You receive a request for a three-hour, medium-complexity virtual instructor-led training on a new software system still in development. The training needs to roll out within two weeks of the system stabilization, and key roles must be trained before system launch. Does this sound like a familiar project request to you?
In recent years, the increased needs from clients to rapidly develop learning content have led teams to work with more unknowns in a shorter amount of time. These factors have steered teams to turn to agile training development methodologies. If you’ve been in the training field, I am sure you are familiar with the agile concept or at least have heard of the terminology. The concepts of agility and agile design and development may be simple to understand, but often are difficult to implement. Read the rest of this entry »
Staying a step ahead of your business requirements in the area of learning technology can be difficult when dealing with antiquated technology and limited delivery options. During a recent Saba webinar poll, an outdated LMS was the number one reason for needing to change to a new LMS. In my experience, I’ve found that some often-overlooked and less obvious better practices tend to have the greatest positive impact during an LMS upgrade or migration. Consider these ideas when you need to step up your learning technology to create a strategy for the migration and provide tools and tricks for preparing your organization for a limited-impact change. Read the rest of this entry »
As the next generation of learners enters the workforce, many organizations are finding that traditional learning methods are no longer as effective. Whether distance is a challenge due to a global workforce or budgeting is a challenge to bring individuals together, organizations are finding a need to rethink their core programs. When redesigning a program, blended learning using the 70-20-10 rule is considered the industry standard. But how do you decide what you keep as the 10% formal learning? And what does that formal learning look like? This can often become a time and cost-intensive exercise to redesign a curriculum. However, there is a better way. By using the Inform – Define – Practice – Apply model, you can quickly map your existing curriculum to a new format by answering the following questions:
- What knowledge does a learner need to be informed of?
- What details does the learner need to define?
- What knowledge will the learner need to practice on the job?
- What information will you want the learner to ensure they can apply to their job?
In a recent GP Strategies Webinar, I discussed an accelerated analysis tool that can take your curriculum into the next generation and beyond. Below is a look at this approach:
The training approach is composed of four types of training, as shown in Figure 1, with each type building upon the previous type:
- Inform: The first level of training informs the learner about the training program, information that should be prerequisite knowledge, or other basic awareness-level information.
- Define: The second level of training defines the new information. This knowledge could include tasks, definitions, desired skills, or behaviors.
- Practice: The third level of training allows the learner to practice the new skills or knowledge that has been presented. This is typically completed in a highly interactive format.
- Apply: The final level of training requires the learner to apply all previously presented information into a capstone scenario. This is the final phase to ensure the learner can transfer the knowledge to the job.
Figure 1: Inform, Define, Practice Apply Strategy
Based on my 20 years as a sales leader, many tasks and priorities have remained consistent; however, many more have changed. It’s still about driving revenue, yet the evolving needs of our clients as well as the profile changes of our salespeople point to the fact that as a sales leader, there are things I know for sure and areas that require serious rethinking. Read the rest of this entry »