An In-Class Orientation for E-learners? Really?
One of the key challenges to overcome when implementing an e-learning curriculum is what is known as the “if you build it they will come” philosophy (remember the 1989 movie Field of Dreams starring Kevin Costner?). Just because your organization has invested in an e-learning option, doesn’t mean that it will succeed. A few posters here and there, perhaps a brief online tutorial, will not automatically make it a resounding success; learning, whether in-school or in-corporation, is about connecting with the learner.
An in-class orientation, where possible, should be the preferred method of preparing new e-learners for success. While it may seem counter-intuitive to roll out online e-learning by first having an in-class orientation workshop, such an undertaking will allow for e-learners of similar backgrounds (i.e., familiarity and comfort with computers and the online world) to work with the organization’s e-learning Champion to approach e-learning positively and with a plan for success. If the organization has administered a survey or undertaken one-on-one interviews with prospective e-learners, and if an e-learning Champion or Champions have been identified, the in-class orientation should be an integral step in preparing for organizational and learner success.
Armed with data about who is at what level when it comes to using computers … believe it or not, there are still many people that know how to use the software required for work, and no more … bring people together with similar computer backgrounds for your e-learning in-class orientation. Walk them through the why’s and wherefore’s of the e-learning program, and then help them to actually log-in and complete a short one module e-learning offering. Be patient, answer questions, and be supportive. The objective is to work with users to set goals and objectives that are achievable and will allow all e-learners to feel successful. Success will breed success and excitement; discouragement will breed failure and discontent, resulting in resources being wasted needlessly.
This is post 4 of 7 of the E-learning Success Model … view the others by following these links:
- A Model for E-learning Success
- Understand the E-learner
- Onsite E-learning Champions
- In-Class Orientation for E-learners
- Support from the E-learner’s Manager
- Provided time to E-learners during Work Hours
- Let E-learners Have a Role in Choosing their E-learning Courses
A Model for E-learning Success
Frequently, discussions about e-learning in corporate training environments attract the attention of executives interested in addressing escalating training costs and in using technology to train employees. The implied E-learning promise is that training efficiencies will go straight to the bottom line while revenue growth resulting from training will go straight to the top line.
While true that training efficiencies can be realized from the use of e-learning in corporate environments, it is also true that there can be significant up-front investments required of organizations wanting to pursue custom E-learning initiatives. The price of failure could be high, and as a result, future training initiatives could be given a rough ride.
If employees do not perceive E-learning as a positive development, a consequence is that they may disengage from the learning process. If the bottom line investment in E-learning initiatives is high, the cost of learner disengagement to an organization has the potential to be significantly higher.
Over the next few blog posts, I am going to explore an E-learning Success Model that can be used by organizations considering E-learning as a component of their overall learning and development strategy.
The six strategies of the model that will be discussed individually are:
- Understand the e-learner
- Have an on site e-learning champion
- Provide an in-class orientation for all e-learners
- Support from the e-learner’s manager
- Time provided to e-learners during working hours
- Learners should play a role in choosing their own e-learning courses
This is post 1 of 7 of the E-learning Success Model … view the others by following these links:
- A Model for E-learning Success
- Understand the E-learner
- Onsite E-learning Champions
- In-Class Orientation for E-learners
- Support from the E-learner’s Manager
- Provided time to E-learners during Work Hours
- Let E-learners Have a Role in Choosing their E-learning Courses
Value. Really?
Perceptions of value received from training programs are viewed differently by the different parties involved: learner, instructor, and organization. Whereas a learner may feel that exceptional value was received for the time invested, the instructor or organization may not agree. The question to ask is “what is value?” Was the learner entertained? Did the learner come away with new skills? Just how does the learner measure value?
How about the instructor? How does he or she measure value? Certainly a good smiley sheet goes a long way to potentially stroking the ego of the instructor, even if it only focuses on the surface elements of the delivery. But what about the more foundational elements of learning? Was a connection made? Did the instructor successfully deliver on the promised objectives? Did the learner “get it”?
And what of the organization? How do they measure value? Is it all about the money spent or is it about resources invested? What will the learners be taking back to the job?
Clearly all three parties at this dance we call training have different expectations and perceptions of value. So how do we align all of the expectations? How do we ensure that all parties achieve the results that they are looking for?
I know, I know, yet more questions being asked. And I’ll be asking a lot more. Please feel free to offer your own insight. Training is more than plopping people in a classroom, teaching them something, sending them back to work, and then congratulating all parties involved for a successful event. When I hear about training sessions where the learners couldn’t wait to leave so they could “beat the traffic”, it’s clear that something in the process has not connected. Our task is to identify those issues and explore ways to facilitate making those connections.
Attitudes toward learning
The value that an organization places on learning external to the workplace environment, typically reflects on the value placed on training options internal to the organization. Are employees encouraged to pursue learning or training opportunities through external sources? For example, is there a tuition reimbursement program that reimburses employees for a part if not all of tuition costs incurred when registering for and successfully completing night courses or certificate programs? Or does management frequently parrot the phrase that “that’s all fine and dandy, but life experience is what counts”? If training inside an organization is to be valued, employee professional development external to the organization must also be valued. One should necessarily encourage the other. Creating a well trained workforce, regardless of where that training was obtained, can only help to drive those things that are desirable in any organization: morale, profitability, flexibility, loyalty, etc.
Consider organizations that don’t value learning, either internally or externally. What does your anecdotal view of these types of organizations reveal to you? If you see inflexible, stagnant, uncaring organizations, you are probably correct. Now to be fair, not all organizations have the resources necessary to invest in learning initiatives on a large scale, but a healthy attitude toward learning and development doesn’t have to come with a monetary cost, and there are numerous creative ways that organizations can capitalize on their current store of value. Working closely with their own employees organizations can create opportunities for sharing and growth that will play out in creating a positive learning attitude.
