Usually, training needs are identified during an annual performance appraisal done by HRD. These needs are handed over to corporate training to initiate involvement to address them. The needs are classified and collated; training calendars drawn; training budgets projected and so on.
That’s fine but when the demand arise from the line managers for training other than those that fall in the above category, how do we react? Do we go by the book and start from the beginning? Sounds logical, especially knowing the fact that a majority of performance gaps do not fall under the purview of training.
Most line managers want the training to be delivered yesterday! There is always a dearth of time, resources and money, which makes us think twice before we jump into a full-fledged analysis.
So, the question is when can we skip and when can we not?
We tend to skip a formal analysis process when we use rapid prototyping where Instructional Designers (IDs) and Subject matter Experts (SMEs) work in a continual loop to produce a prototype. The prototype becomes the first step in the cycle and front-end analysis gets integrated into an ongoing, iterative process between subject matter, objectives and courseware.
According to Mager & Pipe, we should explore fast fixes before spending time and resources on further analysis. All that is required is a quick-and-easy remedy such as:
- Uncovering invisible expectations
- Providing proper resources
- Supplying feedback
They suggest we look for obvious impediments before jumping into full-blown analysis and indicate we can find them by asking simple questions.
On the other hand, when fast fixes do not apply, analysis should be conducted. Although there are times when clients are resistant to analysis for:
- Leaders prefer a quick fix
- Analysis is less interesting to leaders than training is
- Little history in organization of analysis that’s made noticeable dents on what matters
- Customers think they know what they need
- People don’t know what analysis is
- Analysis isn’t easy to do
- Analysis takes time and time is in short supply
Subscribe to Our eLearning Design Blogs
Get CommLab's latest eLearning articles straight to your inbox. Enter your email address below:
How can you develop a wonderful eLearning course that imparts instruction of a very high quality and “glues” your people to the screen? What does it take to create a top-notch online course that delights your learners? Well, you need to focus on 4 critical aspects to make a first rate eLearning course that delivers excellent learning experiences to your staff members. Let us see what they are and why they are very important.
In my previous blog, Content Chunking in E-Learning: 10 Practical Tips – Part 1, I have shared five tips on content chunking. In this blog, I would like to share the other five.
The most important principle for designing lively eLearning is to see eLearning design not as information design but as designing an experience. – Cathy Moore
An increasing number of companies are using gamified eLearning courses to impart top-notch training to their staff members. According to a report by Gartner, by 2015, 50% of organizations managing innovation processes will gamify aspects of their business. But, how can you create an effective gamified e-learning course? What are the aspects you need to consider? Let us see.
Scenario-based online learning courses help learners involve in learning as they can relate themselves with the situation. Scenarios can be used to present real life situations that the learners are likely to face in their job role and improve their problem-solving skills.
People expect to be bored by eLearning. Let’s show them it doesn’t have to be like that! – Cammy Bean
It is well-known that learner engagement plays a critical role in the success of a self-paced eLearning course. So, how can you ensure that your online course captivates your people? What are the aspects you need to focus on to leave your learners spellbound? How can you design the perfect eLearning course that creates learner delight? Well, here is an info-graphic that lists 5 tips to hook your learners to your eLearning course.
E-learning has now become a global phenomenon. Designing an eLearning course that engages the adult learner is a challenge. Here, I would like to share a recipe for designing eLearning courses that helps you overcome the challenge.
Checklists play a crucial role in our everyday lives. We have checklists for groceries, laundry and even at work. We make checklists to make sure that we don’t miss out anything. As instructional designers, we do have the occasional checklist we refer to while we review the final course. However, at times, it may be too late to have a checklist at this stage.
One of the challenging tasks of instructional designers is to keep learners engaged throughout an eLearning course. Scenarios can be one of the many ways to keep learners connected with an eLearning course.
I believe that (the) educational process has two sides – one psychological and one sociological. . . Profound differences in theory are never gratuitous or invented. They grow out of conflicting elements in a genuine problem. – John Dewey, In Dworkin, M. (1959) Dewey on Education