Tag Archives: custom elearning solutions

Why Pay Attention to Games?

February 2, 2018Blogadult learning, behavior change, blended approach, blended elearning, business results, content development, custom, custom content development, custom developers, custom e-Learning, custom elearning company, custom elearning solutions, elearning, instructional design, workplace learningClaudia

Games are masters at engaging us. The success of “The Legend of Zelda,” “World of Warcraft,” “Second Life” and “Candy Crush” bears witness to this.

Because of that success, gamification — the strategy of bringing elements of a game to real-world experiences — has become a buzzword in the learning world.

There is evidence that games, composed of goals, rules and interactions that involve mental or physical stimulation, have been around since 2600 B.C. They are present in virtually all cultures, precisely for their ability to engage. They engage us to learn, act, fail and repeat this process toward the achievement of a self-accepted goal, out of our own free will or volition. According to Jane McGonigal, author of “Reality Is Broken: Why Games Make Us Better and How They Can Change the World,” this free will is manifested in the more than 3 billion hours a week people spend gaming globally.

Researchers say the main reason we engage in games is because of their ability to appeal to our intrinsic desires or motivators. Motivational factors can have a direct effect on learning transfer. Motivation involves self-efficacy, a cognitive force concerned with what an individual can do rather than what skills he or she may actually possess. In other words, self-efficacy is the judgment an individual makes about his or her abilities to perform a given task. In games, self-efficacy manifests when people continuously re-engage, even after failing repeatedly, because they believe they will succeed in the next round, life or level.

Game designers use strategies to leverage intrinsic motivators to attain long-term engagement. McGonigal classifies these motivators into four categories: achieving satisfying work, experiencing success or the opportunity of success, making social connections and having purpose or meaning.

Satisfying work is defined as work that produces desirable and visible results. The opportunity and hope of achieving success is a powerful stimulus that feeds our desire to improve. Social connections allow us to be recognized and appreciated, both powerful motivators. Having purpose or meaning is perhaps the most powerful motivator since, when something bigger than ourselves drives us, we are better able to overcome obstacles.

There is no doubt that awareness is growing about the benefits of appealing to intrinsic motivators to engage individuals in learning programs and ensure successful learning transfer. Our challenge in the corporate learning and development arena is to seize opportunities in which we can find creative, innovative and cost-effective ways to leverage intrinsic motivators.

To help learning and development practitioners in this endeavor, the first step is to continue to study how game designers creatively make participants learn, act, fail and repeat this process out of their own free will until they reach a predetermined goal.

7 Tips to Keep Your eLearning Project on Track

September 6, 2016Blogadult learning, blended elearning, custom content development, custom e-Learning, custom elearning, custom elearning solutions, customized elearning, e-learning, instructional design, project management, training and development, training programsClaudia

Nothing guarantees an eLearning project’s success or failure more than your stakeholders not understanding clearly what is expected of them. Here are some tips on how to do an amazing job setting and explaining the right expectations to keep your project on track:

1) Set up a project kick-off call or meeting: In this meeting, explain the entire process and clearly define tasks, responsible parties and timelines.

2) Create a project plan that lays all this out. Make sure to have all stakeholders review and approve. Create accountability!

3) Make sure to agree on stylesheets and brand guidelines for the project.

4) When feedback on design documents, storyboards, graphical user interfaces, graphical elements, built courses, etc. is needed, make sure you clearly explain what they are reviewing, what kind of feedback you are expecting of them, how you want them to provide it, and by when.

5) If there are multiple stakeholders providing feedback, make sure they compile the feedback in one place and agree on it. Many times when this step is skipped, contradictory feedback might make the process longer with back and forth questions and needed explanations.

6) Version control is important! Make sure you have a good and intuitive internal system in place to ensure no version control issues arise mid-project.

7) Good and constant communication between all stakeholders will ensure expectations are explained, red flags or delays are discussed and progress is tracked and celebrated.

Follow these steps and you will never again here the much dreaded words: “You never told me that!”

Can a Question Demonstrate the Value of Learning?

May 31, 2016Blogaccountability, adult learning, assessments, custom, custom content development, custom developers, custom e-Learning, custom elearning, custom elearning company, custom elearning solutions, custome elearning development, customized elearning, employee training, evaluation, instructional design, learning evaluation, measurement, surveys, training, training and development, training programs, workplace learningClaudia

If we start from the premise that any training or learning and development investment is an investment in the individuals that participate in that training event, then it follows that those individuals are the ones who are best suited to determine the worth and merit of that training event. Isn’t this obvious and don’t most organizations allow for that? The answer is sadly no.

Surveying the participants is definitely the right move but not before, during or immediately after the training event. It is about allowing a span of time to pass so integration or learning transfer occurs. It is only when the participants are back on their jobs facing the realities of unexpected challenges and ever-changing conditions that they can determine how the training investment better equipped them to succeed. This determination may change with time and this is why it makes sense to measure it more than once at different intervals.

Therefore, what is the question we need to ask at different intervals after the training event? The answers to this two-part question, when documented and systematically organized, can demonstrate the link between learning investments and positive business results. We’d like to suggest it is: Since you participated in XYZ training event, how have you improved yourself and what results have you achieved due to those improvements?

It really can be that simple.

To learn more about this approach, take a look at our new article in CLO Magazine on the value of documentation: http://bit.ly/1OtIqRd

Here’s to a healthy, successful and inspiring 2016

December 30, 2015Blog2016, adult learning, content development, custom, custom e-Learning, custom elearning solutions, customized elearning, employee training, training, training and development, training programsClaudia

As the year comes to an end, we are grateful for the projects we have been able to contribute to. Through these projects we know we are impacting the lives of many for the good. When our clients invest in developing their talent and partner with us to create success opportunities for their employees, they allow us to fulfill our mission to expand knowledge and bring about progress. With this in mind, we want to suggest the following questions that can help training and development departments fortify their position within organizations as value creators instead of cost centers:

– Can we implement strategies to further demonstrate the value we bring to the organization, through success stories and tangible business results that can linked back to the training investments?

– Can we demonstrate how the acquisition of experience is accelerated through the programs we create?

– Can we anticipate the training needs of our internal clients?

– Can we look into strategies to replicate our top performing employees and support them on the job?

– Can we inject fun, excitement and a little intrigue into our programs to enhance perceived value and generate more participation?

We are excited to explore these questions with you in 2016!

Wishing you and yours a healthy, happy, prosperous and inspiring new year.

“Another Brick in the Wall”: Adult Learning versus Pedagogy

October 30, 2015Blogadult learning, blended approach, blended elearning, business results, business value, custom content development, custom developers, custom elearning, custom elearning company, custom elearning solutions, e-learning, elearning, employee training, facilitator, instructional design, malcolm knowl, pink floydClaudia

Adult learners have suffered under the spell of pedagogy for many years. It is time for instructional designers to take an active role in making sure executives and those around them understand the fundamental differences between adult learning and pedagogy.

The word “pedagogy” is derived from the Greek words paid, meaning child (the same origin as the word “pediatrician”) and agogus, meaning “leader of”. In essence, pedagogy means the art and science of teaching children. This model of education has been around for a long time (started between the seventh and twelfth centuries evolving from the monastic and cathedral schools in Europe) and it has remained the dominant model of education since. Still today, there are millions of adults being taught like children.

What is the problem with teaching adults like children? There are quite a few, but I want to focus on the most fundamental one in my opinion. In the pedagogical model, the teacher is assigned the full responsibility for the what, the when and the how of the learning that is to take place. It is a teacher-directed education where the learner essentially takes a passive role. And this is where the problem begins. As an adult, we have the need to be self-directed, as Malcolm Knowles emphasized, because being an adult in the first place, according to its psychological definition, is to arrive at the self-concept that we are responsible for our own lives.

In other words, if we break this paradigm and make the clear distinction between adult learning and the pedagogical model, we would start by shifting the responsibility of the learning back to the learner or the adult. We have seen learning and development departments designing eLearning courses, instructor-led training, virtual classroom sessions, and blended learning programs where little to none of the responsibility has been given to the learner. Basic steps to provide the learner with a sense of self-directedness are missing.

An effective instructional designer needs to start by thinking how the learners can take ownership for what is to be learned and how to facilitate* this process. Specific techniques, like allowing learners to pick and choose different delivery methods or engaging in different learning activities that are part of a bigger picture, make a difference and have an impact on the bottom line. Recently, we implemented a simple strategy in this direction at a global manufacturing company which resulted in increased productivity. We assigned ownership to the learners of creating their own support manual relevant to their own needs, thereby reducing their dependency on external support while improving their productivity.

To summarize and extrapolate from Pink Floyd’s Another Brick in the Wall, “Hey! Teachers! Leave them <adults> alone!” https://www.youtube.com/watch?v=YR5ApYxkU-U

*Facilitator – We can’t force an adult to learn anything but we can facilitate the access to knowledge for those who want it. This concept is behind our name Facilitador, which means facilitator in various languages.

Curriculum Design and the Blended Approach

September 30, 2015Blogadult learning, behavior change, blended approach, blended elearning, blended learning, content development, custom, custom content development, custom elearning, custom elearning company, custom elearning solutions, customized elearning, elearning, employee training, learning, training, training and development, training programs, workplace learningClaudia

The purpose of any learning or training program is to help the learner or trainee improve him or herself and the results they achieve for the organization. So if this is this case why not make the learning and training program subservient to how the individual will utilize the learning to improve herself and her organization? And keep in mind that acquisition of knowledge and skills to develop competence and ideally reach a level of mastery does not occur from one day to the next; it is a process that in some cases can take years.

We find that when it comes to deciding on a curriculum to prepare individuals for a job role and when leveraging instructional design to deliver this curriculum, most organizations forget the obvious points above.

The first problem is that many organizations try to fit a series of topics, or “things individuals must know” or are “supposed to know” to be successful in their job into an ever expanding curriculum. Chances are that they end up with a huge curriculum that can’t be covered in the amount of time allotted for the training and development program and as a result, critical topics can be left out. The second problem is that many organizations forget the fact that the road to mastery is a process and don’t leverage sound instructional design to support this process.

The first problem is tackled by taking holistic approach to the curriculum and this starts with asking what are successful behaviors of top performers in that role. From there we derive the competencies that need to be developed to execute those behaviors. Then, we ask what are the skills and knowledge that make up those competencies that over time will lead to mastery and lastly, given the aforementioned, how do we make the knowledge and support through this process as least disruptive as possible from the employee’s current work responsibility and environment. Here is where a blended approach is king since it is only through a blended approach that we can find ways for individuals to work and collaborate real time with others, access information when they want it from wherever they want, and access live support on their road to mastery.

Only by taking a holistic instructional approach and leveraging technology can we make the learning subservient to how the learners will utilize the learning to improve themselves and their organizations. We are excited to work with organizations that don’t forget the obvious.

Rocket Fuel for eLearning: Action Plans

July 30, 2015Blogaccountability, action plan, action planning, action plans, adult learning, behavior change, business results, custom e-Learning, custom elearning, custom elearning company, custom elearning solutions, e-learning, malcolm knowles, marshall goldsmith, training programs, triggerClaudia

Do you want eLearning to have an impact on your people, so your people can have a positive impact on the business?

Yes, that is actually what our research demonstrates. When eLearning is accompanied by an action plan the results go through the roof.

What results? The business results that can be attributed to the training. The reason is simple. An action plan documents how the learner will apply what he or she learned. Accountability is created when the individual completes the action plan and shares it with managers. Hard evidence is created when the individual records the results of his or her application of the action plan. The action plan essentially becomes a link between what is learnt and the impact it had on the business.

An action plan includes any type of document created by a learner that states the actions he or she will undertake in relation to what they have understood to be the learning objectives or goals of any given learning, training, mentoring or coaching program delivered via self-paced e-learning or a virtual classroom. Adult learning theorist Malcolm Knowles describes a series of problems that are solved through the use of action plans, primarily because they allow individuals to develop a sense of ownership and take responsibility for outcomes.

To incorporate action plans into eLearning courses is simple. What is important is that the action plan be structured in a meaningful and relevant way and that it allows for easy access and follow-up. Typically, action plans have been paper-based making them hard to store, retrieve and track. Within an eLearning course they become electronic; the learner can access them when they want; others like managers can view them at any time; learners can complete them at their own pace and make any changes as needed. In a way, the action plan acts a self-regulating mechanism that the individual uses to hold him or herself accountable to apply what they learned. Marshall Goldsmith states in Trigger that our performance improves when we know we will be tested in regards to our personal effort. An action plan commits the individual to exert the effort in applying what they learn with themselves and others.

It’s a simple technique. A powerful one that adds rocket fuel to your eLearning programs. It’s a technique that more often than not gets dismissed and should not. Adding an action plan to an eLearning course can ensure that it positively impacts your people and improves your bottom line.

What eLearning content provides the biggest bang for your buck?

June 30, 2015Blogbehavior change, content development, custom, custom content development, custom elearning, custom elearning company, custom elearning solutions, customized elearning, elearning, employee training, training, training programs, user generated content, video, video trainingClaudia

Recently, I overheard a conversation at a learning conference when I was waiting to enter a room I was scheduled to present at. The conversation between the two individuals went like this:

“What content provides the biggest bang for your buck? That is the question I have about this e-Learning project we are starting. It’s going to take a lot of effort so knowing what we include and don’t include will be key.”

“Yes we have to look for what’s really going to move the needle so we continue getting funding.”

“I was thinking that what we need to do is make sure we give the people out on the field what they need. They have to tell us what is going to make it or break it for them.”

The question of what is the content that will be most effective within an eLearning solution is very important. Equally or perhaps more importantly is how the knowledge is going to be delivered and how it will be accessed by the learner. Consider the following: in regular face-to-face communications we have three components. They are:

Our body language
How we say what we say (voice qualities/characteristics)
What we actually say or the words we chose

What we actually say represents only about 7% of the equation, with 38% going to how we say it and 55% going to the body language we use when we say it (Mehrabian and Ferris, 1967).

If we were to apply this formula when thinking of an eLearning solution, we would give more weight to how the knowledge will be accessed (55%) than to how the knowledge will be delivered (38%) or what the knowledge is that will be delivered (7%). I am not suggesting that one is more important than the other, but I am suggesting we start by thinking how the knowledge will be accessed by the learner at the point of need.

As adult learners we do not need to remember everything or memorize things, we need to be able to execute our jobs and access knowledge when we need it to support our successful execution of the task(s) at hand. Therefore, any eLearning solution that does not “follow” the learner back when they are on the job will miss the opportunity to provide the most value to that learner at the moment of need.

Now if we consider the content question again under this perspective, we could argue that the ideal content is that which will help our employees perform at their best when they are back on the job. And who knows this best? Our top performing employees. Therefore, the content can come from these employees. How? The best way I have found is through what we call “user-generated content” or self-shot short videos of these top employees sharing specific know-how and best practices to support the successful execution of a task or a step within their jobs. And how will these videos be delivered? It is up to the training department to curate, organize, tag, label, and rank the videos for easy on-the-job access. Creating employee-generated content is not hard if you create the right framework for the training department to be able to accomplish this.

Custom eLearning Wars: Will changing your attitude change your behavior or will changing your behavior change your attitude?

May 28, 2015Blogbehavior change, custom, custom content development, custom e-Learning, custom elearning, custom elearning company, custom elearning solutions, custome elearning development, e-learning, elearning, employee trainingClaudia

Could a generic or off-the-shelf eLearning course change your behavior? Most likely it can’t because it is generic and even though it might have some examples these might not apply to the specific situations your employees will face. Could a generic eLearning course change your attitude or how you think about something? Perhaps it can if the content is valid and the generic e-Learning course has been well designed. However, does changing your thinking about something guarantee that you will change your behavior? The answer quite simply is no, nothing can guarantee it (think about how many times you read a life changing health practice and then failed to apply it) but you can put the odds in your favor.

Now let’s consider the following: can changing behavior change the way we think about something? The answer is yes. Ultimately it is behavior that counts since it is what impacts the world around us. How can behavior change our thinking? Let’s consider some examples where this might seem obvious. The first is dressing differently (a behavior). When we are dressed in fancy, expensive clothes or in a uniform, we tend to change how we stand, how we talk, and how we perceive ourselves. Another example is when we force ourselves to smile (a behavior). In the beginning, it might feel awkward and fake, but as we maintain the smile we start feeling happy (thinking happy thoughts). If you are still not convinced, try the smile technique on your own (perhaps do so in private so people around you don’t think you are crazy!)

So how do you increase the odds of a behavior change occurring after an eLearning course? You not only provide relevant, valid and compelling content to impact how people think about an issue or as Peter Senge of Harvard would describe, change the mental models people hold to interpret what is around them, but you also provide examples that are specific to the challenges and situations your employees will face. Modeling the right behavior within the appropriate context can be achieved only through a custom eLearning course that has been designed based on your employees’ specific needs and challenges. When the behaviors are made explicit in this manner, the gap between knowing something and being able to execute on it, or what Jeffrey Pfeffer and Robert I. Sutton coined “The Knowing-Doing Gap,” is shortened. It is still not a guarantee people will change their behavior as this responsibility ultimate lies with the individual, but the odds will definitely be in your favor.