Learning Trends to Watch in 2018

January 9, 2018 15:25 by Dana Peters
  With the New Year upon us, we look ahead towards the opportunities in our field to meet the needs of our clients. Based on our conversations with our clients, the following are the hot topics on their project radars for 2018.   Mobile Learning Mobile devices are everywhere. This is not a new trend. Learning professionals continue to adapt in order to accommodate learners’ mobile lifestyles. Companies have already started moving their content to mobile platforms and applications. Employees rely on mobile devices to access information and training content while on the job. This trend goes beyond the formal training session to meeting the learners where they are, when they need the information. Mobile learning also supports another trend we see gaining in popularity: Microlearning. Microlearning Time is valuable. So is training. Companies are starting to realize that not every training opportunity needs (or can) be a two day training session. Our clients have started to take advantage of microlearning opportunities, short bursts of learning that employees can consume in a short period of time. The trend suggests that as more people continue to do more with less, microlearning techniques are better received and retained by employees. We expect this trend to continue. Content Curation Part of content curation again speaks to the individuals desire to have knowledge at their finger tips. The increase in accessibility of the internet, particularly on mobile devices, puts answers in front of people almost immediately. In a learning atmosphere, we can use that thirst for knowledge by curating relevant and accurate information in one place for employees. We see this happening with unique internal content such as company manuals, policies, procedures etc., but also by leveraging relevant and useful existing content from external sources. This might be content on federal regulations, from law libraries, or targeted general topics such as proper email etiquette, or health and wellness information. Big Data As today’s business world continues to move in a digital direction, data in the business world becomes easier to collect and use. Industries across the board are realizing the value of collecting that information and the learning industry is no different. Again, not a new trend, but we see our clients continuing to capture analytics on learning tool utilization, content access, and knowledge application on the job.  Using the data helps learning and development professionals quantify activity and show value they can directly link to business results. Distributed Workforce This is also a trend we have continued to see grow over the past several years. As more employees desire flexible work schedules and technology continues to improve working from home, larger groups of employees are able to do their jobs remotely. A remote workforce can present new challenges. Managers leading remote teams need different skills to support their teams successfully. Our clients and other learning professionals continue to enhance learning curriculum in support of the skills necessary for both individual contributors and managers to be successful in a remote work environment. Gamification of Learning This is a trend we will explore in more detail later this year, but we do see this trend continuing to gain traction in 2018. New studies indicate that some forms of game based learning have higher retention rates than more traditional methods. We see some clients exploring gamification methods to take the mundane out of mandatory training requirements and encourage employees to engage in the learning process. Some organizations are exploring new ways to ‘gamify’ their existing learning programs for their in house training, compliance courses, information security, and other procedural trainings. As we kick off 2018, we will be on the lookout for these and other trends in the industry, and will continue to share our resources and experiences. Wishing you great success in the year ahead.

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Learning Trends

Need Better Results From Your Subject Matter Experts?

December 12, 2017 10:23 by Dana Peters
At Mondo Learning Solutions we’re committed to helping our clients grow, which is why we try to pass along the best and latest resources to help in your business. Our friends and colleagues at Chicago-based Turpin Communication recently released a new book, “Effective SMEs: A Trainer’s Guide for Helping Subject Matter Experts Facilitate Learning”. This book is one you will want to have in your library. We regularly work with subject matter experts (SMEs) in the virtual classroom, which has both its advantages and disadvantages. As Turpin suggests, SMEs do bring credibility and relevance to the classroom, but that is often not enough to deliver an effective session. For many SMEs the training environment is unfamiliar terrain. They are often authorities on a particular topic, not on adult learning and aren’t necessarily familiar with effective facilitation techniques.  I like this book specifically because it comes from a place of experience. Authors Dale Ludwig and Greg Owen-Boger leverage decades of work helping presenters, instructional designers, and subject matter experts become better communicators. They use detailed and relatable workplace scenarios plucked directly from their own experiences to assist readers in learning about a variety of learning situations. The book serves as a blueprint for managing SME-led training with the underlying premise that successful training stems from a place of communication and an understanding of everyone’s role.It also digs into best practices for coaching your SMEs. It’s available for purchase on Amazon.com and most bookstores, and the first chapter is available for free on the Association for Talent Development website. Give it a look.

Virtual Learning Programs That Survive and Thrive

September 26, 2017 13:33 by Dana Peters
Adaptability is the name of the game when it comes to the long-term survival of the virtual instructor-led training (vILT) programs you design, develop, and deploy. Continuous change is the environment most organizations are operating in, which means we need to move with change as Learning and Development professionals. And certainly we want to do more than just “weather the storm”. We want to thrive as we forge ahead to meet the business needs of the ever changing organizations we serve.Are you prepared to respond quickly when: Leadership changes are made? A merger or acquisition is announced? The vision, mission, and/or goals of the company shift? A swing in your market place occurs, positive or negative? You, your colleagues, and your vILT programs must be nimble and flexible enough to adapt to these changes. But how? We suggest a proactive approach that includes the following five actions. Develop Rough Action Plans. Take time to think about realistic scenarios that you could face in the near future. Develop a rough action plan to give you a leg up if the scenario were to actually occur. Invest Time in Continuous Improvement Processes. Once you’ve designed and implemented your vILT programs, it’s important to maintain lines of communication to make sure your programs continue to align with the company mission and leadership’s goals. Reviewing your vILT courses on a regular basis allows you to refresh portions of the content as changes and updates are needed. Without a continuous review, your course can quickly become obsolete, and without the occasional minor update, you may experience the need for a complete overhaul of your course design. Or it may be seen as bringing no value and be eliminated altogether. Ask for Feedback From Your Learners. In line with continuously reviewing your vILT programs, it’s important to gather feedback from your learners on a regular basis. The collection of learners’ needs over time helps you to understand how job functions are changing and what skill development opportunities would bring the most value to the business. This intel should help you bring the right learning opportunities, to the right people, at the right time. Educate and Inform Leadership. As Learning and Development professionals you probably know your programs inside and out. Your leadership team may not. In order to showcase the value of your programs it’s important to involve leadership in the process. Make sure they are aware of how the vILT programs are performing. Specifically, how they are meeting the needs of the business. For more information on how best to track the value of your vILT program, check out our post: Designing Virtual Learning That Pays Off: Measuring Success Back on the Job. Communicate Value and Results. Along the lines of educating your leadership team, vILT programs should be championed at all levels of the company. If the value of your programs have been communicated effectively; when changes occur, you’ll have the advantage of advocates on many fronts. If updates to your programs do need to be made, multiple perspectives can diversify the conversation on how best to do that. These proactive efforts will help to secure your vILT programs long-term success, and the consistent, high quality learning opportunities your learning population needs to be successful on the job. What other actions have you taken to be sure your virtual learning programs can survive and thrive through the changes that may lie ahead?

Designing Virtual Learning That Pays Off (Part 2)

August 22, 2017 08:53 by Dana Peters
Measuring Success Back on the Job   In our last post, we discussed building the pathway to learning application to help learners apply what they have learned in the virtual classroom back on the job. This was the first of two items we believe need to be included in the design of virtual learning programs in order to make sure valuable resources (time and money) do not go to waste. As a reminder from the Part 1 post, those two things we need to include are A “post learning event path” that helps our learners apply what they have learned back on the job. A plan to measure results back on the job. This plan should address the following two statements:  We know we are successful when_________________.  We will measure that success by__________________. With number one under our belt, today we’re going to talk about the plan to specifically measure those results back on the job. When it comes to measuring and evaluating learning, I turn to my colleague who is an expert in this area, Ken Phillips, CEO of Phillips Associates. You are probably familiar with the Kirkpatrick Model with the four levels of learning evaluation. Ken outlines these levels in his article: “Learn the Secrets of Survey Design”. In summary those levels are:   Level 1: identifies learner reaction to your program. Level 2: measures whether or not your learners learned anything. Level 3: measures whether or not learners actually applied what they learned back on the job. Level 4: measures whether the business has improved as a result of the applied learning. For the purposes of this post we are going to focus in on Level 3 and Level 4. For a Level 3 survey to be effective, Ken provides several tips in regard to content, format, and measurement. As mentioned, more details can be found in Ken’s “Learn the Secrets of Survey Design” article. Unlike a survey issued to the learner immediately following your virtual learning program (Level 1), the Level 3 evaluation should also involve those interacting with the learner, often referred to as observers.  Observers (those that work with, for, or supervise the learner) are in the position to provide valuable feedback on observable behaviors they are experiencing in their interactions with the learner. Interviews, surveys, and 360-degree assessments are solid tools to support Level 3 evaluation. Level 4 evaluations, according to Ken, are the holy grail of evaluations. I agree. The c-level executives are looking for evidence of business results from their investment in learning and development. Ken suggests thinking about Level 4 evaluations in two phases: (1) Identifying business metrics that have a strong relationship with learning program content and (2) connecting the learning program to the business metrics. Check out Ken’s article: “The Holy Grail of Learning Evaluations: Level 4” for more details. How about you? How do you achieve Level 3 and 4?

Designing Virtual Learning That Pays Off (Part 1)

August 16, 2017 10:00 by Dana Peters
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Is Your Virtual Training Program On Target or Missing the Mark?

July 25, 2017 09:00 by Dana Peters
Is your virtual instructor-led training (vILT) program meeting the needs of your business, or is it falling short of expectations? If your program is not quite hitting the mark, perhaps there is work to be done in one of the following five key areas. PlanningPlanning is an important step early in the process to ensuring the success of your program. Proper planning is centered on the goals you have for each of your vILT classes. What are you trying to accomplish? Identify key learning objectives and design your class to meet those objectives. Identifying your needs will help you decide which platform, delivery method, and learning design will put you in the best position for success. For more information on planning your vILT course, check out a recent post on evaluating learning objectives for the virtual classroom. PreparationEveryone knows that preparation is important but it is often the part of the process that gets short changed. Many companies will spend thousands of dollars in resources designing their vILT programs, and not nearly as much time or energy making sure their facilitation team is fully prepared to deliver the sessions. We see this most when industry experts or professionals are looped into the process after the design phase of the program. While the content and subject matter might seem like an easy leap for many industry professionals, the environment, the technology, and the delivery method may be more of a stretch and requires skill development and preparation. We recommend the use of dress rehearsals as part of the preparation process. A dress rehearsal gives every key player involved in the session, a chance to work through the kinks, test equipment, and practice “hand-offs” planned during the session. For more tips on preparation check out our post on dress rehearsals.Delivery Effective delivery is where the rubber meets the road. Your virtual facilitators can make or break your virtual training simply on how they deliver the session. Do they have well developed facilitation skills? Are they enthusiastic and knowledgeable about the topic? Do they present with energy or do they sound as if they are reading from a script? We recommend the use of a content outline, and a detailed facilitator guide for the session. This will allow facilitators to deliver the course material in a manner that achieves the core objectives while also letting learners drive discussion. We’ve done several posts on facilitator delivery techniques and preparation. Check those out here and here.EngagementPart of delivery is engagement. If your learners aren’t engaged throughout the session, the learning objectives cannot be met. A good facilitator will engage with learners on a personal level. They will incorporate existing technology to ask questions, encourage dialogue, and drive discussions. As mentioned in the delivery section, facilitators should be able to meet the course objectives while letting learners drive the discussion in directions most applicable to them. Check out our post on facilitating versus teaching for more information on engaging your learners. Follow-up Feedback and follow-up is the most easily forgotten part of a successful vILT program. This is important for two reasons.First, for the continuity of your program. Gathering feedback from your learners will provide you with valuable information on what is working and what isn’t, what needs to be changed, adapted, or cut. Secondly, following up with your learners is the ultimate litmus on whether or not your vILT program is actually accomplishing your learning objectives. Are learners accomplishing what is intended, back on the job? Is it truly applicable to their careers? Whether or not your learning objectives are met determine the ultimate success of your vILT program from both a learner perspective and the business results perspective. Watch for our two part post on learner follow up coming next month.Avoiding any one of these key steps could be a mistake for your vILT training program. Take a look at your program; are you accomplishing each one of these? Are there others you would add to the list?

Are You a Facilitator or a Teacher?

July 12, 2017 11:38 by Dana Peters
  For those of you tasked with the responsibility of delivering courses in the virtual classroom for large corporations, I have a question. Would you label yourself as a facilitator or one of teacher? According to Merriam-Webster… A facilitator is defined as: “someone who helps to bring about an outcome (such as learning, productivity, or communication) by providing indirect or unobtrusive assistance, guidance, or supervision”. A teacher is: “one whose occupation is to instruct”. Let’s go back to high school. A teacher stands in front of a class of impressionable young minds. These minds are young, generally lack experience in the subject, and look to the teacher to do just that: teach. These young students go to school to be taught; math, science, chemistry, Spanish etc. Often it is the teacher delivering the information, and students listening and taking notes. Historically, though there are exceptions, it is a passive activity for the students. In corporate learning it’s different, or at least it should be. In the corporate world, your learners are often professionals, sometimes with 5, 10, or even 20 years of real-world experience available to tap into and expand upon. Most will be laser focused on how they spend their time. When attending a required training class they are going to be looking for the benefit to spending their time away from their work. If this is not quickly identified they will probably mentally check out.  The learning experience needs to be personalized, relevant to their work, and clearly advantageous to their success back on the job. The more control they have in the learning process the more committed they will be to the outcomes.  To be effective, we must facilitate learning.  Why is this distinction important? Facilitators encourage discussion and questions related to real-life situations and examples, allowing learners to consider different ways in which the content relates to their jobs.   In a facilitation situation, the learners drive the discussion, moving the conversation in directions that are meaningful to them and their careers. Skilled facilitators will allow this to happen, and guide the discussion to connect to the learning objectives. As a side note, strong facilitators are well prepared. Prepared facilitators know the content and the subject matter so well that conversation can flow freely, diverging several times, and still stay true to the ultimate objectives. Preparation allows the ability to be flexible, nimble, and respond to the needs of each individual. This means that each and every delivery of the content will be different, but accomplish the same objectives. As we said in a previous post, “Proper preparation, planning, and practice allow facilitators to focus on the moment, fully.” By allowing learners to drive discussion, your vILT program will be more applicable to the learners in the classroom at the moment. One class may drive the discussion one way, while another may drive it in the opposite direction. Still, each group of learners’ needs are met. I encourage you to think about your approach and your role in the virtual classroom. Are you a facilitator or a teacher?        

Creating Learning Videos Using VideoScribe

May 24, 2017 10:00 by Dana Peters
We’ve all probably participated in a virtual instructor-led training (vILT) session where video clips were utilized. Either in a class-time activity, part of a pre-work assignment, or even embedded into marketing materials to promote the learning event. You might think those videos cost hundreds, even thousands of dollars, to create and require a team of career videographers to produce. In some cases, you are right, but today, I’d like to share with you a unique and inexpensive tool we’ve used to create whiteboard-style animation videos on a few instructional design projects. The tool is called VideoScribe. VideoScribe provides anybody, from experienced videographers to complete novices, the ability to create high-quality, whiteboard-style animation videos. Our designers have used the product to create learning videos for vILT courses but, for us, this tool has turned into what I call a “two for one”. Not only are we using it on instructional design projects, but we are also using it for our own marketing purposes as a creative way to communicate who we are and what we do. You can learn more about VideoScribe and how it is being used to communicate concepts, share ideas, and create awareness on their website. The client work we have done with the tool is confidential, but you can check out one of the promotional videos we developed to support our own company marketing efforts: The creative possibilities seem endless. What ways do you think you could utilize VideoScribe in your learning programs?  

Spring Cleaning Isn’t Just for Your Closet; Virtual Programs Need Tidying Too.

March 21, 2017 10:00 by Dana Peters
Ahhh spring is in the air! The flowers are peeking out from under their blanket of dirt, and here in the Midwest we’ve already been able to enjoy some rather unseasonably warm weather. With warmer days and more daylight comes the annual spring cleaning sweep. While you’re in the process of digging out your summer wardrobe and purging the rest of your winter clutter, we think it’s a good time to examine your virtual instructor-led training (vILT) materials as well. After setting up a vILT program, it’s easy to get complacent, particularly when a program is running smoothly, and the feedback from your facilitators and learners is positive. When starting, you probably put in a lot of work. You hired a team of designers, put together strategic initiatives, and set out to meet the goals of your business. But it can’t stop there. In the spirit of continuous improvement, it’s important to regularly revisit your virtual courses to determine the following is still happening: The learning objectives are being met The examples and case studies are relevant and effective All slide content is accurate The exercises are on target The documentation for delivering the session is accurate (like the facilitator guide) The “on the job” impact is being realized If you’re not evaluating the ‘on the job’ application of your training, you should be. Tracking whether your learners are able to apply what they have learned back on the job, will not only ensure the longevity of your program, but the overall success of your business. In addition, we encourage you to comb through your material at least annually, if not bi-annually; take note of examples, time stamps, or other relevant material that may require a quick slide revision or update. But also, revisit the established learning objectives.  With your stakeholders, determine whether the objectives have remained the same or if they’ve grown or changed. Then determine whether or not your existing vILT program still meets those learning objectives. While some updates may require only a few slide additions and changes, some may require a complete session overhaul.  Either way, your learners, and ultimately your organization, will benefit from having fresh, relevant, and applicable training programs.  

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Learning | Training | Virtual Instructor-Led Training

Meet Virtual Facilitator Blaine Rada

March 8, 2017 10:00 by Dana Peters
In my line of work, I have the pleasure of working with talented people from all over the world. Today, I would like to introduce someone that is almost in my backyard. Meet Blaine Rada.  As a Chicago-based trainer, speaker, and communication coach, Blaine also serves as a Virtual Facilitator here at Mondo Learning Solutions. Some of our clients find their virtual instructor-led training (vILT) programs growing at a rate in which their internal facilitation team can’t meet the demand. When this happens, we are often called upon to provide skilled Virtual Facilitators to supplement the internal team. Our Virtual Facilitators, like Blaine, have years of experience facilitating learning on a diverse set of topics. Once engaged with a client on a new program, Blaine works closely with the client to understand the unique learning needs of the learners, and quickly learn the course curriculum and virtual classroom set-up.Many qualities about Blaine impress me but the following two really standout for me…First, is his ability to make content come alive in the virtual classroom. When the situation calls for it, Blaine has the ability to take client specific or off-the-shelf course material and deliver customized, comprehensive, and relatable learning experiences for our clients. There is an unmatched energy when Blaine is facilitating.Second, is his commitment to continuous improvement. Blaine routinely seeks out new ways to engage and promote learning retention; he is always considering how he can enhance the learning experience. Blaine has an impressive background as well: He is a member of the National Speakers Association and has earned a Certified Speaking Professional (CSP) designation, a recognition held by fewer than 15 percent of professional speakers worldwide. He has more than 20 years experience working as a corporate trainer for the mortgage industry. He was also named “America’s Greatest Thinker” in 2005 after competing in The Great American Think-Off, an exhibition of civil disagreement put on by The Cultural Center. In addition to his work with Mondo Learning, Blaine is a regular keynote speaker and trainer throughout the country and also coaches individuals on how to be more effective communicators; skills necessary for all facets of life and business. For more information about Blaine, check out his LinkedIn profile here.