training can live on the internet but needs to be accessible to employees when they don’t have internet access. It also needs to be accessible to the hearing impaired.
· The training can be in English.
· Since this is training to complete a technical task, an interactive “game” that mimics this task could help the employees learn.
***When we don’t have an answer to a question, we need to dig for more information.
B. ORIENTATION and SALES
The general goal of orientation is to make new employees profitable as soon as possible. In this example, SALES training is directed at salespeople.
Your life insurance agency experiences high turnover with new salespeople. You discover the new hires are leaving because they are not making sales, and therefore not making money. You then discover that many sales managers are not training their new hires. Your agency will not grow unless your new hires can successfully sell. New hires need to fully understand the products they are selling, and the techniques used to sell.
1. What is the problem? New hires are leaving because they aren’t making any money. What is the goal? Get the new hires making money so that they stay.
2. Who will be learning? Newly hired sales agents.
a. Ages? Learning Styles? Wide variety of ages and backgrounds.
b. Special needs? Possibly hearing impairment.
3. What is the task or concept they are expected to learn? Some tasks and some concepts. They must understand basic life insurance products enough to be able to match these products to clients and upsell. They must know how to take a saliva test sample. They should learn how to complete paperwork, although people at the office can help with that. They need to learn our sales script and a few basic sales techniques.
4. Where are the learners located? Every state in the US, and all across Canada….North America.
5. Languages? Possibly French Canadian. Spanish. We have some agents who speak English as a second language.
6. Where will these learners need to access training? On the road. We like our new hires to spend a lot of time on the road. You never know what will be available in our offices. Most agents have the most time on the road.
a. ADDITIONAL QUESTION: “Are these people independent contractors?” Yes.***
b. What computers or devices available in these locations? Whatever the agents can get their hands on. Most have a laptop. Many have iPhones or Android phones. Most new hires will have mp3 players or access to CD / DVD players. Some do everything on paper and file it when they get back to their offices.
What does this tell us?
· The learning environment will be highly varied and far flung. Cloud based training is likely to provide the best delivery. Mac and PC compatibility. Mobile accessible.
· Training needs to be accessible to hearing impaired.
· Interactivity or “games” would potentially work well for teaching the tasks of obtaining a saliva test sample and properly completing paperwork.
· The training can roll out in English, consideration needs to be given to French Canadian and Spanish.
***When asking learners to complete training “on their own time,” be mindful of FLSA regulations.
C. CONTINUING MEDICAL EDUCATION
General goal is to make your education product available to professionals.
The American Dental Society (ADS) hosts a yearly conference in Hawaii. Attendees get to see a fun show, and have opportunities to take classes where they earn Continuing Medical Education (CME) credits. Many states require CMEs for medical professionals to maintain their licenses.
One reason for the conference’s popularity is that professionals earn their CME’s at a much lower price than they would at home. The ADA wants to create a “library” of the CME classes so that professionals can access classes anytime from anywhere.
1. What is the problem? There isn’t a problem. What is the goal? Create a library of widely accessible ADA Conference CME courses.
2. Who will be learning? Medical professionals. Specifically dentists, orthodontists, dental assistants, dental hygienists.
a. Ages? Late 20’s on up. Learning Styles? Different people take different courses…a Dental Assistant will not typically have the education level of a Hygienist or Surgeon, for example. Styles will need to change to fit the audience taking the course.
3. What is the task or concept they are expected to learn? This will vary depending on the training. Some will involve learning procedures (tasks). Others will involve learning new concepts.
4. Where are the learners located? Mainly North America.
5. Languages? English speaking. If there is a demand for other languages we will consider it.
6. Where will these learners need to access training? Wherever they are comfortable. Most will be at home. Some may choose their offices. Others might commute or travel and want to do this during the commute or in a hotel room. We just want it to be available.
a. What computers or devices are available in these locations? iPhone, iPad, Android phone and tablets, laptops, desktop computers.
What does this tell us?
· The learning environment will be everywhere. Strong emphasis on mobile devices, multiple platforms.
· Training will be available at a cost, will need to show proof of completion. Learners will need to report completion and credits earned.
· Interactive pieces will be helpful for teaching procedures
A. RETENTION and ADVANCEMENT
General goal is to demonstrate to employees that we have already trained that they have a positive and clearly defined future with us so that they will remain with us for the long-term. This is internal public relations with an eye on the future. This can be offered in-house and/or in partnership with a college or tech school.
The employees who should be your company’s future leaders are leaving your company to work for the competition. One or two leaving kind of surprised you, but now it’s happening more. Employees say they are leaving for growth opportunities and money. You know the competing firm has a great reputation among talented young professionals. You are investing in employee development and you want to keep them around as they grow.
1. What is the problem? Our employees are going to the competition where they see clear career development and long-term opportunities. What is the goal? Build for the future by stopping the outward flow of employees whose training we have paid for.
Part A: Create and implement an organization-wide succession planning process to include, at minimum, all supervisors and above, and selected “high potential” employees. We want to do all the “paperwork” online, then follow-up in person.
Part B: We will create special training for our specific systems and procedures, and may partner with local educational institutions for general training needs.
2. Who will be learning? All employees will be part of the data collection for Part A. Identified “high potentials” will take the courses.
a. Ages? 18-67 for data collection. We’ll know the rest after data collection.
Learning Styles? Don’t know.***
b. Special needs? Not that I know of…
3. What is the task or concept they are expected to learn? Mainly concepts. Management skills, people skills. We really want to find out what these people want to achieve, that’s the only way we can show them What’s In It For Them. Some departments use proprietary systems and procedures.
4. Where are the learners located? 10 offices in California and 2 in New York.
5. Languages? Everyone in the company speaks English.
6. Where will these learners need to access the training? Anything proprietary needs to stay in the office, keep it protected, all that. We will set aside time to complete the courses.
a. What computers or devices are available in these locations? We have Windows 7 computers hooked up to our own servers. It’s fast.
What does this tell us?
· The learning environment should be password protected. We can try corporate servers first. If corporate servers are too slow a different approach will be needed. Windows 7 compatible.
· A hierarchy of reporting will be necessary. Top Leadership, HR, Managers, etc.
· Any plan for training content may need to change based on input from succession planning “paperwork.”
***When we don’t have an answer to a question, we need to dig for more information.
B. COMPLIANCE TRAINING, and SITUATION HANDLING for MANAGERS and/or EMPLOYEES*
General goal is to prevent problem situations.
Your company just narrowly avoided having its first Equal Employment Opportunity charge become a state and federal lawsuit. Managers put in a lot of time to avoid the hearing, but it would have been far more expensive and time consuming to go through the hearing. You want to do what you can to prevent this situation from arising again.
1. What is the problem? An employee acted inappropriately and almost caused a time and money consuming EEO hearing. What is the goal? We have developed procedures to prevent this kind of situation. Now we need to teach these procedures to our workforce.
2. Who will be learning? Every employee, top to bottom, side to side.
a. Ages? Learning Styles? Like we said…Everyone.
b. Special needs? Yes. This training needs to be accessible to all.
3. What is the task or concept they are expected to learn? Every employee will need to learn our procedures and be tested on their retention of the information. It’s not so much a task or concept….it’s a list of instructions for dealing with situations.
4. Where are the learners located? In Cincinatti, Los Angeles, San Francisco, Florida, Hawaii and Puerto Rico. In Mexico and South America, the Phillipines, Guam.
a. Languages? Spanish and English.
5. Where will these learners need to access training? We will set up stations at workplaces. Some of these locations are really remote.
a. What computers or devices are available at these locations? They will use Windows machines, but some will be on XP, some Vista, some 7. We’ve tied everyone in to the company intranet, so even the remote locations will have at least one workstation that is online.
What does this tell us?
· Localization will be needed; multi-lingual training
· Training will need to be engaging without a large file load
· Proof of satisfactory completion will be needed
One of these real world examples may fit your situation perfectly, or you might find one that is a close fit. Either way, the targeted questions help you define your project and narrow your needs. Your eLearning professionals will also help.
If you’re a Human Resources professional, you might very well be screaming and pulling your hair out now. Maybe you’re throwing things and cursing, “This isn’t enough information, these questions need to dig deeper, these people haven’t found the root of their problem, THIS ISN’T ENOUGH INFORMATION!!!!!!”
I don’t mean to cause you pain. This is a very basic, very simple overview of real life situations. If I included every possible angle, this segment of the article would go on and on and on.
These are simplified examples - - Please do look at your own situations from every angle for questions, answers, and issues.
TOMORROW: We take a simple - - Yes, Simple - - look at Costs.
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