Last week, we looked at seven predictions for how technology will affect training and development in 2015. This week, we’ll look more broadly at a handful of corporate training trends—still mostly technology driven—that organizations can no longer afford to ignore.
The idea of business-centric learning came onto many people’s radar last year, after the Brandon Hall Group did a survey showing that about 40% of businesses were developing their learning strategy in alignment with business needs, while the other 60% were focusing on the learners and the content. David Grebow of the Brandon Hall Group offers these characterizations of the three types of learning:
- Just-in-case learning is content-centric. This is the one-size-fits-all model that made up the training landscape for many years, particularly with the widespread implementation of e-learning. As Grebow notes: “We took the instructor completely out of the picture, and ended up with nothing but content.”
- Just-in-time learning is learner-centric. Here the learners’ needs are the focus of course development, and learners can access the information when, where, and how they need it.
- Just-for-me learning is business-centric. Grebow writes: “There is no point in focusing on just-in-case learning when the business case for the learning has not been made. No need to get that content out there just in time if the learner has no time to waste finding an answer to a question with no relationship to the business needs. What makes the most sense strategically, as well as operationally, is to provide the exact information that is just for me, when and where I need it, as long as it supports the business needs of the company.”
By Bryant Nielson, Managing Director On January 7, 2015 NO COMMENTS
It’s the beginning of the year—the time to make predictions about what the coming year will bring so that we can congratulate ourselves when they come true and make up excuses when they don’t. So, what will 2015 look like for corporate training and technology-enabled learning?
This is going to be a big year for technology-enabled learning. Many trends and movements have been bubbling just under the surface, and I expect that this will be the year they start making some serious waves. Here are my seven predictions for workforce education and learning technologies in 2015.
More companies will experiment with MOOCs.
Over the past year, companies have started dabbling with MOOCs, but the courses have yet to take off big time. There are a variety of reasons for this, including a lack of awareness, uncertainty about how to do it, and concerns regarding security, control over the information employees are learning and sharing, and so on (I’ll be addressing these and other objections to MOOCs in a series starting soon).
By Bryant Nielson, Managing Director On November 24, 2014 NO COMMENTS
This is a question I hear often, and only recently has research become available providing us with an answer. But before we get there, take a moment to ask yourself two questions: “How much learning really occurs in instructor-led training?” and “How much learning really occurs in elearning courses?” The reason I call your attention to these questions is that for many trainers in many organizations, the honest answer is “I don’t know.”
But you should know.
Whether learners are actually learning is important information for companies that are finding themselves increasingly required to provide more training, more frequently. Too often, however, we focus so squarely on training delivery that we fail to measure, or even notice, if anyone on the receiving end of that delivery is even awake, much less encoding any information.
The problem of forgetting
One of the main challenges for workplace education, what Art Kohn calls “the dirty secret of corporate training” is that learners forget, and they forget fast. Kohn cites research showing that learners forget 50% within an hour, 70% within 24 hours, and as much as 90% within one week.
Perhaps the single biggest cause of this extreme forgetting is the fact that traditional training doesn’t gibe particularly well with how people learn. Bottom Line Performance President Sharon Boller puts it well when she writes: “A significant portion of what organizations label as training fits [a common but ineffective model]: it’s delivered as a single ‘glop,’ and large volumes of it are delivered up at once with nothing repeated. The intent in these instances is efficiency, but the result is the opposite because people don’t remember well in these scenarios.”
By Bryant Nielson, Managing Director On November 17, 2014 NO COMMENTS
If there is one idea I hope I’ve impressed upon you in writing about massive open online courses (MOOCs), it’s that, unlike instructor-led training and traditional elearning, MOOCs are highly flexible online learning environments. The popular media often refers to a MOOC as being just one kind of thing, and that one thing is usually associated with the types of MOOCs found on Coursera. But, this perspective doesn’t provide the full story—over the past year or so, we’ve seen a tremendous amount of experimentation and development of the MOOC, and today the acronym is an umbrella term that is used to refer to a wide variety of large-scale online courses.
In the corporate training world, there are three main distinctions that are meaningful when determining what style of MOOC to implement:
- Scheduled versus self-paced
- Moderated versus non-moderated
- Fully online versus blended (or hybrid)
In this post, we’ll look at each of these distinctions to help trainers decide what type of MOOC best meets the needs of their organization and their learners.
By Bryant Nielson, Managing Director On November 6, 2014 NO COMMENTS
Corporate training used to mean one thing: “Here’s an orientation pamphlet and a couple of manuals. If you have any questions, ask Joe.” Then it meant another: “Your training will take place October 14 through 18, from 9 to 5. Bring a lunch and try not to snore too loudly.” And then another: “Just hit ‘Next’ on this computer presentation until you get to the end, and then take the test.”
I jest, of course, but only slightly.
The point is that when many people, even in L&D departments, think about effective corporate training, they have one specific format in mind, and that format is usually either instructor-led training (ILT) or elearning. The popularity of each type of training has risen and declined according to various factors, including who’s in charge, training budgets, and what’s trendy. Today, however, with innovation and new technologies, there are many different types of training formats in use, including the classics (ILT and elearning) as well as newer developments like complex computer-based simulations and massive open online courses (MOOCs).
With so many options, which one do you choose? The various formats are not mutually exclusive, and ideally you would not have to make this choice for an entire training program en masse. Instead, the training format you use should be the one best suited to the content to be learned, the needs of the audience, and the needs of the organization.
Below are some guidelines for when to use traditional ILT, elearning, and MOOCs.
By Bryant Nielson, Managing Director On October 30, 2014 NO COMMENTS
In the training world, we often refer to instructor-led-training (ILT) as the gold standard. We compare every other form of training to it and seek to replicate it as closely as possible when developing new training methodologies. But it recently occurred to me that the underlying assumption here might not be correct, and that ILT might not be the ultimate high-value training after all.
Digital learning environments like massive open online courses (MOOCs) are starting to challenge the preeminence of ILT. Is it time we had a new gold standard?
Why is instructor-led training considered the best?
ILT became the gold standard not because it’s perfect (we all know that isn’t true), but because it’s better than other traditional methods of training. There is no question that ILT is superior to sending a new hire a booklet to read or putting an employee in a room with a computer to hit “Next-Next-Next” on a PowerPoint deck, but these are not exactly examples of high-quality training.
By Bryant Nielson, Managing Director On October 22, 2014 NO COMMENTS
Massive open online courses (MOOCs) are the education and training story of this decade (at least so far). In barely three years, they have expanded from a single course on artificial intelligence taught by Sebastian Thrun and Peter Norvig in the fall of 2011 to thousands of MOOCs taught by instructors from leading colleges, universities, and companies on various platforms around the world. It’s impressive.
However, while there is growing awareness of the existence of MOOCs, there persists a good deal of confusion about what they actually are and what they can do. This is unsurprising for two reasons:
- MOOCs have changed considerably since they first came out, and they are continuing to evolve as both the pedagogies and the technologies
- Many types of courses fall under the MOOC umbrella. Education insiders have developed an entirely new vocabulary surrounding the courses, but in popular parlance, they are all commonly referred to as MOOCs.
The goal of this article is to clear up some of the confusion by exploring what a MOOC is and, perhaps more importantly, what it isn’t, and clarifying the roles MOOCs can play specifically within the context of corporate training.
A MOOC is a framework, not a platform.
One of the biggest sources of confusion I encounter is the idea that a MOOC is an online learning platform, a learning management system (LMS). This misconception is understandable, since the language we use often equates MOOC providers like Coursera and edX with the courses themselves, but it is a misconception nonetheless.
By Bryant Nielson, Managing Director On October 15, 2014 NO COMMENTS
MOOCs, mobile, and Millennials—these three ideas often elicit some measure of discomfort in training and development departments, because while these three forces are greatly affecting businesses in general and workplace education in particular, they remain relatively poorly understood. This lack of understanding means that while Millennials are increasingly adopting a mobile mindset and seeing MOOCs as not only a viable method of training, but their preferred one, many companies are still slow about moving in these new directions. The result is a model of corporate training that is not well suited to its target audience.
Let’s look at some data highlighting the disconnect between corporate training and these various factors.
Here is what Millennials think about MOOCs:
- In a Software Advice study earlier this year, almost three-quarters of 18 to 24 year-olds, and nearly as many 25 to 34 year-olds, said they would participate in a company training MOOC. The same study found that more than half of Millennials would be more likely to apply for and stay with a company that used MOOCs for training. (Learn more about the study.)
- A recent study by QuestionPro found not only that respondents believed that MOOCs offer a high quality of education, but that 78% rated them as being a better experience than a traditional classroom. Millennials in particular are so positive about this learning format that almost 80% of 25 to 34 year-olds expect that in the future MOOCs will replace some parts of traditional education entirely.
Now let’s see what employers think about MOOCs:
By Bryant Nielson, Managing Director On October 8, 2014 NO COMMENTS
When does your organization provide training to employees, when it’s a good time for you or when it’s a good time for them? If you are stuck too firmly in the first category, it’s time to start inching over, and massive open online courses (MOOCs) are excellent tools to help you get there.
In 2011, Bob Mosher and Conrad Gottfredson fundamentally changed many firms’ approach to training when they introduced the idea of five moments of learning need. Their model turns training from organization-centric to learner-centric, resulting in training that is more relevant to learners’ needs.
The five moments of learning need are:
- New: When learning something for the first time
- More: When building upon what you’ve already learned
- Apply: When applying what you’ve learned
- Solve: When things go wrong or don’t work as intended
- Change: When learning a new way of doing something, which often requires unlearning and relearning
Traditional formats too often approach all training in the same way, such as through instructor-led training (ILT) or elearning
By Bryant Nielson, Managing Director On October 2, 2014 NO COMMENTS
The idea that massive open online courses (MOOCs) can greatly enhance learner engagement and retention in corporate training settings has been a recurrent theme on this blog. (If your department is still using traditional instructor-led seminars for most of your training, well, you probably know that in some cases, there is no place to go but up.) Obviously, it isn’t just the mere use of technology that leads to increased engagement, but rather the fact that the MOOC format allows you to design training courses to better correspond with how people learn. One of the most significant advantages MOOCs have over ILT and traditional elearning is in how the content is delivered.
Video is the primary means of content delivery in a MOOC. Because video plays such a central role, it has a huge impact on the learners’ experience. In terms of course design and development, video is the area where trainers may have the least experience, and it can also be the most expensive element to put together. For all of these reasons, it’s important to get video right.
Fortunately, we don’t have to guess at how to do that. For a study released last spring, researchers at MIT analyzed about 7 million