5 Key Components of a Successful Remote Workforce

April 10, 2018 11:29 by Dana Peters
At the top of most employee’s working conditions “wish list” is some level of flexibility. Effective and productive remote work opportunities can provide that benefit. Remote work capabilities also offer advantages for employers. Employers can reduce some overhead costs, rely on a happier (often more productive) workforce, and choose from a larger talent pool when hiring for open positions. So how does an employer adjust to the growing population of employees working remotely and do so effectively? At Mondo Learning Solutions several of our clients successfully manage a remote, often global, workforce. Our team at Mondo is also primarily remote. Based on our experiences and what we have observed, the following is a list of key components common amongst organizations that have successfully built and manage a remote workforce. Expectations As an employer, defining your expectations surrounding remote work and how it will be conducted is a critical step in the process. Once those expectations and parameters have been defined, communication needs to take place, both written and verbal. Conversations about schedules, working hours, time off, and communication protocol need to take place and be agreed to. Furthermore, employees working remotely need to understand the role they play in the overall success of the organization, regardless of their physical location.  Communication Overall, communication must be top of mind for all parties involved in the remote work relationship. Hallway and informal lunch time conversations will not occur with a remote workforce so having a communication protocol in place is necessary for success. Establish good communication from the beginning of the working relationship by implementing a comprehensive employee onboarding process. The onboarding process should not only outline expectations, but also introduce remote employees to members of the team, individuals they will be working with and projects they will be working on. It’s important for employees to see the impact of the work they do, and communicating effectively is key to managing that. Technology Technology is your best friend when managing a workforce all over the globe. More than ever, technology has the ability to put people “face-to-face” even from remote locations. But it goes beyond just investing in the right technology. Employers need to make sure their remote workforce can utilize technology; that they have the proper equipment and remote office set up. Technology also goes beyond equipment. File sharing services and all collaboration programs remote employees will leverage to work together need to be in place and part of daily work life. Training Training, in my opinion, is folded in to all that we have discussed so far. When thinking about new training initiatives, consider your remote employees equally when making decisions about learning programs and access to those programs. It’s important to include your remote employees, and to explore options other than travel when doing so. Virtual training options can reduce expenses and reach a global audience more efficiently in most cases. Collaboration Remote employees and managers within a company still need to feel a sense of team connection and have the ability to collaborate even though they do not share the same physical space. Employers should provide and promote the use of online or virtual collaboration tools. Through these tools, teams can collaborate on various projects, discuss project roadblocks with colleagues, and see end results of their completed work. Additionally, with remote workers, it’s important to combat isolation. Providing opportunities to collaborate will help build a sense of community and position teams to be successful. Simple check-in calls between team members or their managers will also help to build a collaborative team environment, and alleviate any isolation issues remote employees may be dealing with. A remote workforce is an opportunity both for the employer and the employee. What tips do you have for managing a remote workforce? Anything we haven’t mentioned here? Leave us a note in the comments. 

The Modern Learner: Are You Meeting Their Needs?

January 30, 2018 18:10 by Dana Peters
Thanks to several factors, five generations make up today’s workforce; each with their own unique aspirations, motivations, and life experiences. It’s quite possible today’s workforce is the most diverse any business leader has experienced. From a training standpoint, the changing workforce and the emergence of new technology has changed the definition of what today’s learner looks like regardless of generation. The modern learner knows no age. It’s imperative that companies and learning development professionals continually grow and adapt their learning culture to meet the expectations of today’s learner. Reaching today’s learner begins with understanding who they are and what they want.   We’ve developed a short list to define today’s modern learner. Knowing and understanding who today’s modern learner is, can help you decide if your company is doing everything it can to reach them effectively.    Today’s modern learner is…   Requires Convenience   Today’s learner is on the go. They want to be able to ‘learn’ everywhere they are. This can mean accessing learning opportunities from their desk computer and phone, but it can also mean accessing it from home, accessing it from a tablet, or from their mobile device, whenever and wherever they want to.   Seeks Instant Gratification Time is valuable for today’s learner. They are often overwhelmed and overworked and almost always distracted by some internal or external force. Statistic Brain Research Institute reports that the average attention span of today’s adult is just 8 seconds. That means in 8 seconds or less, your learner will decide if your session is worth his or her time. Clearly stating the objectives up front, the course agenda, and intended benefits of the session will hold the learners attention for the duration of the session. Mixed media including video, activities, and small group work will also help retain learners’ attention. In addition, today’s learner wants answers now. On demand learning is crucial for today’s learner. That’s why technology like Google, Alexa, and Suri are so popular. It’s important to make sure your company can provide opportunities and resources for in the moment and on demand learning.    Demands Value & Relevance   This too plays into gratification. Today’s modern learner wants it all. Not only do they demand instant gratification and convenience. They want big returns on their investment of time and energy. Time is valuable and today’s learner does not want to spend time away from day-to-day work for something that has little or no relevance to their current responsibilities or doesn’t enhance their potential for that next promotion or career move.   In Control   The modern learner wants to be in control of his or her learning and development. They want options and choices and they want to be in control of their career and development path. Learning choices should vary in content, in length, in availability, and in medium. The modern learner does not need mandatory learning and development requirements to learn. They choose learning, but it must be flexible, convenient, and on their own terms.   Collaborative   Social elements drive today’s society, both on the personal and professional front. Today’s learners rely on Google for answers and they look to peers and colleagues to provide them with the ability to support their learning on the job. In fact, Bersin reports that nearly 80 percent of workforce learning happens via on the job interactions with peers, teammates, and managers. As stated above, the modern learner wants to learn. They want to grow and adapt to be more successful on their job and they want to share their ideas and collaborate with other like-minded professionals.   I want to be clear, the modern learner can be found in all generations. Too often, these discussions take place with a focus on serving a younger, more technology focused generation.  A Baby Boomer, for example, can appreciate the convenience and technology virtual learning provides just as much (or even more) than a millennial.   Now that you know more about what the modern learner looks like, is your company doing everything it can to reach them?   Let us know in the comments below!  

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.

Success in the Virtual Classroom: Are Your Virtual Facilitators Ready?

October 5, 2017 10:08 by Dana Peters
On rare occasions you might have the opportunity to develop new virtual classroom facilitators one on one. But more commonly, new facilitators need to be brought on board in groups. Often the content they will be teaching is the common denominator, therefore a solid Train the Trainer program is the most efficient option for preparing a group of virtual facilitators. The following are some best practices we see to be common amongst successful Train the Trainer (TTT) programs. Facilitator Pre-workIntroduce facilitators to the course content before the first TTT session takes place. This can be done by asking the facilitators to review a recording of a previously delivered session, or silently observe a live session in real time being taught by an experienced facilitator. This review or observation will allow them to familiarize themselves with the content and how the course is delivered.  Encourage facilitators-in-training to take notes from this review, specifically what the experienced facilitator did well, and how they engaged their learners. The facilitators-in-training should also consider what they might do differently in their own delivery of the content. This review will also give them an opportunity to familiarize themselves with the technical capabilities and tools of the virtual classroom. Coaching on TechniqueDepending on the experience level of your facilitators, the TTT sessions are also an opportunity to further develop or fine tune facilitation techniques. When TTT sessions are entirely focused on content, timing, and logistics, they fall short of preparing facilitators to their full potential. Successful TTT programs dedicate time to facilitation skill development, specifically the use of different techniques, methods for building a safe learning environment, and encouraging learner participation. Link to Learning ObjectivesFront and center of all TTT programs should be the purpose of the learning programs the facilitators-in-training will be delivering. The well-defined learning goals and learning objectives of each course the facilitators will be delivering should serve as their compass. Their job will be to help their learners meet these learning objectives and walk away equipped to be more effective back on the job.  Facilitators make in the moment judgement calls during live sessions on a regular basis. A successful TTT program gives them a solid foundation of purpose in which they can base their “in the moment” decisions, large or small. Rehearsals Some TTT sessions are conducted as more of a content walk-through session. There certainly is a time and place for content walk-throughs. However, successful TTT programs also have a rehearsal component. This means the facilitators-in-training have the opportunity to practice delivering the content as if it were a live session. Their peers can serve as their learners as discussions are led and activities are conducted. Feedback and coaching from these rehearsals are usually reported to be the most valuable piece of the TTT experience for the facilitators involved.Live Session Observation and FeedbackDevelopment of new facilitators should move beyond the TTT program. It’s important to evaluate a new facilitator’s ability to deliver sessions once they are off and running with live class deliveries. Consider instituting a process of live evaluation and post session coaching that includes written feedback. What experiences have you had with your Train the Trainer programs? What worked for you? What didn’t? We’d love to hear your feedback.

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?        

Top Five Strategies to Engage Learners in the Virtual Classroom

June 20, 2017 07:17 by Dana Peters
Learner engagement is key to a successful virtual instructor-led training (vILT) session. Promoting active involvement from your participants can be a difficult task in any instructor-led course, but it can be particularly challenging in the virtual classroom environment. Your learners are remote, sometimes scattered all across the globe, and you’re often competing with busy work schedules, emails, phone calls, and other meetings. So how does a good facilitator connect with learners in the moment, despite these challenges? Keep Class Size SmallSince active participation is important to the success of your virtual learning session, it’s best to keep your class sizes smaller. Think back to your school days. It was much easier to disappear in a lecture hall filled with 200 plus people than it was in a small face-to-face classroom with 15 to 20 other students. A smaller class size allows you (and anyone helping you with the delivery) to keep track of who’s participating and who’s not. It also allows more tentative learners a chance to participate without the pressure of their ideas and answers being shared in front of a sizeable classroom full of people. Of course, it’s not always possible to keep class sizes small. In instances where it isn’t, consider small group breakout activities.Personalize ItThis can be interpreted in a few ways. First, learn as much as you can about the learners that will be in your class. Prior to the session, and during. This might mean a short survey that is part of their pre-work or an introductions activity as the participants gather before class starts. That introduction might include a question related to the course content. Second, utilize what you know about your unique group of participants to connect the content of your course to their specific needs and the work that they do back on the job. Doing so, will provide learners with relatable experiences they can build upon and share. Check out our previous post on facilitation techniques for more detailed information.Use the ToolsThe tools in the virtual classroom are specifically designed for promoting engagement, idea sharing, and conversation. Use them! Utilize breakout rooms, whiteboards, polls, or chat activities to spark small and large group discussion, and leave the phone lines open (as long as there’s not too much noise or distraction) to encourage verbal conversation as well. Asking participants for simple contributions in chat or on the whiteboard can fuel a rich discussion.  For example, you present a group a list of alternatives on a whiteboard and ask them to circle which alternative would work best for their situation. Then to dive deeper, you could call on one or two individuals to elaborate for the group the reason for their selection.Examine How You Ask QuestionsThe types of questions you ask and more specifically, how you ask them, are crucial. It goes beyond asking open-ended questions, you have to extend the conversation and offer opportunities for more participants to get involved. Check out our previous post on the types of questions you can use to facilitate productive conversation. Set and Maintain Learner ExpectationsWe have talked in the past about the importance of setting learner expectations in your virtual classroom.  If a learner doesn’t know why they are taking the class, what value it has to them personally, and what they need to do to be successful before, during, and after class, they are unlikely to be engaged. Good communication is required in order to set and maintain those expectations throughout the course, and we’ve outlined a few strategies for setting expectations in a previous post. Of course there are many more ways to engage learners in the virtual classroom, but these five strategies are a good start. We hope they add value to your virtual instructor-led training sessions. What about you? What have you done to promote engagement in your vILT programs? We’d love to hear.

Say What You Mean: Defining Learning Lingo for Your Organization.

June 6, 2017 10:00 by Dana Peters
We’ve all heard (and regularly use) terms like e-learning, webinar, web-based training, virtual training, digital learning, and distance learning.  However, ask ten people what e-learning means and you’re likely to get ten different answers.I’ve had the pleasure of working with all sorts of clients, large and small, with varying degrees of sophistication within their learning and development departments. Working with different clients means learning their learning culture’s unique language. Even the simplest of terms may mean something different to the client than it does to me and the Mondo Learning Solutions team members on the project. To make things more confusing, terms are often used interchangeably, even though technically, they do have different meanings. If you are in a situation where an outside professional is assisting you with the development and delivery of learning programs, establishing definitions is important. If that weren’t enough, let’s consider the other internal folks outside of our profession. While the learning terms used may be clear to everyone on your learning and development team, it may not be clear to your learners or stakeholders. Taking from my personal experience, I think of this issue a little bit like the different terms or words for items used all over the country. The same terms to name certain items in Wisconsin, where I’m based, might be called something completely different in a different part of the country.  A few examples: bubbler and drinking fountain, shopping cart and buggy, or even pop and soda. Not having moved here until I was 24, imagine my surprise when someone asked me where the bubbler was.When defining terms related to learning delivery methods, you want to make sure everyone is on the same page. Let’s take a quick look at the Association for Talent Development’s (ATD) official definitions for the following terms: Web-based Training (WBT): Delivery of educational content via a Web browser over the public Internet, a private intranet, or an extranet. Web-based training often provides links to other learning resources such as references, email, bulletin boards, and discussion groups. WBT also may include a facilitator who can provide course guidelines, manage discussion boards, deliver lectures, and so forth. When used with a facilitator, WBT offers some advantages of instructor-led training while also retaining the advantages of computer-based training. E-learning: A wide set of applications and processes, such as web-based learning, computer-based learning, virtual classrooms, and digital collaboration. It includes the delivery of content via Internet, intranet/extranet (LAN/WAN), audio- and videotape, satellite broadcast, interactive TV, CD-ROM, and more. Webinar: A small synchronous online learning event in which a presenter and audience members communicate via text chat or audio about concepts often illustrated via online slides and/or an electronic whiteboard. Webinars are often archived as well for asynchronous, on-demand access. ILT (instructor-led training): Usually refers to traditional classroom training, in which an instructor teaches a course to a room of learners. The term is used synonymously with on-site training and classroom training (c-learning). Asynchronous Learning: Learning in which interaction between instructors and students occurs intermittently with a time delay. Examples are self-paced courses taken via the Internet or CD-ROM, Q&A mentoring, online discussion groups, and email. Synchronous Learning: A real-time, instructor-led online learning event in which all participants are logged on at the same time and communicate directly with each other. In this virtual classroom setting, the instructor maintains control of the class, with the ability to "call on" participants. In most platforms, students and teachers can use a whiteboard to see work in progress and share knowledge. Interaction may also occur via audio or video conferencing, Internet telephony, or two-way live broadcasts. While these may be the official definitions for the profession, organizations across the country have their own “dialect”.  This is where it can be challenging.As you can see, virtual instructor-led training (vILT) is not defined independently by ATD, but that is the term, we here at Mondo Learning Solutions, use to define what others might call synchronous learning, a webinar, or even e-learning.I agree that official definitions are helpful, but what is more important is that everyone is on the same page. Existing company vocabulary and semantics might mean your company refers to a web-based training as a webinar, or a vILT class as e-learning, and that’s ok. As long as everyone is aware of those semantics and what is actually being defined. What about you? Has definition differences of common training terms caused any problems within your organization? We’d love to hear your stories.  

Three Questions to Size-Up Learning Objectives for the Virtual Classroom

May 10, 2017 10:00 by Dana Peters
There are so many options when it comes to training delivery methods for your employee learning programs. How do you know when virtual instructor-led training (vILT) is the right fit?To help decide, you need to determine if vILT will meet some of your learning objectives. Notice I said some, not all. This is because usually one delivery method will not get the entire job done. It makes sense that you want your chosen delivery method to meet a healthy portion of your learning objectives, but a blended learning approach is probably going to be the most effective. A strategy that combines a blend of learning opportunities that work together to comprehensively meet all the learning objectives is often the recipe for success.But let’s get back to the question…how do you know if virtual instructor-led training is the right fit for some of your learning objectives?When working on learning design solutions for clients, we ask ourselves the following three questions to confirm whether or not vILT will meet each of the learning objectives. Do the learners need each other for learning to happen? Do the learners need to be in the same place, at the same time, to learn from each other? Will learners be able to demonstrate achievement of the stated learning objective in the virtual classroom? Let’s look at an easy example of these questions in action.Goal StatementBicycles are a popular mode of transportation in our community. The purpose of this course is to reduce accidents involving bikes by promoting the practice of bicycle safety amongst our bike riders.Learning ObjectivesBy the end of this course, participants should be able to: Explain the rules of the road Identify common bicycling hazards Determine ways to reduce the risk of crash, injury, or death Recommend appropriate safety gear Ride a bike safely Now let’s evaluate each of these objectives against our three questions. As you can see by our example: We answered “yes” to 8 out of the 15 questions (more than 50%). Only one of the learning objectives would be completely addressed exclusively through vILT. (#3 - Determine ways to reduce risk of crash, injury, or death.) Considering the learning goal statement, it is an important one. The response to “Will learners be able to demonstrate achievement of the stated learning objective in the virtual classroom?” is a “yes” on four out of the five learning objectives. Two out of the five learning objectives require learners to be in the same place, at the same time. All and all, this is a prime example of the need for a blended learning approach. vILT would be a viable option in combination with other pre-session and post session exercises, readings, knowledge checks, assignments, and partner work on the road. Hopefully, these three questions serve as yet another tool to help you evaluate the role the vILT plays in meeting your organization’s learning needs.

Quiz Time! Does Your Company Culture Support vILT?

March 14, 2017 10:00 by Dana Peters
In case you missed our previous post, there is still time to take our quiz and see!Looking for something to revitalize your company’s training and education program? A new virtual training program or an expansion of your existing program might be the right move. But will your company culture support vILT? Before spending the time and resources to launch a robust vILT program, consider taking our assessment to help determine how ready your organization is, and what steps you need to take in order to develop a culture that fully supports vILT. Find out now! Does Your Company Culture Support vILT?

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Online Learning | Training | Virtual Instructor-Led Training