The Rapid Elearning Blog

I was chatting with someone recently who was complaining that the organization’s elearning courses weren’t successful. After some conversation, it turns out that the courses were mostly information-based courses. The organization did a great job pulling content together, but outside of the content (and some nice looking slides) there wasn’t much to the courses.

We talked a bit more about what it takes for a training course to be successful.

Successful Training Defines Success

There are different reasons why organizations create elearning courses. And with that, the measure of success various. Many courses have no performance expectations tied to their elearning courses. They’re mostly information that needs to be shared for one reason or another. And often the learner has no control over whether or not to take the course because they’re mandatory (and usually not relevant or applicable to the learner).

That’s why I usually sort courses into one of two buckets: information or performance. A course without performance expectations has fuzzy metrics and no clear understanding of success.

Articulate Rapid E-Learning Blog - successful training means performance versus information

Another consideration is the before and after gap. The learner (or organization) is at point X and I need to get them to point Y. For this to happen, I need to understand the difference between X and Y and why the learner isn’t currently at Y.

Why is there a gap? Sometimes the gap is training-related, but often it isn’t. It doesn’t help to build training to close a gap that isn’t cause by a deficiency in training. The challenge is getting your client or subject matter expert to see that.

For this post, we’ll assume that the course you’re building has clearly defined performance goals.

Successful Training Needs the Right Content

Successful training focuses on the right content to meet specific goals. We usually have plenty of content. If you have a problem I have some information to help. That’s good. However, sometimes we have too much information and the gap in training usually isn’t lack of information, especially in this day and age of instant access to everything.

Articulate Rapid E-Learning Blog - successful training means getting rid of excess content

What are the objectives and what do they need to be able to do to meet them? And what information do they need to know to be able to do what they need to do? That’s the content you need. Of course, the challenge is getting your client to see that they don’t need all 300 PowerPoint slides in the course.

Successful Training Provides Practice & Feedback

Having the right content is part of it, but for people to learn they need to practice applying what they learn in the course to relevant situations. How will they use the learning at work and when?

I see a lot of courses that skip relevant practice activities and use simple multiple choice quizzes. In some cases, simple quiz questions work, especially when they’re built around a case study. However, they usually don’t do more than assess the person’s recall of the content. And for performance-related courses, this is not adequate.

Articulate Rapid E-Learning Blog - successful training means focusing on performance and action

When you do create the activities keep in mind that they can be inside or outside of the course. I’ve worked on projects where we streamlined the presentation of information in an elearning module and then built practice activities with peer coaches on the floor. In either case, successful training focuses on relevant practice activities. Remember: Tell, Show, Do, Practice & Review!

Successful Training Demonstrates Understanding & Skills

The ultimate goal of the course shouldn’t be completion. Instead it’s learner’s ability to meet the organization’s performance goals. The course is just a means to get them to that point. Again, we’re trying to span that gap from X to Y.

The goal is to get them to demonstrate their understanding & skills related to the training. We do this by focusing on relevant content and getting them to practice applying what they learn to real world situations. Then we provide the feedback that helps them make the appropriate adjustments.

One serious challenge many of us have is that success is define by course completion and an end-of-year report from the learning management system. Of course we want people to complete the course. But a completed course means little if the organization isn’t meeting its goals. We need changed behavior or improved performance.

Often this is difficult for those of us who build elearning courses because we don’t have access to the metrics or level of management to really know if what we build has been effective. In that case here are two pieces of advice:

  • Get a seat at the table. Don’t sit passively taking elearning orders. Learn more about the organization’s objectives and be proactive in finding ways to use your skills to help them get there. You’ll be seen as an ally and have some influence on training expectations.
  • Measure what you can. If you don’t have access to performance metrics, you need to find other ways to measure how what you’re doing contributes to success. You may contribute by lower production costs or asynchronous access to the content (which lowers travel costs and create more flexible learning opportunities). Build relevant practice activities so you can at least state that during the practice activities the learner demonstrated understanding and skills required for success.

Successful Training Includes Successful Learners

You can build a great course, but you can’t control the person taking the course. Their motivation and commitment to the course plays a big role in your success. While you can’t control their motivation and attitude there are things you can do to frame a perspective of the course that is more beneficial. Here are a few:

Obviously there are a lot more things you can do. The key point is that while you can’t control the person’s disposition towards the course, you can influence it in how it’s built and presented to them. Ultimately, the goal is that they can apply what they’re learning to the real world and demonstrate their understanding and changed behavior.

The elearning courses we build are only one part of what makes successful training. It also requires crafting objectives tied to real performance expectations and creating courses that are interesting, and engaging, as well as effective.

What advice do you have for someone who wants to create successful elearning?


e-learning workshop

Upcoming E-Learning Events

  • Austin: September 12 & 13. Articulate Community Roadshow.
  • San Francisco: October 10 & 11. Articulate Community Roadshow. Seats limited for this event. Register here. Last US roadshow for 2017.
  • Antwerp: Nov 7. Articulate User Day 2017. Register here.
  • Utrecht: Nov 9 & 10. Articulate User Day 2017. Register here.
  • London: November 13 & 14. Articulate Community Roadshow. Register here.
  • Manchester: November 16 & 17. Articulate Community Roadshow. Seats are limited. Register here.
  • Webinar (University of California Irvine): December 13. How to Build a Professional E-Learning Portfolio. Register here.

 

Free E-Learning Resources

Want to learn more? Check out these articles and free resources in the community.

Here’s a great job board for elearning, instructional design, and training jobs

Participate in the weekly elearning challenges to sharpen your skills

Get your free PowerPoint templates and free graphics & stock images.

Lots of cool elearning examples to check out and find inspiration.

Getting Started? This elearning 101 series and the free e-books will help.



12 responses to “How to Create Successful Training”

March 24th, 2015

Is it all about consumption in your model?
Get smart it and keep sharp, no?
All about “self-actualizing” selfhood?
Still trying to ace the test, like a novice, right?

What about
See One, Do One, Share One
P2P peer learning
In the learning project 1 person drives 1 person navigates the car trip, the agile software model
What about “pay it forward”

Very few real world challenges show up in 1 brain chunks anymore, in my view
Try the TED talk Marshamalow challenge with your model?

Not trying to provoke but trying to be provocative to self-isolates

March 24th, 2015

Just what I needed to read today. Our accounting department has been struggling trying to do their own training so now they are willing to let us help. I can pull parts of this wonderfully succinct article to help then understand what we do and how we can help them. Thanks a million!

@Steve: good points, although the context for the post is more in line with people building elearning courseware. I think too often organizations view training as an event and don’t take advantage of other learning modalities like P2P. But I think that’s changing now that technology enables learning in ways that weren’t possible a few years ago.

Link to the Marshmallow challenge via TED for those who haven’t seen it before.

March 24th, 2015

Thanks for the article. We were just talking about something similar with one of our new training teams.

Steve, I love the marshmallow video, we reference it a lot as we build our own project. To answer your question I think it fits perfectly into what Tom shared (although Tom didn’t offer a deep model).

A) For those who design courses, many use an iterative process of prototyping and testing. It’s one of the reasons we love Storyline because we can test ideas quickly.

B) There’s no reason why an eLearning course couldn’t have an iterative learning process. Have the person do a practice activity, analyze what was done, and then have them repeat; or something along those lines.

To me the key point is how the activities are designed in the eLearning course. They can be boring next button courses (that we all have to take) or they can be engaging and interactive with a lot of opportunities to make decisions/feedback.

March 24th, 2015

I’m a college student in Brasil. Where do you think that elearning will be in the next ten years?

@Oliver: the technology is changing so rapidly. Mobile will play a large role. Also, organizations will probably transition to more explainer/mobile friendly type learning and less of the larger courseware type development we see currently. I also think community-based learning is going to grow.

With all that said, what drives most elearning development today is government/legal regulations. That’s why there’s so much bad elearning. 🙂 I don’t think that will change. I assume it will get worse because government never decreases in size or influence.

Leggi la traduzione (autorizzata) in italiano di questo post qui: http://www.mosaicoelearning.it/blog/?p=3033

April 1st, 2015

Tom I wasn’t sure where to post this, but I noticed the Roadshow schedule and didn’t see Boston. I thought the roadshow you did last fall was great. Is there any plans to visit Boston? If not you could move it to Cape Cod in the summer. It would be a awesome venue location, not to mention closer to where I live. LOL!

@Chris: I’ll probably do Boston next year. It takes some effort to pull these together and I try to limit them to about 5 a year.

April 7th, 2015

I noticed that Atlanta is no longer reflected as a location for a Roadshow. Is it no longer being considered as a stop for 2015? We were looking forward to being able to attend. Thanks.

@Kathy: I was hoping to do Atlanta in Nov or December but we’re looking at early next year.