Talk of learning journeys in the world of training and development has become so commonplace that it is easy to lose sight of why we are making this shift.  Let’s take a moment to remind ourselves and get to the essence of why we should build learning journeys… and in particular, why we should build high performance learning journeys. Spoiler alert: it’s not because they are easy or require less effort.

Perhaps it is easiest to begin by considering what the alternative to a learning journey is. In terms of training design, we usually describe the polar opposite of the ‘learning journey’ as the ‘learning event’.  A learning event might be anything from a couple of hours to a few days; the only uniquely defining characteristic is it’s ‘stand-aloneness’. Sure, there might be an invitation with a nominal description of the purpose and goals. There might even be an action plan at the end. However, all the action really happens (and is expected to happen) in the event itself. Participants see their responsibility as turning up and paying attention. After that, they have done their bit!

At this point, I would like to add a disclaimer. I am writing this blog post making the assumption that there is at least some sort of wish, desire or outright requirement for a participant to use their learned knowledge to benefit the organization they work for – why else would the organization invest good money in such an initiative?

Why do participants not use their knowledge?

So, with my disclaimer out of the way let’s consider the chances of the event-based approach reaping benefits for the organization. The research of thought-leader Professor Robert Brinkerhoff has repeatedly shown over several decades that participants of stand-alone learning events are unlikely to use their knowledge and skills in impactful ways. There are several reasons for this; here are three of the key ones:

1. Identifying the most impactful scenarios to use new knowledge and skills is by no means easy or obvious – especially for soft skills training like communication or diversity and inclusion. Finding powerful ways to use new skills requires ongoing dialogue and discussion.
2. When the daily workflow runs counter to the application of new skills – guess what gets deprioritized? Yep, application of news skills every time… UNLESS the participant’s supervisor is also invested and ensures priorities are guided towards the application of new behaviours.
3. Sustained behaviour change will require support, encouragement and feedback to help participants develop and feel confident using their new skills in their real performance environment. Without this support, participants that experience difficulties on their first application attempts will likely give up.

Design training for results

So, if we want to see more results from our training initiatives our training designs need to a) help our participants to identify the most impactful application scenarios, b) include the participants’ supervisor as an invested stakeholder and c) provide repeated opportunities to practice and receive qualified feedback in the performance environment – all of these design characteristics indicate a more process driven approach… more of a learning journey.

Importantly, this definition of a learning journey is not just breaking the event into smaller pieces and stretching it over time – that approach just takes a longer time to produce no impact for the organization. No, our definition of a learning journey puts the focus on the bits ‘in between’ the learning events. These are the bits where participants traditionally struggle and need support. These are the bits where the business impact is created.

Improve the business impact with extended reach

Traditionally, learning professionals and training designers have been reluctant to concern themselves with what happens ‘outside the classroom’ because of their limited reach; i.e. once the participant has left the classroom, the learning professional has no influence or control and can therefore not take responsibility. However, by employing combination of performance focused learning journey design principles with a learning transfer platform like Promote, it is entirely possible to not only extend that reach but to significantly improve the degree of business impact.

Learn how to build high performance learning journeys

So how do you start creating learning journeys and business impact with a measurable result?

• Watch the webinar: Uncovering the truth about Learning Journeys – stretching on more than time
• Learn more about our High Performance Learning Journey certification program
• Download our Impact study to learn more about the impact of learning journeys and the HPLJ method

At a time when we need each other most, to create security and understanding, it is unfortunate that social distance has become synonymous with physical rejection. On the contrary, we should continue to be social but avoid being physically close to each other. Many companies now face the challenge of creating a strong us-feeling at a distance.

Technology allows us to continue to be social and in a short time many organizations have had to switch to digital solutions. For better or for worse. In my world, at Induction, where our most important task is to welcome new employees to their new workplaces, we have always used technology as leverage to create engaging, structured and effective introduction programs.

Through a warm and structured welcome, we bridge physical distance and give new employees good conditions to succeed as new at work. Through our learning platform Promote, we create meetings between people and strategy, structure and building culture. Sure, technology can make it easier, improve, and simplify for many organizations, not least for overburdened managers with too little time for their new employees. 

Digital onboarding should support and drive social interaction but very rarely replace the interpersonal meeting between the manager and new employee! Something that can happen both digitally and physically.

So what does it take to succeed if you want to digitize your onboarding process?

The first step must be to dare to think new. Simply creating a digital checklist in a neat user interface will hardly create a WOW feel for your new employees. There must be room for interaction, reflection and, not least, inspiration.

The second is to facilitate and support managers. I have not met any manager who does not want to be present, coaching and a good role model. Unfortunately, however, the reality is all too often different, where constant priorities and urgent commitments mean that there is not enough time. Here technology can help us, as support and free up time for managers.

Last but perhaps most important. There is a great risk that new employees will receive far too much information during their introduction, believing that it will help them perform their duties as quickly and well as possible. Many companies drown their employees in theory, e-learning and PDFs. But when was the last time you read a pdf of ten pages?

What can you do today?

My tip is to look through your onboarding process with new eyes. If you were the new one, what would have ignited your spark? What would have made you feel committed? What would have given you a good start in your new role? Think about this and how you would like to experience this digitally – but still socially!

Take care of each other and good luck with what you are going to do today and not least tomorrow.

I have 15 years’ experience of helping people and organizations moving training from classrooms into the daily work and virtual environments. At the moment we are getting a lot of questions where to begin so here are a few quick tips from the virtual trenches.

During the years the reasons for online transformation of training have different, and at the moment one reason is all too apparent. However, with all the creative energy and technical capabilities, we are moving into a new normal. We will not travel as much for training and we will still see cost benefits of having parts of training programs in virtual classrooms. Here are a few small steps you can do now and that also will give you an edge when things are back to (the new) normal.

Non-perfect is the new perfect

Don’t over prepare. Do it and adapt as you go. A lot of trainers we are working with have never done training in an online classroom, but it works from the first try. And next time even a bit better. The reviews from the participants are usually amazing even from the start.

Even Hollywood are using DIY

If you are delivering full days of training, the video and audio quality has to be good, and the camera in a suitable height. There are many easy ways make improvements with things you already have. If you have an echo in a room, put in a coat hanger with clothes to absorb bouncing sound. If the camera is to low and you don’t have a camera tripod use boxes, chairs or whatever go reach the right height. It doesn’t have to be pretty behind the camera but it will reduce fatigue for the participants.

Buy once cry once

Try using equipment you already have but be prepared to make some investments in a conferencing system if it falls short. The ease of use and improvements in video and audio quality will make it worthwhile. Depending on room size we have standardized on a few Logitech systems, “Connect”, “Meetup 4k”, “Group Conference” and “Rally plus”. There are plenty of systems out there so try out what works for you. A great tip is also to put a computer screen close to camera to be able to view and talk directly to the participants. It’s much more natural to talk to others than just into a camera.

Choose an online service (or two) 

Now a days there are a number of great conference platforms to choose from depending on the type of training you are delivering. Some have interactive features like polling, assignments and break out rooms, where others are more suitable for a large audience. We are primarily are using Zoom for the ease of use but also GotoMeeting, GotoWebinar, Microsoft Teams and Adobe Connect depending on type of training and sometimes customer requirements.

Training design is more important than ever

Good training design is always important but even more so in a virtual environment. The flaws in a poorly designed training will be more apparent (compliance e-learning anyone?) where as a good training design will convert well into a virtual setting and often also be enhanced by new types of interactivity.

Let’s help each other out and share the experience

Some organizations and participants are more used to virtual settings than others. Now is the time to share good practices and support each other. I’m happy to help and please share tips in the comments. Stay safe.

The situation in the area of Learning and Development is somewhat disordered right now. The question of how to deliver effectively when our participants are not able to gather in a classroom is being addressed in a variety of ways. L&D professionals are having to address how they deliver training initiatives, they are having to use new tools and approaches, and whilst in many cases there are challenges with these approaches, there are some things of which we should take note. Are there approaches and techniques that we should be evaluating to use as standard going forward?

It’s too early to know exactly how things will look in the next few weeks and months ahead. There is still a high level of uncertainty in business terms, let alone what it means when it comes to L&D initiatives. Though, what we can see, is that the move to virtual and digital has really given momentum to an approach that has been with us for a number of years.

The Requirement to Move Online

There are some organisations that are well ahead when it comes to the design of blended programs that incorporate virtual and digital elements, who are familiar with the tools and techniques to deliver effective training out of the classroom. However, this can not be said for all. There are still many out there who rely heavily on classroom training sessions and where there have been many, assorted reasons why the move to a more blended approach has not been taken. Until now.

The rapid requirement to a more virtual and digital approach is supported by an underlying requirement to make this shift that has been gradually making itself felt for several years. There have been requirements to reduce the time that employees are away from the office participating in education, this has come from organisations but also from participants themselves, who find it hard to justify days away from work. The cost of participation is another reason, not only in terms of the education itself but also in terms of logistical costs and time away from operational matters. Another argument used to reduce the number of classroom days is in terms of the reach of learning initiatives, if we can reduce the requirement to travel, we are able to offer consistent trainings to a wider participant base and be more flexible in our approach. These are not new.

Many of us in the Learning and Development world have been caught relatively unprepared by the current Corvid-19 crisis. This has led to the rapid move to virtual and digital as a means of delivery. eLearning has also once again seen an increase in demand as the requirement to deliver out of the classroom has been a necessity. The question is what will happen when things return to normal, where once again classroom sessions are possible. Will we just throw these new tools out or really begin to apply them in our trainings going forward?

Incorporating Digital and Virtual Approaches

The most obvious move has been the huge uptake in the use of virtual meeting tools. Meeting tools such as Zoom, Microsoft Teams, Google Hangouts etc are all finding their place in the world of L&D like never before. Suddenly, instructors are having to utilise these means in order to reach out to their participants and whilst there have been some hiccups, many of us are realising that actually it’s not so bad after all.

An additional point when it comes to virtual tools is that not only are instructors becoming more attuned in how to deliver virtually but participants are becoming familiar with these tools as a means of attending trainings. Yes, there have been some approaches that haven’t quite worked, learning sessions that have been too long, or not had the right mix of variety, duration, and interaction to really create engagement. This is not so surprising given the need to rapidly adjust. However, the familiarity with these tools as a means to deliver or receive training is definitely something that can be utilised going forward. As long as we learn and use the right approaches, both in terms of design and delivery, to create truly interactive, engaging, and valuable virtual sessions there are opportunities ahead.

The utilisation of digital platforms has also been necessary as a means of delivering knowledge transfer, to structure learning initiatives, and provide forums for participant interaction. Whether it’s an LMS system, or something like the Promote platform, we have really had to address how we support knowledge transfer to our participants. Historically many of these platforms have been used to support classroom learning, now they are having to be used in their own right – to enable learning, build knowledge, and support application.

Social learning has also experienced an uptick, where Online communities of learning are currently very popular. People are seeking advice but also sharing experiences digitally because they this is the only means that they have available to them right now. Informal learning was there before but it’s become increasingly prominent over the past few weeks. How can we harness this in an effective way for the benefit of our employees and their ongoing development – not only in times of Coronavirus.

These approaches are not new but there have been barriers to application that have mostly had to be torn down given the current situation. Given where we are now, where there is greater familiarity with them on the part of both facilitators and participants, we can take steps to incorporate them properly into our L&D initiatives in the future. This will no longer be the right-now necessity but we should be able to take a breath and see what is the best tool for the job and holistically design a program that incorporates the best elements of a blended approach to meet the development needs of both our learning audiences and the organisations they work for alike.

Now, of course, there will be those who return to the reliance on the classroom setting as soon as they are able. There are still valid reasons to hold face-to-face learning activities, not least in terms of training to apply behaviours, networking opportunities, controlled application, the ability to give immediate feedback and actually, because many participants still prefer to learn in a face-to-face environment. The point is that given the new approaches we’ve all had to apply recently, we should be able to make a more qualified decision as to whether a face-to-face session is vital, nice to have, or can be replaced with something that serves the purpose just as well.

What Happens Next?

What we have seen is that the High-Performance Learning Journey approach provides us with many of the answers when it comes to how to design such blended programs. Indeed, where we have already incorporated this approach one of the advantages has been that only the face-to-face elements have had to be replaced and not the whole approach to a training program. Whilst still a challenge, this has been a simpler process and more straightforward to achieve. The increase in the use of virtual tools and platforms to support learning has also broken many of the barriers that presented themselves when it came to getting knowledge, learning, and application across to our participants.

My point is this, things are chaotic right now. There may be too much uncertainty in many organisations to make a decision now in terms of how trainings are going to be designed and delivered going forward but there are some valuable lessons that we can take with us. Fairly soon, hopefully, the Coronavirus will recede and we will be able to decide on what our longer-term approach can be. However, if things continue as they are right now, we will be forced to make a more long-term decision on how we deliver using these tools. Either way, we should be able to deliver L&D initiatives in a manner that enables us to really use them to their best advantage and we are doing things right now that can inform these decisions.

The current Coronavirus situation has led to a number of travel restrictions coming into place at an alarming rate and more people working from home. An increasingly urgent question that we are facing from customers is what they can do with their Learning and Development programs that are scheduled to be run in the next few weeks.

The problem statement is: A program needs to be delivered in two or three weeks, participants will not be collocated, we only have basic virtual facilities but we need this program to go out.

This is a similar challenge to that which Promote has been helping customers with for a number of years. Our consultants are experienced at working with customers to create greater performance from L&D initiatives, whilst reducing face-to-face time, or even creating completely virtual programs. To take into account the current situation, we are using an intermediate approach.

Our response is two-fold. The “near term” solution addresses converting a Learning and Development program into a no-face-to-face option that works with an acceptable level of quality and knowledge transfer. However, we also know that this might not be the optimal solution for delivering performance related initiatives going forward. It’s a near term solution for an near term problem and not a long-term recommendation.

We are taking a pragmatic approach here. Whilst there are a number of virtual classroom offerings available, not least Adobe Connect and Microsoft Teams, a large number of facilitators and participants will not necessarily have immediate access to these immediately. There is also a learning curve in terms of how to use these. However, most people should have access to a personal computer and a video conferencing software, so these are the tools that we are focusing primarily on for the immediate short-term.

What we are steering away from, for the most part, is simply replacing a classroom face-to-face event with a virtual face to face event. Whilst this sounds like the most obvious approach, there are challenges with doing this. The main ones are that this approach does not encourage engagement, interaction between participants is difficult, particularly if they are sitting by themselves, and that long virtual sessions are fraught with problems. We might be able to get a program delivered but at what cost?

Instead, for a near term solution, we are suggesting a change in approach. Where much of the knowledge foundation is delivered beforehand, either in terms of basic learning videos, or theory sessions using voice over PowerPoint. We are moving the focus of the live session from one where theory/knowledge is imparted to the place where findings are discussed, clarification given, examples are taken from participants. This does two things, it focuses on how the knowledge can be applied, which is more engaging for virtual participants but it also takes the pressure off the instructors by creating a dynamic that is easier to handle.

The Promote platform supports our approach because it provides a backbone around which training can be structured. The short-term solution is to provide a virtual training that is supported by pre-and post-assignments. The key being that much of the actual knowledge transfer happens outside of the virtual classroom. Our aim being to reduce as far as possible the amount of time participants will need to spend in virtual classrooms, whilst still giving them what they need to not only learn a subject but also be able to put it into practice.

Be aware that we will probably have to reschedule these learning events. A two-day, face-to-face training might well have to become a two-week blended approach, with one or two relatively short live virtual sessions. The actual time dedicated to the program might be similar for both learner and instructor but we will have to stretch the journey in order to reach the result we want. The upside is that we should also be able to maintain, or even increase, the value that we generate from the training.

The following is an approach that can be used to turn a face to face event into a virtual training:

1. Look at the L&D Portfolio: Look at the learning portfolio and identify which programs need to be adjusted most urgently.

For each of the programs identified:

2. Address the proposed schedule: What is the original schedule in terms of time scale and what are the options for adjusting this schedule?
3. Analyze each program: Evaluate for each program.
   • Purpose of the program: Intended output, level of complexity.
   • Determine the instructor/SME: level of technical ability, ability to adjust approach.
   • Determine the target group: level of technical ability, geographic spread.
   • Program requirements: Expectations on participants following program, amount of knowledge transfer, potential performance outcomes.
   • Organizational tools available: Video conferencing, Promote or LMS, ability to receive virtual training. Set ambition levels accordingly.
4. Break down the existing schedule:
   • What elements relate to the structure of the program (e.g. Kick-off, introduction, program schedule)?
   • What elements relate to knowledge transfer (e.g. theory, skill development)?
   • What elements relate to assignments and tasks, in terms of building awareness of the need for application of the knowledge, current situation, participant relevance, discussion, practice, feedback, alignment to my role, and application at work (e.g. what is the current situation?, how can I apply this in my team?)?

4.1. Structural elements: Structural elements can entirely be moved online and conducted by Promote or in some cases through an LMS.

4.2 Knowledge transfer sections: It’s important that video / voice over PowerPoint for the introduction of knowledge is used only when it’s absolutely crucial to the program. This means identifying what is a must-have, what is a nice to have, and what can be excluded. Then making a choice. Broadly speaking, we are looking at breaking these down into the following areas.:

• What must be delivered by an instructor/subject matter expert.
• What elements are introducing new knowledge and what elements are follow-up, clarification, or related to application.
• What can be delivered digitally using voice over PowerPoint/pre-recorded videos, or learning literature via a platform, such as Promote.
• What absolutely has to be delivered live.

4.3 Assignments and tasks: These elements can be delivered pre-session or post-session via Promote or some LMSs through the creation of assignments. Required interaction between instructors, SMEs, participants and their managers can then be created through specific types of tasks for each assignment.

• Create new structure: Redistribute the key components into pre-training, live training, and post-training elements.
• Create Content:
  • Create assignments and tasks in Promote/LMS.
  • Adjust existing or create new knowledge foundation material by using video, voice over PowerPoint, training literature, etc.
  • Create schedule for live sessions: What is the intended input from Promote, what targeted participant engagement do I want to create (input of good examples, questions, what needs to be clarified in terms of theory already delivered, what is “good practice”, are there small elements of theory that can be added? etc.).
• Review and Adjust: Once the skeleton of the program has been put together, the assignments and tasks created, the whole program needs to be reviewed in terms of flow. Most importantly here is to ascertain whether the pre-session assignments build up to and provide the live session with the right level of input to enable the live session to be interactive and relevant. The post-session assignments need to be reviewed to ensure that they flow from the live event and that there are inter-dependencies throughout.
• Sign off Program: Ensure that the program meets the stakeholder’s requirements in its current form.
• Launch Program: Kick the program off, introduce the approach to participants, help them overcome any barriers (real or perceived), and ensure ongoing facilitation throughout.
• Evaluate and Adjust: Following each stage, evaluate and adjust according to what actually happened vs what is supposed to happen.

This process can be used for programs that currently contain single or multiple modules.

In terms of time and depending on the type of program, Promote is able to adjust the basic structure, assignments and tasks to be created within a day or two. The creation of new videos or voice over PowerPoint will take a little longer depending on the level of quality required. However, if we are looking at good enough, this can be achieved relatively quickly – depending on the resources at hand.

The Coronavirus has brought many challenges with it. Not least that organisations have started enforcing travel bans on their employees, which has had an understandable impact on Learning and Development programs that are currently underway.

Just such a situation has arisen with one of our customers. They have just concluded the pilot of a program and were intending to roll out at scale in the next few weeks. Enter the necessary travel ban and suddenly their plans are up in the air.

The particular program focused on some several hundred employees located around the country. The initial aim was to gather them together in smaller groups and facilitate the learning in the normal way, over several one-day sessions. However, this is now not possible and the idea of waiting until the travel ban is lifted is equally unappealing because of the delays that it will bring. The question was whether to postpone, cancel, or try another approach.

The design of the program revolved around a three-phase approach. The first phase incorporates our online platform Promote to act as the backbone of the program, providing the corporative relevance, the learning theory, and supervisor engagement. Once this knowledge foundation has been delivered digitally, participants move to phase two, the face-to-face sessions where they would really practice and develop key behaviours. During the final phase, there would be additional application assignments, facilitated by both instructors (digitally) and supervisors (face-to-face) to ensure that the participants actually implemented the learning in their workplaces and were supported in doing so. However, due to travel restrictions, the second phase and therefore the whole program were now in danger.

The solution has been to facilitate the face-to-face sessions virtually. The upside is no need to travel, a reduction in logistical costs, and a continuation of the program roll out. All this without a loss in quality and still providing the participants with what they need to apply their learning in their places of work.

This approach has not been without its challenges, not least in the experience that many of us have had when attending virtual trainings in the past. In the majority of cases these could not have been described as engaging and their value has rightly been challenged. The key has been not to address just the face-to-face elements but the design of the program as a whole. To take the emphasis away from the purely co-located elements and place it across the different media. Taking this approach, we can still attain the performance we are after but the virtual facilitation takes on a more central role.

An additional factor may well turn out to be that this customer doesn’t return to the event focus that they have had hitherto. That once the more virtual approach has been introduced and participants become familiar with it, the requirement to deliver as many face-to-face trainings can be reduced. The situation was forced upon them through necessity but has also proven to be an opportunity to try something new.

Ironically, this new approach is not so new after all. It’s already out there being delivered in other companies. However, what was missing was the spur to adopt this new approach. Programs do not necessarily need to be put on hold because of the unfolding situation but can instead be re-embodied through new means of delivery, aided by technology, and designed with performance in mind.

See this as an opportunity, albeit one that has been brought about through unfortunate circumstances, to try new approaches rather than as a reason to stop Learning and Development initiatives.