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FEATURED ARTICLE: Transitioning to Online Learning: A Safe, Effective, and Flexible Alternative

Embracing Technology

As a result of the 2019-20 global pandemic, organizations across all sectors are struggling to reorient themselves and establish revised coordinates on a marketplace that has yet to stabilize.  While the next reality for most may not be fully understood, the expanding role of technology is much clearer.  One such example involves transitions toward online learning in response to health concerns associated with traditional classroom learning environments.  Without question, skill development through a virtual platform can offer a safe, effective, and flexible alternative to face-to-face instruction.  The key to success for achieving desired learning outcomes involves planning, preparation, and delivery based on the specific needs of your organization.

Planning

While available options for providing learning and development may have changed as a result of the pandemic, the need for it has not.  Automation, robotics, and smart-learning machinery has steadily infiltrated labor-dependent industries over the past few years.  By all indications, the COVID-19 crisis will accelerate this trend and for some, will be the tipping point for transitioning to what is broadly referred to as the 4th industrial age.  The bottom line is that the need for reskilling or upskilling employees to meet current and future needs has never been greater.  This trend won’t go away anytime soon.

For organizations looking to integrate remote or online learning and development strategies, planning is a logical starting point and is essential to achieving desired performance outcomes.  To effectively address planning needs, three areas of consideration are recommended:

  • Identify learning and development needs
  • Assess available resources
  • Acknowledge constraints and limitations

Learning and development needs should reflect existing pain points, recognized skill gaps, and emerging trends, among other things.  Available resources needed for content development and delivery, both internally and externally, are a factor and must be taken into account as part of the planning process.  Recognizing anticipated costs early in the process helps avoid barriers resulting from budgetary constraints.

While many waterfront employers are by definition small businesses, there are numerous partnering opportunities for collaboration within the Hampton Roads (VA) region.   Those include, among many others, industry and trade associations such as the Virginia Ship Repair Association, regional community colleges, such as Tidewater Community College, and the Small Business Administration. 

Preparation

While planning involves envisioning a desired future state, it represents a image that is only of value if acted upon.  Preparation is the act or series of actions leading to implementation.  For success, you must prepare to proceed with a detailed plan of action.  Here are recommendations for consideration for those wanting to move forward with online learning:

  • Define learning objectives
  • Clarify roles & responsibilities for key stakeholders
  • Account for learning styles & generational differences

Learning objectives must align with needs identified during the planning process.  Achieving objectives is the result of deliberate efforts to create online experiences that reach desired learning states and levels of understanding.  Instructional designers must carefully select content that connects with a widely diverse workforce, consider past experiences of the individuals involved, and account for a variety of learning styles and generational differences. 

An important part of the preparation phase includes collaboration and dialogue involving roles and responsibilities for all stakeholders; even those indirectly involved.  While the primary focus may be the individual learner, reinforcement of skills, supporting systems, and integration of learning objectives into daily routines requires involvement and participation of many others – not the least of which are frontline supervisors.

Delivery

At its core, planning and preparation represent a means to an end.  While the parameters may have changed over time, the process itself hasn’t.  What has changed involves options for developing employees.  Delivery platforms have evolved tremendously over the past decade and the availability of tools has never been greater or more convenient.

The delivery component represents the point of implementation and is the process whereby knowledge transfer and skill development begin.  Factors of consideration should include the following, at a minimum:

  • Selection of learning platform
  • Consideration of content
  • Measuring results

When selecting learning platforms, there are two primary options:  web-based and virtual.  Web-based instruction is typically stand alone and self-paced.  Virtual platforms typically involve live instruction provided remotely.  Organizations looking to deliver instruction online can develop and deliver content themselves, or, can transfer the responsibility to a 3rd party provider.  In-house development is typically more representative of daily operations for learners than 3rd party materials, which are often generalized to fit a broad category of industries.

While chalk-and-talk instruction may have dominated past learning experiences, it doesn’t necessarily represent preferences of emerging generations.  Not only are millennial and GEN Z employees comfortable with online learning, many prefer it.  Selecting platforms that can be accessed through mobile devices is an example of functionality worth considering.

Content considerations are an important factor for delivering an effective learning experience.  Keeping points narrowly focused and limited in duration, conveying material that has an entertaining quality, and building anecdotal storylines are best practices well worth considering.

The ultimate goal of learning and development is to create a shift in organizational performance through individual behaviors.  An important consideration for those designing, implementing, or assessing the value of training initiatives involves measuring return on investment.  For these reasons, you should consider administering pre and post assessments for learning participants to establish a baseline and measure shifts in both knowledge and individual perspectives.  Knowledge reflects what the individual learned; perspective is an indication of how they feel about it.  Both are important – but a shift in perspective is key.  While knowledge makes you think, it’s emotions that make you act.

Summary

Online learning is here to stay.  The advantages it offers and convenience it provides are broadly recognized by the emerging generations that embrace it.  Organizations that utilize it will quickly find an alternative to past practices that is both effective and efficient.  Designing a system that works is key and is the result of strategic planning, preparation, and delivery; a process intended to identify and fulfill the specific needs of the organization and stakeholders involved.

 

Joseph (Joe) White

Director, AEU LEAD | joe.white@aeulead.com | (804) 661-2099

 

Joe White is Program Director for AEU LEAD®, a management consulting and developmental training organization specializing in strategic planning, operational transformation, and leadership development.

Working primarily with small to mid-size organizations in labor-intensive / blue collar industries, Joe specializes in helping clients transition to desired future states using engagement strategies designed to gain needed buy-in, support, and commitment from critical stakeholders – factors essential to achieving desired outcomes.

With more than 30 years of operational and consulting experience, Joe’s approach to problem solving follows three basic principles.  Solution strategies must be practical, actionable, and relevant.  Joe emphasizes progress over perfection and helps clients overcome commonly-experienced barriers to success.


Joe is a published author and is an event speaker at many leading industry conferences including National Safety Council (NSC) Congress and Expos, American Wind Energy Association (AWEA), and National Maritime Safety Association (NMSA).

In his spare time, Joe volunteers as a youth softball and basketball coach. In addition, he is a hunter safety instructor for the Virginia Department of Game and Inland Fisheries. He is a graduate of Virginia Commonwealth University.


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