make it happen: instructor-led to blended learning

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M A K E I T H A P P E N : ILT T O

B L E N D E D L E A R N I N G

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Every day, more and more L&D organizations are deciding to transition their

instructor-led training (ILT) programs to more blended solutions. Why?

Here are just a few reasons:

The high costs involved with delivering traditional classroom training

(travel, accommodations, etc.) have organizations rethinking their

standard approach.

The needs of a rapidly changing workforce must be addressed with

more on-demand solutions.

Employee productivity is essential, so training must be flexible

enough to fit workloads and schedules.

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The transition is easier said than done. It involves much more than just loading PowerPoint slides into an

e-learning authoring tool, adding some audio narration and calling it a day. If you‟re faced with this

challenge, how can you ensure that the blended training is engaging, instructionally sound, effective and

flexible enough to meet your organization‟s needs? A key is to keep the learners’ needs and desired

learning results as the primary drivers of change, and use them as a guide to transforming the program.

With that in mind, you can follow this process:

Let‟s look at each of these steps in more detail.

Factors to Consider

The decision to move from ILT to

blended solutions should be made

carefully after considering many factors

such as:

Learners’ abilities and acceptance

of new learning methods.

The organization’s readiness for

the transition.

The trainers’ skills for

implementing a blended solution.

The cost of implementing new

solutions.

Change management and the most

effective steps to implement the

solution.

This article focuses on how to evolve

training materials after all stakeholders

buy in to the decision.

Check Take a fresh look at the existing ILT program to determine what works

and what doesn’t, what’s important and what’s extraneous or outdated.

Chop Pare down the ILT program to the key points by eliminating the “fluff”.

Chunk Group learning objectives and content into meaningful, seamless units.

Challenge Question the pared down elements of the ILT to determine how their

effectiveness can be matched or improved in different delivery mediums.

Change Then, and only then, reformat the ILT into new blended solutions using the most effective learning strategies and technologies.

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Check

Let‟s look at each of these steps in more detail. The first step to transitioning your existing program is to check out the existing ILT with a thorough

needs assessment. Your goal is to re-analyze the learners, learning objectives and business needs to ensure they are still valid today—and will be

valid in the foreseeable future.

To assess the learners who will be taking the training, analyze the following attributes:

Attribute Considerations

Job titles, roles and challenges

This will help you determine the learners‟ needs on the job and how the training can support them. More than likely, the existing ILT takes this into consideration, but before transitioning it to a blended solution, make sure you have a crystal clear vision of their responsibilities, challenges and drivers for success.

Work locations

Make sure you understand the environment in which the learners work. The training, in whatever mode you deliver it, should adapt to the environment. For example, employees who work in offices or cubicles have a broader spectrum of training opportunities than employees in manufacturing plants or on the road. Make sure that the training you offer learners can be completed successfully in their environment or in a more conducive location near their environment.

Number to be trained and training timeframe

Will the training be released to the entire company or a focused group with specific job responsibilities? Will the training be completed in a short timeframe or over a few months? Your answers to these questions will help you determine the best way to deliver the training to learners.

Learners’ interest in the subject matter

Keeping learners engaged during the training process is vital for knowledge transfer and retention. If the subject matter is dry or boring, consider ways to make it more engaging or interesting. You can include role plays, games, case studies and other activities to immerse learners in the material. Look at how this is done in the current ILT and start thinking about how you can create these opportunities in the blended solution.

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To assess the learning objectives and business needs: Ask yourself the following questions:

“Do the current learning objectives reflect the most important needs of the business and

the learners?” When answering this question, you can rank the existing learning objectives on

a scale from „essential/appropriate‟ to „unimportant/outdated‟. You might discover new learning

objectives to address during this process, so rank them too. This ranking will help you determine

what to toss, what to keep, what to add and what to make optional in the new blended solution.

“What exactly do we want our audience to know (knowledge), do (skill) and feel (attitude) as

a result of the training?” The type of learning to be attained should drive they way in which

learners get trained. For example, if the information learners need to attain is knowledge based,

they can be presented with the information, but they also need multiple opportunities to assess

their understanding and get support when they need it. For information that‟s skill driven, it‟s

important to give learners opportunities to practice the skills and related decision-making with

hands-on activities and immediate feedback. If you want learners to change their attitude as a

result of the training, they need a collaborative, risk free environment where they can share their

thoughts and feelings with others before, during and after the training. Along with the learning

objectives matrix, you can indicate what type of learning each objective reflects. This will help you

chunk learning into appropriate delivery modes later in the process.

As with any needs assessment, invite key stakeholders to help with the assessment. Business

leaders, managers, subject matter experts, facilitators, employees who have taken the training and

employees who would benefit from the training can provide very valuable input.

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Chop

With your needs assessment complete, you have a great foundation for restructuring your training. Now it‟s time to get rid of the clutter. Go through

the ILT materials and match the content to the learning objectives. Ask yourself "For the audience to accomplish this objective, what exactly do we

need to cover?" Then, refer to your needs assessment ranking matrix and delete any unimportant/outdated content from the participant guide,

facilitator guide, slide presentations and other materials. Keep the essential/appropriate content. What about all the content that ranked somewhere in

the middle? You can choose to:

Keep it so it can be repurposed as supplemental or optional training.

Archive it in another format for historical reference.

Remember, though, you do need to provide contextual information to support effective learning, so be sure to keep introductions, transitions from topic

to topic and conclusions.

Chunk

Now that you‟ve cut the extraneous information, think about how you can group the remaining

content into the smallest possible learning chunks. How small should the chunks be? Cognitive

load theory states that a learner‟s short-term memory can store a very limited amount of new

information (5-9 bits) at a time, and the more technical the information, the shorter it will stay

there. Chunking when you create the blended solutions will help you present small pieces of

content that learners can quickly digest and move to more permanent memory.

Here’s a good rule of thumb:

See if you can break training

down so each chunk would take

no more than 10 minutes to

complete, despite the delivery

mode. Otherwise, your chunk

may be too large to be digested.

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How do you determine the types of chunks to create? You could chunk the information based on each

learning objective, so each objective has its own chunk. You may also choose to chunk based on

steps in a process, patterns of similar information or another organizational structure. The chunking

technique really depends on the content.

After you create your initial chunks, you can put them in multiple groups based on content. You can

also determine the sequence that these chunks/groups should be learned, so knowledge builds and is

linked to previous knowledge as the learner completes the training.

Challenge

To continue the process, you should now look at the existing chunks of information and determine the

best way to help learners attain and retain the knowledge. The beauty of blended learning is that it

allows you to combine the right elements at the right time and in the right way to create optimal

learning opportunities. There isn‟t a secret formula to help you create this combination and flow; it‟s all

based on the learners‟ needs and the other attributes you assessed.

A great way to start this part of the process is to watch the existing ILT in progress and evaluate how

your learning chunks are being presented and practiced in the class. As you watch the instruction, ask

yourself the following questions:

When will the content raise questions, and how can learners get the feedback they

need?

How does the facilitator add value, and how can that be integrated into new blended

solutions?

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How important is the face-to-face contact among participants and the facilitator, and does it need to be in the same physical space?

What other social aspects of the ILT benefit learners, and what are some effective ways learners can get this interaction?

What existing materials (besides ILT) are available to support each chunk?

How does the facilitator prepare participants for each chunk? How can you set the stage for learning?

After you see the ILT in action, go back to your needs assessment results and the chunks of learning you‟ve created. Then define a learning strategy

that details the learning process and flow. This can be defined in a detailed outline or in a design document. At this point, don‟t worry about the

technology or format you‟ll use to create the training material; just concentrate on the learning method that will work best. And keep in mind that, even

after all this planning, some parts of the training might still work best as ILT.

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0 M A K E I T H A P P E N : ILT T O


Learning Types Here are some ideas and examples for presenting the essential/appropriate information based on the type of learning required:

~ Changing Attitudes ~

For chunks that focus on changing attitudes,

you may want learners to get together before

the training to discuss their expectations and

current mindset. As they actively engage in

the learning process, you may choose to

provide regular opportunities for them to

discuss their insights with peers, a mentor or

a facilitator. Maybe the learners could do

role-play activities or complete projects to

apply the behaviors they’ve learned.

~ Knowledge-based Learning ~

For chunks of knowledge-based learning,

you may choose to start the learning process

as a group, with a “big picture” introduction or

overview. You may want learners to then

discover the basic principles on their own

and later meet with a mentor, facilitator or

other learners to discuss what they learned.

You may also choose to assess learners

after each group of chunks, to check for

understanding and let learners go back and

review fuzzy concepts.

~ Skills-based Learning ~

For chunks of skills-based learning, you may

choose to introduce chunks of content and

then allow learners to immediately practice

using the skills in a real-life scenario or

activity. Or you may want learners to

discover the chunks of information as they

work through multi-phased simulations or

case studies. After activities or phases of the

case study, you may want learners to meet

with a mentor or take an assessment to

evaluate their progress and skills mastery.

They could even watch and help someone

who is performing the skills on the job.

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At this point, it‟s also advisable to get the stakeholders involved again. Collaborate with them when

designing your learning strategy, and pass it by them for review/approval after you‟ve drafted your

strategy. As you can imagine, you‟ll probably formulate lots of ideas on tools/technologies for presenting

the information to learners as you create your learning strategy. It‟s important to just let these ideas

simmer in your mind until you‟ve finalized strategy, so you don‟t box yourself in to a solution that may not

be best for the learner.

Change

After your learning strategy is finalized, it‟s time to determine the best tools and technologies for your

blended solution. As you do this, keep three things in mind: consistency, framework and organization.

Your learning chunks need to be fully integrated in a logical flow, with seamless transitions, to be

instructionally effective. No matter what delivery format you use, the learning experience needs to be

consistent so learners know what to expect. A blended solution doesn‟t just “happen”; you need to build a

fine-tuned learning engine. Here are some considerations that can help you select the best modality for

the content:

Be sure to use the needs assessment results to drive your tool/technology selections.

- Knowledge-based content: Self-paced learning (online courses, self-study workbooks,

whitepapers, books) with support (emails, listservs, forums, ILT, webinars and

knowledge repositories)

- Skill-based content: learning labs with activity guides, simulations and demonstrations

- Attitude-based content: collaboration, ILT, discussions, webinars and group

projects/presentations

Let It Flow!

To optimize the flow of information as you

piece together the learning chunks, try to

include these methods in each grouping:

Introduce the topic.

Provide an overview that links the topic to previous learning and helps form a big picture in the learner’s mind.

Allow the learner to acquire the new information.

Let the learner see the new information demonstrated.

Let the learner practice applying the new information, assessing progress.

Provide feedback on the learner’s progress.

Review the key concepts.

Close the learning and transition to the next topic.

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Consider some of the “tried and true” delivery formats and their appropriate uses in the following table.

Delivery Format: E-learning

Uses: Large audiences, pre-work before a synchronous learning event, self assessments, content that may be physically dangerous to the learner if practiced “live”, content that requires a lot of practice, content that must be consistent (such as compliance and certification), content that may require insight or reflection; Knowledge, comprehension and application levels of learning

Delivery Format: VILT (Virtual instructor-led training)

Uses: Small to medium sized team training, skills reinforcement, Q&A, short discussions, introductions and summaries of a learning chunk

Delivery Format: ILT

Uses: Content that would benefit from physical role plays, collaboration with feedback, soft skills practice, content that requires a high degree of learner support

Delivery Format: OJT (on-the-job training)

Uses: Hands-on skill application, observation of skills being applied by an expert, repeatable tasks, mentoring, job shadowing; Analysis, synthesis, evaluation levels of learning

Delivery Format: Social Media

Uses: Large dispersed audiences, best used in conjunction with more formal structured learning formats, content that changes rapidly or is in flux, content that may require insight or reflection, learner-generated content that benefits from collaboration with feedback

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Learners can take your training synchronously (at the same time) or asynchronously (at

different times). ILT is an obvious example of synchronous training, but webinars, video

conferencing with live chat, online debates, whiteboard discussions and application

sharing can also keep learners engaged and motivated in a single virtual setting.

Asynchronous can be very beneficial to learners because they can take control of their

own learning and do so when it‟s most convenient and appropriate for them. If you‟re

thinking about developing asynchronous learning, be sure to consider whether online

courses, online scavenger hunts, job aids, videos, etc. can meet your learners‟ needs

and the desired learning results.

All learning does not have to be in a formal format. There are many innovative, cutting

edge informal formats you can use, and you may feel like a kid in the candy shop when

trying to select the most appropriate ones to try. Although online courses, self-paced

workbooks and webinars may be optimal for some content, learners might also benefit

from more informal approaches such as listservs, forums, social media (Facebook,

Twitter, LinkedIn, etc.), blogs, wikis and mentorships. A strong blended solution will

include formats that best fit the content and can be successful with the corporate/IT

restrictions.

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Words might not always be the best way to communicate your message. You

can use video, graphics, icons, ideograms, picture stories, knowledge maps

and other visual images to relay the information. Don‟t be afraid to think of

creative ways to visually communicate your information. Remember, a picture

is worth a thousand words.

What will facilitators and/or learning administrators need to know to supervise

and support learning? Be sure that the formats you choose are intuitive for

both learners and those who support them.

Measuring effectiveness throughout a training program is essential. Tools you

select to collect and measure data can be as complex as a Learning

Management System or as simple as a survey.

Remember, learner needs and business goals should be the drivers that help you select

the most appropriate tools/technologies. You should also consider factors such as the

time and cost to develop the solution, cost of development tools and your team‟s ramp-up

time for the new technologies.

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Scenario

To help you visualize the ILT to blended learning

transformation, here‟s a scenario for you to

consider.

Situation: A company with five branch offices

throughout the U.S. conducts monthly new

employee orientation training at its corporate

office. For this three-day program, employees

from all branches come to the company‟s

headquarters. Then they return to their branch

offices for an additional day of training. This

scenario covers what would typically be covered

during the first day of the orientation.

Process: After checking the existing new hire

orientation ILT and chopping out the extraneous

and outdated materials, the Learning &

Development team grouped the learning

objectives for the first day of training into the

following chunks. Then they analyzed the new

topics to develop a learning strategy and flow.

Finally, they determined a more effective delivery

method for each learning chunk.

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~ Synchronous Activities: Morning of Day One ~

Learning Chunk / Current

ILT Delivery Method

New Blended Delivery Method for the Content

Company Overview:

“Welcome to the Company”

video delivered by CEO

The video is posted on Youtube, and each new employee’s manager sends a welcome

email with a link to the video.

The new hires watch the video before coming to orientation and write a one-minute

“elevator speech” about how they perceive their role in the company.

Introduction to New

Hire Orientation

New hires meet at their branch offices. A facilitator in the corporate office

conducts a web meeting for all offices so the new hires can meet each other and

start the program. They introduce themselves by giving their elevator speech.

The facilitator introduces the learners to a special website created specifically for

their new hire class. They can use this site to ask/answer questions, share links and

meeting invitations and post pictures and information about themselves.

Office Tour New hires participate in team scavenger hunts at their district offices. They are

provided with a list of questions and key contacts. They must find the key contacts,

ask them the designated questions and record their answers. When they have

finished, members of each team deliver their answers to a designated supervisor

and discuss what they learned.

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~ Asynchronous Activities: Completed During the Week of Orientation ~

Learning Chunk / Current

ILT Delivery Method

New Blended Delivery Method for the Content

Company Policies

PowerPoint

Presentation

New hires listen to a series of podcasts on company policies. Each podcasts has a

matching job aid that learners receive after listening to the podcast. After

completing all podcasts, new hires take an online assessment to verify that they

understand the policies.

Available Resources

Lab

New hires receive an email that directs them to a webquest, where they search the

company Intranet to learn more about the resources available to them. When they

complete the webquest, they receive an email with a coupon for a free lunch in the

branch office cafeteria.

Presentation from IT

Representative

New hires attend individual face-to-face meetings with a mentor or designated IT

technician. During this meeting, they discuss the software and hardware they will be

using on their job, and they are directed to a set of online demos that will teach

them how to set up and use the technology. They use online messaging to notify

their mentor/technician when they are finished with the demos, and their contact

emails them some job aids for the tools.

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Testimonials Here’s what other L&D professionals are saying about migrating from ILT to blended learning. These excerpts come from a discussion on LinkedIn—

from the Learning, Education and Training Professionals Group.

Question: In a recent industry survey, over 60% of the respondents indicated that they were going to migrate from instructor-led classroom training to e-learning or

blended learning. Easier said than done, right? Based on your experiences, what advice would you give to help these folks with the transition? Thanks for your

thoughts!

“Part of the role of L&D has to start with the

business needs of the company. Although I am

totally on board with assessment of learner

needs, I feel assessment of *corporate* needs

should be right in the mix (and these may not be

the same). The issue is demonstrating that

learners can perform better after a learning

blend. The assessment should include line

manager performance metrics. Most line

managers have to provide performance metrics

to their managers, so there is no reason why

they can't provide them to L&D. The next step is

to determine if and how L&D can affect those

metrics, and to map out a blend that should

move learners to improve on the metrics.

Assessment can be used formatively in the

blend or summatively, both to improve the quality

of the blend and the results. Finally, 30, 60 and

90 day comparisons with the managers' metrics

can determine whether they have improved..”

~ Sherry

“The first step in designing any learning

experience (especially when that learning

experience will be delivered with a new

medium) is assessment. Assess everything

and everyone. Assess learners’ knowledge and

skills as you would for ILT, but also their

readiness and preparedness for receiving

training in an online or blended environment.

Assess the organization's readiness for the

transition, the trainer's/instructor's knowledge

and skills related to online or blended learning

and all support personnel for their knowledge

and skills related to delivery. When making

such a transition, an organization cannot spend

too much time assessing their own needs for

making the transition, and the steps they need

to take to cause the least negative impact on

their learners.”

~ Cindy

“It’s important to be aware of the range of

possibilities that [blended learning] opens up.

For one thing, it's a lot easier to have privately

coached reflective activities in an online venue

than it is in a classroom with lots of students …

Group interaction, coached interaction,

application to live work situations, all can be

organized into an experience that can be even

more engaging than the classroom.”

~ Valerie

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Do you need help getting started with your transformation to blended learning? Our consultants have extensive expertise in design and

development of live instruction, e-learning and tailored blended solutions. Contact us today! Michaels & Associates—we put ideas into action.

[email protected] www.michaelsandassoc.com toll-free: 877-614-8440

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