Transcript Document
Blended By Design
Creating and Sustaining Meaningful
Blended Learning Programs
Calvin McKnight, Director, Solution Services
Jill Gluck, Program Director, CGI Worldwide
Mario Santos, Practice Manager, CGI
Premium Consulting Events
“In today's business environment, finding
better ways to learn
will propel organizations forward.
Strong minds fuel strong organizations.
We must capitalize on our natural styles
and then build systems to satisfy needs.”
From: Conner, M. L. "How Adults Learn." Ageless Learner, 1997-2004.
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Workshop Goals
To develop
an executable blueprint
for a blended learning program
in which available multi-modal learning
assets are assembled
to effectively impact an identified
performance objective
by methodically addressing the needs
of adult learners
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Agenda
Blended Learning Concepts
Blended by Design
1. Establish the program strategy (DEFINE)
1. Build content components (DESIGN)
1. Launch, deliver and manage the program (IMPLEMENT)
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Case Study: Blended Learning Programs at CGI
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Blended Learning Concepts
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The Learning Organization Evolves to
Meet Today’s Business Needs
Usage and Adoption
Performance and Business Impact
Efficient Deployment
Effective Development
Formal Learning Assets
Informal Learning Assets
Stage 5
Stage 4
Stage 3
Systematic
Stage 2
Strategic
Stage 1
Targeted
Supplemental
Managed
Learning
Aligned
Learning
Integrated
Learning
Ad Hoc
Learning
Optimized
Performance
Learning
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Advanced Blended Learning Strategies
Facilitate the Evolution
Basic Blended Learning
Blended by Design
Stage 5
Stage 4
Stage 3
Systematic
Stage 2
Strategic
Stage 1
Targeted
Supplemental
Managed
Learning
Aligned
Learning
Integrated
Learning
Ad Hoc
Learning
Optimized
Performance
Learning
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Strengths and Weaknesses
Instructor Led
•Networking
•Peer interaction
•Instant Q&A
•Schedule time
•Flexibility
•Tutoring
Weakness
•Schedule
•Away from desk
•Limited audience
•Travel
•Instructor leaves
•Not consistent
Strength
•Anytime anywhere
•Where you want it
•Audience unlimited
•Don’t need to go anywhere
•Always available for review
•Consistent message
Weakness
•No Networking
•Limited interaction
•No one to Q&A
•Do it tomorrow
•Not Flexible
•Lack of a tutor
E-Learning
Strength
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Definitions
Non-Technical
Technical
Blended Learning has been defined as a
combination of at least four different elements:
1.
2.
Applying different forms of instructional
methods (classroom, e-Learning,
collaboration, simulations, etc.)
Combining delivery technologies (Internet,
CD-ROM, books, video, etc.)
3. Mixing teaching approaches (behavioral,
cognitive and constructive)
4. Integrating formal learning activities with
actual job activities and informal learning
Adapted ‘Blended Learning: Let's Get Beyond the Hype’ By Dr. Margaret Driscoll
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New Focus
for Blended Solutions
“ Blended learning focuses on optimizing
achievement of learning objectives
by applying
the
the
the
the
the
right
right
right
right
right
learning technologies to match
personal learning style to transfer
skills to
person at
time”
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Challenges of Designing
Blended Learning
The Role of Live Interaction
Role of Learner Choice and Self-Regulation
Models for Support and Training
Digital Divide
Cultural Adaptation
Balance Between Innovation and Production
From: The Handbook of Blended Learning
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DEFINE: The Foundation
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Blended by Design
Program Definition Worksheet
Establish the following:
–
–
–
–
Business Initiative
Program Goal
Desired Performance Outcome
Target Audience and
Characteristics
– Program Details (Program Name,
Timeframe for Delivery, etc.)
– Success Criteria
– Method of Measurement
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Workgroup Activity
Program Planning Exercise
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Case Study #1
GoFast Leadership Methodology
Your new CEO came from a market-leading consulting firm and
brought with him a methodology for improving efficiency,
cost management and decision-making called GoFast.
Previously, executives have only been included in the “Intro to
GoFast” workshops, where they defined a business problem
to be addressed by the teams in training.
Now, executives need to learn how to facilitate informal GoFast
problem-solving sessions for every aspect of the business
as part of standard operating procedure.
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Case Study #2
InfraStruct Engineering, Inc.
InfraStruct Engineering has been awarded a 10 year capital
infrastructure improvement contract in a developing Latin
American country. The contract requires InfraStruct to
employ the indigenous labor force.
The company’s reputation has been built on the strength of its
project management capability, which builds upon the
PMBOK with InfraStruct’s proprietary tools and procedures.
InfraStruct will send five veteran project managers to train the
workforce of five hundred supervisors and foremen.
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Case Study #3
eGames, Inc.
On November 1st, eGames, Inc. shipped 10,000 units of its
long-awaited SuperHero Universe video game to dealers all
across the country. After shipment, the game controller was
discovered to have a technical flaw that will require a recall.
The game, which had been rated the #1 new release for the
holiday buying season, will hit retail outlets on December
10th.
One hundred Customer Service Reps in four call centers will
handle support calls and guide consumers through the
recall/replacement process.
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Workgroup Activity
Target Audience Assessment
What are the knowledge and skill gaps of
your learners?
What is the size and distribution of your
audience?
Are your learners motivated to participate in
and complete the program?
What are the characteristic learning
preferences of your audience type?
Reading
Seeing
Hearing Watching
Doing
Teaching
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Cultural Issues with Blended Learning
•I don’t learn that way
•I can’t learn by computer
•I want to get away from work
•I want to get away from my boss
•Cheaper doesn’t mean better
•You can’t fit the same training into less time
•Not used to pulling information
•I need someone there to hold my hand
•Where is the networking?
•I want more peer to peer interaction
•I want a live body to answer questions
•I need to get away from telephones
•Too many interruptions
•I know it will not work
•I need 5 days to absorb 5 days of training
•No lunches
•Where are the donuts?
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How Business Professionals Learn
Attend
Formal
Training
Consult
Reference
Material
Ask Others
Practice &
Use
Certification
Internet Search
Experts
On-the-job
Credential
Knowledge Base
Mentors
Experience
Degree
Books
Coaches
Successes
New skills
Manuals
Managers
Mistakes
Career growth
Reports
Peers
Formal Learning
Informal Learning - 70% of workplace learning*
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Workgroup Activity
Identify Your Learning Resources
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•
SkillSoft Course Content, SkillBriefs and Job Aids
SkillPort / LMS learning platform
•
Virtual Classroom platform
•
KnowledgeCenter portals
•
Authoring tools
•
Books24x7 Referenceware
•
Leadership Development Channel videos
•
Proprietary and Third Party materials
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DESIGN: “Learner-centric” Learning
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How Adults Learn
in Today’s Workplace
Connect
Me
Prepare
Me
Coach
Me
Tell
Me
Support
Me
Show
Me
Check
Me
Let
Me
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PREPARE ME to learn
Prepare
Me
The entry point to learning
ensures learners have essential
foundational skills and understand
the program goals and
requirements.
In this phase, learners become
familiar with the tools, strategies,
and technologies used to deliver
learning and are introduced to the
learning objectives, anticipated
outcomes, and benefits of the
program.
This readiness step creates an
attitude and environment which
encourages success throughout
the remaining phases.
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PREPARE ME strategies
Prepare
Me
•Explain the process
•Provide job and learning aids
•Schedule orientation and
practice sessions
•Conduct a team-building
session
•Use a virtual meeting tool
•Set up a communication
protocol
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TELL ME what is important
Prepare
Me
Tell
Me
This phase presents and
explains the facts, concepts,
principles, procedures, and
processes related to the
targeted subject matter. Baselevel knowledge is either
established or reinforced.
Objectives are often restated,
and it’s an ideal place to
reinforce motivational
information – e.g. the “What’s
in it for me” message.
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TELL ME strategies
•Gaining attention (through
storytelling, etc.)
Prepare
Me
•Inform learners of objectives
Tell
Me
•Stimulate recall of prior
learning (associate new
information with prior
knowledge)
•Separate content into smaller
chunks
•Use visuals and animations
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SHOW ME what is expected
The demonstration phase
presents examples of the facts,
procedures, principles, concepts
and/or processes in practice.
Prepare
Me
Tell
Me
Show
Me
Placing the knowledge or skills
into real-life contexts helps
learners understand how they
can be used on the job or in
their everyday lives.
The demonstration phase
should utilize several senses so
the learner can see, hear and
possibly experience the actual
event.
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SHOW ME strategies
Prepare
Me
Tell
Me
Show
Me
•Basic demonstrations on reallife tasks, problems and
scenarios
•Model behaviors and skills
using strategies appropriate for
the content
•Debrief to clarify key teaching
points
•Chunk content into smaller
pieces
•Mix it up for interest and
effectiveness
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LET ME do it myself
A natural ‘next step’ is to allow
the learner to practice the new
skill. Practice helps learners
build confidence and serves as a
self-check on learning progress.
Prepare
Me
Tell
Me
Show
Me
Let
Me
Applying new learning to reallife situations supports transfer
of that learning to non-training
environments, and aids in long
term retention and retrieval
capabilities.
Safe practice environments also
help reduce anxiety and clear
the way for skills retention.
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LET ME strategies
Prepare
Me
Tell
Me
•Try out learning frequently and
appropriately
•Choose practice strategies
appropriate for the content and
level of learning
•Use simulations when possible
Show
Me
Let
Me
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CHECK ME to validate
The assessment phase
evaluates learners’ progress
against the stated objectives.
Prepare
Me
Tell
Me
Show
Me
Check
Me
Let
Me
Give feedback on tests and
practice activities as soon as
possible.
Positive feedback reinforces
learning and builds the
confidence needed to apply new
skills in real situations.
Corrective feedback addresses
and corrects learning gaps
before they become habits.
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CHECK ME strategies
Prepare
Me
Tell
Me
Show
Me
Check
Me
•Assess against certification
objectives
•Assess against learning
objectives
•Use pre-tests
•Use post-tests
•Consider other forms of
assessment
Let
Me
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SUPPORT ME with resources
This phase transitions learners
from formal to just-in-time,
performance support and other
more informal methods of
learning.
Prepare
Me
Tell
Me
Show
Me
Support
Me
Check
Me
Let
Me
Empower learners to continue
their own development by
recommending resources and
materials to extend the learning
experience.
Organize materials used in this
phase so they are easily
searchable and retrievable.
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SUPPORT ME strategies
Prepare
Me
Tell
Me
Show
Me
Support
Me
Check
Me
•Re-use assets from formal
learning
•Expect and support correction
of mistakes
•Expect and support expansion
of learning
•Provide access to additional
reference or support materials
Let
Me
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COACH ME as I apply new skills
Coaching capitalizes on the
experience and knowledge of
others and supports additional
transition from knowledge to
application-level learning.
Prepare
Me
Coach
Me
Tell
Me
Support
Me
Show
Me
Check
Me
Let
Me
Make experts and mentors
available to the learner during
formal and informal phases of
learning.
The designated coaches may be
supervisors, more experienced
peers or, in the case of technical
subjects, experts in their field.
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COACH ME strategies
Prepare
Me
Coach
Me
Tell
Me
Support
Me
Show
Me
Check
Me
•Support the coaches as well as
the coachees
•Meet regularly
•Tie coaching to development
plans
•Incorporate job aids and other
tools
Let
Me
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CONNECT ME to my peers
Connect
Me
Provide learners with access to
a team or community that
allows them to work with others
who practice the same skills.
Prepare
Me
Coach
Me
Tell
Me
Support
Me
Show
Me
Check
Me
Let
Me
Together, peer teams share
ideas and experiences that build
collective confidence.
Collaboration on projects,
problems, and brainstorming
generate new skills, innovation
and creativity that benefit all.
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CONNECT ME strategies
Connect
Me
Prepare
Me
Coach
Me
Tell
Me
Support
Me
Show
Me
Check
Me
•Optimize the use of technology
•Encourage ad hoc meetings
•Stress the value of online
communities
•Don’t forget the nontechnology based opportunities
Let
Me
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Sample Blended Learning Program
Online
Chat Room
Recorded
Testimonial
Virtual
Meetings
Course
Content
Mentors
Job Aids
•
•
•
•
•
•
•
•
Prepare Me
Tell Me
Show Me
Let Me
Check Me
Support Me
Coach Me
Connect Me
Test Prep Simulations
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How does knowledge of the 8 Phases
guide you in constructing Blended
Learning programs?
It
•
•
•
•
helps you choose
The right learning assets
The right learning modality
The right delivery mechanism
The appropriate technology
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The Blended By Design Blueprint
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Blueprint Elements
Learning Objective (Type)
Learning Asset Medium
Means of Delivery
Existing Resources
Also think about…
New Content Development?
Development Responsibility?
Content Subject Matter Experts?
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ConnectPrepare
Me
Me
Coach
Tell
Me
Me
Show
Support
Me
Me
Check Let
Me Me
Prepare Me
Tell Me
Show Me
Let Me
Check Me
Support Me
Coach Me
Connect Me
Face to Face
Virtual
Self-paced
Orientation Meeting
CEO Message
Program Guide
Presentations,
Seminars
Presentations, Virtual
Expert Roundtable
Courses, Online
Books, Documents
and Recordings
Scenarios,
Case Studies
Presentations,
Simulated Dialogues
Demonstrations,
Animations
Labs, Practice,
Role Play, OJT
Labs, Practice,
Role Play
Simulations,
Role Play, Case Study
Observation, Tests,
Feedback
Assessments and
Feedback
Study Guides and
Assessments
Meetings with
Experts
Web sites, Phone,
Chat
Job aids, Online
books, courses
Mentoring,
Manager Coaching
Online Mentors
Job aids
Project Team
Online Chat,
Social Network
External Online
Community
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IMPLEMENT: Launch and Sustain
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Discussion Question 1
Why might learning programs fail?
– What could prevent completions?
– What could cause drop-outs?
– What could prevent positive post-program
outcomes and impact?
Provide at least one answer
for each question
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Learning Roadblocks
• Learners get lost in a maze of portals/Web
sites/learning paths they have to navigate to
find all the parts of their program
• Learners get exasperated by redundant
and/or conflicting instructor-led and self-paced
material
• Learners get overwhelmed, fall behind and
drop out when they don’t get any help
“keeping up”
Support and Guidance are Key!
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Avoiding Learning Roadblocks
Participant and Program Management
–
–
–
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Participant Selection
Communication
Motivation and Support
Progress Tracking and Reporting
Program Evaluation and Improvement
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Discussion Question 2
How can you ensure the right people are
selected for the program?
– What are some ways to pre-qualify
participants?
– What are some key attributes program
participants should share?
– Why is it important?
Provide at least one
answer for each
question
SkillSoft
Participant Selection
Use qualification surveys or questionnaires
to assess potential participant
–
–
–
–
–
experience
knowledge level
level of commitment
time available to participate
perceived level of manager support
Work with Managers to determine
– their level of support for the program
– their level of commitment for supporting
employee participation
– their expectations for program outcomes
SkillSoft
Participant Selection
Make sure participants
– have the required knowledge and experience – if
applicable (eg. certifications like PMP or CBAP)
– understand what is expected
– have the time to devote to studies
– have the commitment to complete the program
– have the support of their manager
– want to participate
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Discussion Question 3
What needs to be communicated to
participants prior to program launch?
– What do participants needs to participate
successfully?
– What information do managers need to
effectively support participants?
Provide at least 3 examples
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Communication
Communicate to BOTH participants
and their managers
– Provide detailed documentation
• program components
• technical information
• support contacts
– Provide a detailed Program Schedule
• clear milestones
• helps participants manage their
time
• allows participants to work ahead
– Provide a single point of contact
• general program questions
• technical support escalation
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Motivation and Support
• Ongoing communication with participants
– phone
– email
– virtual meetings
• Distribute progress reports among
participants to instill good natured
competition NOTE: this may not be
appropriate in all situations
• Follow-up with participants who are falling
behind
– find out why
– come up with a plan to catch up
• Acknowledgement of achieving milestones
– program sponsor(s)
– managers
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Progress Tracking and Reporting
• Distribute progress reports at regular
intervals
– sponsors
– managers
– participants – if allowed
• Take action on delinquent progress
– follow-up with participants
– follow-up with managers
– notify sponsors
• Hold program status update meetings
– address issues proactively
– if something isn’t working, make
adjustments
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Discussion Question 4
What key aspects of the program should
we evaluate?
Provide at least 3 examples
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Evaluation and Improvement
For Participants AND Managers
• Satisfaction
– What did they like about the program?
– What didn’t they like?
– What suggestions do they have?
• Knowledge and Skills Gained
– What is their perceived level of knowledge/skills
prior to the program?
– What is their perceived level of knowledge/skills
post-program?
• Job Impact
– assess performance improvement since participation
– normally done 60, 90, 120 days after program
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Evaluation and Improvement
• Analyze evaluation results
• Communicate results
– participants
– sponsor(s)
– managers
– executives
• Take action
– modify program as needed
– communicate program updates
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Summary
• To effectively implement your learning
program and overcome learning roadblocks;
– Manage participant selection
– Ensure thorough and frequent
communication
– Provide ongoing motivation and support
– Provide frequent and regular progress
tracking and reporting
– Evaluation program satisfaction and
effectiveness
– Take action to improve the program
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SkillSoft Blended Learning Services
Determine Customer’s Unique Needs
•Needs assessments
•Participant selection surveys
•Define success criteria
Select the Right Learning Assets
•Proprietary
•SkillSoft
•Third party
•ILT
Create and Manage a Program Schedule
•Business needs
•Management needs
•Participant needs
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BLS Program Management
• Communication/Marketing
– Obtain support
• Executives
• Management
• Participants
– Set expectations
• Logistics
– Kick-off presentations
– Program Guides
– First-level support
• Monitor and Motivate
– Progress reports
– Personal contact via phone/email
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BLS Programs
• Industry Certification
– Cisco; CCNA, CCNP, CCDP, etc.
– Microsoft; MCP, MCSE, MCSA, MCDBA, etc.
– PMP, CAPM
– Lean Six Sigma
– ITIL v2,v3
• Proprietary Certifications
• Business/Professional Skills
– Leadership
– Management
– Sales
– Customer Service
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CGI Case Study
Business and Systems Analysis Training
Program
• Business Initiative
• Program Goals
• Performance Outcomes
• Target Audience
• Timeframe for Delivery
• Success Criteria
• Methods of Measurement
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Thank you!
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