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Virtual Learning – The Training Cure for Covid-19

If there is one thing the coronavirus has taught us all, it is that training, as we know it, is neither resilient nor flexible. Classroom training that requires facilitators and participants to fly to various locations and pack shoulder-to-shoulder in a classroom is no longer an option.

But as organizations consider replacing their current programs with virtual training, do they understand that simply converting existing materials is not effective or efficient? Do companies realize that virtual distribution of learning requires a much different instructional design methodology—a transformation?

Probably not. Corporations have never faced a crisis like the one we’re experiencing with the coronavirus pandemic. Corporations have never been forced to totally redesign their training to focus solely on virtual distribution.

Conversion

So, what exactly is training conversion and why is it not the answer to our current challenges? Simply put, training conversion means trying to duplicate everything you previously did in the classroom. If you used slides, convert those for use in a WebEx. If you used facilitator lectures, convert to virtual or recorded lectures and have learners watch those. If you used specific exercises, convert those for participants to complete remotely. Companies tend to utilize conversion because it is fast and efficient. In doing so, the assumption is that, if it worked in the traditional classroom, it should work in the virtual classroom.

This assumption is where effectiveness begins to diverge. A traditional, instructor-led classroom is a much different learning environment. The facilitator has the participants’ undivided attention and can see facial expressions and reactions. Group activities are simple to conduct. Participants are a “captive” audience for the duration of the program.

Creating virtual classroom training by attempting to duplicate instructor-led classroom training fails to consider all the dramatic differences and challenges of virtual distribution of learning. Classroom training cannot simply be converted. Instead, it must be transformed.

Transformation

Conversion means trying to duplicate everything you previously did in the classroom. Transformation means not only duplicating but improving the learning outcomes from your previous classroom program. The traditional classroom cannot be directly converted for virtual distribution. Instead, the classroom must be transformed for maximum learning effectiveness.

So, what is the difference between conversion and transformation? Transformation takes the existing content and uses a blended approach to produce highly effective virtual learning. Step one is to determine which parts of the current content can be transformed into digital, self-paced learning modules. This is normally foundational knowledge such as introduction to processes, overview of products, etc. But these self-paced modules can’t be traditional “page-turners” in which learners read page after page and then take a quiz. Instead, they must be engaging, problem-based modules that result in application of skills and knowledge rather than simple memorization of facts.

Second, identify which content can be utilized for interactive virtual classroom. Again, this is not the traditional lecture format. Rather than focusing on the facilitator, interactive virtual classroom puts the impetus for learning on the learners. Give the learners exercises to complete, problems to solve, etc. Then, rather than lecturing, the facilitator can facilitate these activities by relaying their experiences, providing guidance, etc. This M-Pact Learning approach results in higher levels of learning and is much more engaging for the participants.

The third step is to identify content that can be transformed into performance support tools. For example, under the current environment, many sales associates cannot conduct face-to-face sales presentations. So, create tools (using phone, Skype, etc.) that support their performance from home. This combination of digital self-paced modules, interactive virtual classrooms, and performance support tools will allow your former in-person classroom programs to be transformed into innovative, highly effective virtual learning solutions.

The Future?

Knowing that the coronavirus crisis will eventually pass, some organizations believe the movement towards virtual training will be temporary. But, when done correctly, using a transformation strategy, virtual learning can actually be more effective.

In addition, virtual learning programs provide both resiliency and flexibility. The logistics and costs of flying people to training events, providing their lodging and meals, etc. will be a thing of the past. Your programs will actually be more effective while simultaneously saving you money.

Organizations that want to thrive and prosper in the future will not only transform their current training for virtual distribution, but will continue this approach to ensure they can withstand further adverse global events.

Virtual Learning – How to Transform Your Training for Maximum Effectiveness

In my first article, I discussed how the coronavirus crisis is forcing organizations to rethink their approaches to training. In particular, moving to a virtual training model. But you can’t simply convert existing classrooms into virtual instructor-led training (vILT). Instead, organizations need to transform their programs. Transformation means not only duplicating but improving the learning outcomes from your previous classroom program.

It Isn’t About the Technology or Techniques

In a response to the virtualization movement, organizations are focusing on two components:

1. Virtual classroom technologies (WebEx, Skype, Zoom, etc.)
2. Virtual facilitation techniques

Companies are beginning to review their technology options for use in the virtual classroom. What features and benefits do each component provide?

For example, some technologies allow for video, whiteboarding, document sharing, and virtual collaboration rooms. Although it is beneficial to have a set of virtual tools, the technology is secondary to how the training is designed. The same holds true to virtual facilitation techniques. The web is now full of “tips and tricks” for effective virtual facilitation. But these techniques assume you are still utilizing a lecture format and showing slides.

The foundation of effective learning is always instructional design. M-Pact Learning is a methodology that results in application of knowledge and skills and an associated competitive advantage. The graphic below shows the differences between traditional training and the M-Pact Learning methodology.

Blending for Effective Transformation

So how do we utilize M-Pact Learning to ensure effective virtual training? Existing classroom materials need to be transformed using a blended learning approach. A blend that is specifically designed to be conducted virtually. There are three main components related to this blend.

Self-Paced Digital Modules

The first component is self-paced digital modules. Not the old “page-turners” where learners read, read more, then take a test; but rather an engaging, highly effective learning component. Self-paced digital modules should be short (micro-mods) and contain foundational knowledge. As an example, associates selling medical devices need a number of foundational elements including anatomy, physiology, disease states, and introduction to the product(s). Anatomy is especially tuned to self-paced learning. As an example, we created an interactive eye model that allowed users to understand refractive disorders like nearsightedness. Using a “slider”, the learners could see both the anatomic structures and the associated vision of patients with various disorders. The entire micro-mod took 7 minutes to complete.

Virtual Classroom

To start, virtual classroom training cannot be centered on a lecture format. Instead, the impetus for learning must be transferred to the learners. Continuing the example of training sales associates: For a virtual classroom session, break the participants into groups (Group A and Group B). Have each group prepare a presentation where they discuss your product against a competitor’s product. While Group A is presenting, have Group B evaluate that presentation. Provide Group B with an evaluation tool that identifies the key characteristics of a good presentation, including evaluation criteria. Then have the teams switch roles. Group B presents and Group A evaluates. Now, instead of lecturing, the facilitator can actually facilitate these exercises by providing additional insights, evaluations, and suggestions.

Performance Support Tools

The final component of the blended virtual learning solution involves the creation of performance support tools. Performance support tools help learners apply their knowledge in the field to more rapidly gain expertise. Continuing the example for training sales associates: Provide a tool that helps sales associates conduct virtual sales presentations. The tool could include a customer profiling element that allows the associate to create a profile by asking specific questions. The tool could also provide ways to overcome objections, etc.

Knowing that the coronavirus crisis will eventually pass, some organizations believe the movement towards virtual training will be temporary. Organizations that want to thrive and prosper in the future will not only transform their current training for virtual distribution, but will continue this approach to ensure they can withstand further adverse global events.