The process of learning encompasses to every walk of life-be it a novice or a professional. While scanning the pages of history, we observe that the process of learning has evolved into various “avatars,” beginning with the ancient gurukul system and culminating in today’s e-learning mode. However, the one thing common amongst the various learning methods is to inculcate or deliver the didactic message to its respective procurer. Likewise, the case study approach is no different.
In a recent blog Increasing Response Rates for Training Evaluations, we looked at tips to drive learner participation in training evaluations. In this blog, we’ll look at how managers can be involved in driving a better response rate for training evaluations and in giving feedback for measuring training effectiveness.
I have very vivid memories of an outbound management training program I’d attended 10 years back that kind of revolutionized the way I think about training. For those new to this kind of concept of outbound training, here’s wiki’s definition – “Outbound Management Programs are a training method for enhancing organizational performance through experiential learning. Such programs are often also referred to as corporate adventure training and outdoor management development.”
The traditional form of training is Instructor-Led Training (ILT). It allows learners to interact with an instructor and with other learners, to ask questions, get instant feedback, and to get enough practice under the expert guidance of an instructor. Let’s look at the benefits of instructor led trainings to the trainer or organization.
The nature of the training requirement or the learning goals is one of the key deciding factors for the format of delivery. By learning goals, we are not referring to specific performance objectives, rather a very high-level training requirement. Learning goals can be viewed in the light of typical learner stages of acquiring learning, having an opportunity to practice it, receiving feedback and further inputs to strengthen learning, followed by testing and further support and reinforcement of learning.
In continuation of yesterday’s post, here are a few steps for getting into the mind of the SME when working with him/her for inputs for your training solution.
Instructor-led trainings (ILT) have been around since the beginning of the training function. Before technology came and revolutionized the format of training, classroom sessions were the norm, supplemented by reading materials that participants went through as a prerequisite for the classroom sessions. Let’s look at a few unique features of ILTs.
“Michael Polanyi said in his book Tacit Knowledge that we know more than we can tell. It is useful to keep this in mind when working with an SME.” This was an interesting comment (Thanks John!) on a recent post: A SME’s Wish List for the eLearning Team. A seemingly simple observation and yet something that can be easily overlooked when interacting with SMEs.
Is there content that can be taught most effectively only through a certain medium? How do you decide on what should go into what medium of delivery? The nature of content is an important consideration when designing the training solution. Ideally, you should analyze your content thoroughly before deciding on the medium used to deliver the content. Content can range from simple to complex. Content can also have a low shelf-life and get dated quickly. Make sure that you invest eLearning budgets for content that has a longer shelf life.
Learning is an acquired process in response to man’s insatiable curiosity. Sheer attitude and self-discipline distinguish a common learner from an effective one. Thus, the million dollar question that arises is “how” to procure this skill. How can one embellish the learning process so that it becomes easier for us to assimilate?