elearning: An Effective, Engaging Solution for Boosting Training Participation and Completion

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1 PE R S PECTIVE S elearning: An Effective, Engaging Solution for Boosting Training Participation and Completion To gain a competitive edge in a dynamic business environment, leading organizations are looking for more cost-effective and scalable ways to train and develop their employees quickly and effectively. As a result, elearning is gaining momentum as a viable alternative to traditional classroom settings. The challenge for training professionals, however, is in designing effective elearning solutions to engage the hearts and minds of all participants. Current research on how the brain works offers new and exciting opportunities for developing powerful and effective elearning programs with the learner in mind. In this report, we offer helpful suggestions for designing effective elearning solutions that will help boost your training participation and completion rates. What Is elearning? elearning guru, Elliott Masie, defines elearning as the use of technology to design, deliver, select, administer, support and extend learning. elearning covers a variety of different learning formats, including: 1. Live virtual classrooms a facilitator and a group of participants meet virtually online using a Webcast provider such as WebEx so that participants can: a) hear the facilitator; b) see a PowerPoint presentation; c) speak to others on the phone; d) type in comments and questions; and e) annotate on the screen. 2. Self-paced elearning a participant accesses courses either online or a CD and learns new content and skills by watching videos and making choices (for example, The Ken Blanchard Companies Situational Leadership II Blended Learning program). The learner controls the pace, schedule, and location of the training. 3. Rapid elearning (also known as on-demand learning) a participant accesses a learning lesson on a variety of devices such as wireless ThinkPads, iphones or ipods wherever and whenever he or she has the time and desire to use it. This technology is appropriate and useful for participants who only need a specific training lesson when they need it to perform their jobs better. For example, participants can listen to podcasts to prepare for instructor-led courses or use a wireless device to access files from the company s intranet site.

2 According to the 2008 ASTD (American Society for Training and Development) State of the Industry Report, elearning is gaining momentum as workplace learning moves out of the classrooms and away from printed textbooks to digital platforms and online documents. Furthermore, a report by Ambient Insight noted that the U.S. market for self-paced elearning products and services reached $16.7 billion in Why the Increase in elearning? Technological advancements are making it possible to develop more cost-effective and scalable elearning solutions. For example, Web-based technologies offer employees more flexibility and choices to get information when (24/7) and where they need it (at work, at home, or while traveling). Learning management systems (LMS) enable organizations to centralize and organize large amounts of learning content that can be easily accessed by employees. Presentation systems, such as streaming audio and video (live and canned), including WebEx and HorizonLive, bring multimedia to multiple points at a reduced cost. Conferencing systems, both live and real-time audio and video conferencing, provide engaging virtual classroom experiences. Rich media design tools, including game-like simulations and 3-D worlds similar to the popular Second Life, are now becoming a norm in workplace learning. According to the 2008 ASTD (American Society for Training and Development) State of the Industry Report, elearning is gaining momentum as workplace learning moves out of the classrooms and away from printed textbooks to digital platforms and online documents. In 2007, technology-based delivery was 32%, up from 30% in In 2001, the percentage was only 11%. Moreover, in 2007, self-paced online learning surpassed all other forms of technology-based delivery or about 90% of online learning. Furthermore, a report by Ambient Insight noted that the U.S. market for selfpaced elearning products and services reached $16.7 billion in The demand is growing by a five-year compound annual growth rate of 7.4%, and revenues are expected to reach $23.8 billion by Although the rate of growth for selfpaced elearning products and services has slowed during the recession, down from a 22% growth rate in the forecast period, this rate of decline has stabilized and the growth rate is rising again. As we move into the future, we can predict that elearning will play a more prominent role in both formal and informal learning, especially with emerging Web 2.0 technologies, such as instant messaging, web conferencing, wikis, blogs, and other social platforms, that are transforming the way people learn and share information. What Are the Benefits of elearning? There are numerous benefits to elearning for organizations as a whole, for training professionals, and for individual learners. The primary benefits of selecting elearning training instead of (or in addition to) traditional classroom learning include the following. Results in significant cost savings for the organization when compared to live, faceto-face instructor-led courses, e.g., reduces training expenses related to participants travel or facilitators travel, classroom infrastructure, and other administration costs. Centralizes knowledge management by providing the means to gather and transfer organizational knowledge more effectively. Leverages organizations investment in their corporate intranet. Provides scalable solutions and programs that can be adapted with less effort or at a reduced cost to accommodate specific groups or organizations. MK elearning An Effective, Engaging Solution 2009 The Ken Blanchard Companies. All rights reserved. Do not duplicate. 23

3 Increases efficiency of learning transfer and the return on investment from training and development through use of elearning sustainability tools. Allows organizations to reach their training goals quicker and at a lower cost by shortening the overall time needed for participants to complete the training. Improves the effectiveness and efficiency of in-class time by allowing participants to learn new concepts and basic skills online and then dedicate their classroom time to focus on practicing real-world situations. Reduces the amount of time that employees are physically away from their jobs because participants can take classes on their off-hours. Provides a Web-based platform so that participants can receive materials virtually and thus eliminate or decrease the use and the cost of printed materials. Provides timely and reliable information as elearning training and materials can be easily updated. Enables participants to share knowledge and information, and build communities of practice. Provides participants the convenience of 24/7 availability. Eliminates issues relating to participants dispersed geographical locations or different time zones. Enables learning programs to be customized and personalized for participants depending on their particular learning styles and needs. Supports collaboration and learning for teams. Best Practice: Design elearning with the Brain in Mind The latest research on how The latest research on how the brain works offers new and exciting opportunities the brain works offers new for developing powerful and effective elearning programs. Research suggests that regardless of generation, gender, or temperament, most people desire an open, safe, and exciting opportunities and welcoming learning environment in which they are challenged to stretch and grow beyond their comfort zone. People also desire an environment that encourages for developing powerful and participation, sharing, and a sense of community. Learning professionals play an effective elearning programs. important role in designing learner-centric environments that provide learners an opportunity to expand their abilities and improve job performance. Research discoveries about how the brain works suggests that the human brain is a social organ. In other words, the brain s physiological and neurological reactions are directly and profoundly shaped by our social interactions, such as the workplace. For example, when people feel left out or devalued at work, they experience it as a neural impulse as powerful and painful as getting hit over the head with a sharp object. Stressful experiences like these discourage employee commitment and engagement and ultimately result in lower productivity and performance. Conversely, when workers feel they are being treated fairly by their managers and others, know what is expected of them, are given autonomy to do their work, and feel respected and connected to others, they are more likely to perform at higher levels. Thus, insights about how the brain functions highlight the need for designing and delivering elearning programs that allow participants to learn, stretch, and grow. Learners are less likely to be engaged, feel motivated, and perform at their best when their brains are registering a threat response. Therefore, creating elearning solutions that triggers the brain s reward mechanism is a key factor for motivating participants to acquire new skills and transfer them back on the job. MK elearning An Effective, Engaging Solution 2009 The Ken Blanchard Companies. All rights reserved. Do not duplicate. 3

4 A 2009 Blanchard Customer Satisfaction survey that was conducted by Blanchard to measure the effectiveness of the program received positive results. The survey showed that 97% of respondents were highly satisfied with the overall elearning experience. The majority of respondents (87.7%) indicated that the content was highly relevant and valuable to their job, while 75% said that the activities and simulations, while fictional, resembled real-life work. David Rock, author of Your Brain at Work, offers a brain-based approach for creating workplace environments that improve productivity and performance. The SCARF model consists of five social qualities: status, certainty, autonomy, relatedness, and fairness that when applied boost the brain s reward response, thus improving participants motivation and performance. Based on the SCARF Model designed by David Rock, this paper applies five social qualities to creating effective elearning programs. Status. Rock asserts that our brains are hardwired to constantly assess how social interactions enhance or lessen our social status. Status is important to the brain because it increases our chances of survival. When we were still hunters and gatherers, the accumulation of position and wealth of food, primarily would often determine whether we would survive the next drought or the next cold winter. Research suggests that achieving prestige and status is correlated with human longevity and health, even when income and education are controlled for. So, regardless of the stakes at hand, the human brain responds the same whether we are competing to win a simple board game or competing to win a world chess championship. Even when we are competing against ourselves, such as in a game of solitaire, our brain registers the same response. Thus, understanding the role of status can help learning professionals design and develop elearning courses that engage participants and boost their status level. For example, financial incentives, professional certificates, or course credits enhance participation and completion of training. Highlighting individual employee rewards from online training also serves as an incentive for employees to finish a course. Giving immediate feedback and recognition publicly or privately to employees for applying newly acquired skills back on the job also arouse the brain s reward response. Personalizing the elearning experience and providing frequent feedback when a participant masters a new skill through interactive examples and online quizzes can heighten the perception of status. Providing immersive online learning simulations and video games that allow participants to move progressively to higher levels in a safe, virtual environment can incentivize people. An elearning course completion competition involving various business units is one means of lighting the same reward regions of the brain as receiving financial gain, and it can lead to a spirited sports-like rivalry between teams and also lower drop-out rates. A caveat, however, is that unproductive competitions that pit people against one another on the basis that it will make them work harder may stimulate an opposite reaction in employees who do not excel in playing elearning games. Certainty. In life, we all experience uncertainty. However, when people perceive that certainty may be out of control, their performance and the ability to make good decisions are impacted. Too much uncertainty registers a threat response in the brain, leading to anxiety. For example, if an individual is pushed too hard, beyond his or her stretch zone, the learning becomes synonymous with pain, anxiety, and unhappiness. Conversely, creating an environment that is devoid of struggle and challenge may lead to boredom. So the consequences of too little struggle are no less detrimental than too much struggle. Researchers and trainers alike acknowledge that a mild amount of uncertainty can be effective for arousing participants interest and attention. When people experience new and challenging situations that are relevant to their work, their curiosity is sparked and they are energized to delve deeper into problem solving. MK elearning An Effective, Engaging Solution 2009 The Ken Blanchard Companies. All rights reserved. Do not duplicate. 45

5 In addition, two-thirds of the respondents said they transferred the acquired skills back to the workplace. Many managers indicated that it created more self-awareness and changed how they communicated and related to their direct reports. Respondents stated that the program was a good investment by the organization (90%). The survey showed a very high completion rate of 97%, which suggests learners were engaged and motivated throughout the program. Designing challenges in which participants actions require active processing and that represent real-world scenarios help participants retain what they are learning. Interactive and engaging elearning simulations provide participants the opportunity to practice new skills in a safe, risk-free, virtual environment. They can ask questions or make mistakes, until they fully understand how to use their new skills. In addition, by breaking down complex problems or exercises into small, manageable chunks learners have the freedom to choose their learning path, thus increasing their sense of control and lessening the amount of uncertainty. Furthermore, setting up goals and making expectations clear prior to the training to explain the importance of the course and why completion is important to the individual, team, and organization also boosts the degree of certainty. Autonomy. Autonomy is an important social quality for minimizing the brain s threat response. When people have less control over decision making or choices in how they organize their work, they are more likely to experience a stress response in the brain. Effective elearning simulations offer participants the ability to pace their learning: they choose how, when, and where to learn, thus increasing the perception of autonomy. When participants are immersed in a powerful story line, for example, that is relevant to their work, interactive, and engaging, they find it an enjoyable experience, not a chore. Participants are more likely to schedule a specific time for completing the course and they are less likely to drop out. Asynchronous and synchronous models such as multimedia presentations, message boards, Web pages, and online quizzes also offer participants a variety of learning options and the ability to proceed at their own pace and interact with a virtual instructor. Relatedness. Participants transform new information whether from their instructors, their materials, or their tests into meaningful knowledge through conversations, discussions, and dialogues with other learners. These social interactions increase a person s perception of relatedness. When people feel a sense of belonging and affiliation, the brain produces chemicals linked with affection, maternal behavior, and generosity. Conversely, when people feel cut off from social interaction, the threat response in the brain is aroused, causing stress and tension. Studying online can be lonely and isolating at times. Therefore, elearning experiences should be designed to foster inclusion, participation, and collaboration in order to encourage and support maximum learning and performance. Training professionals can design effective learning experiences by creating communities of online participants who share experiences, ask questions, and provide tentative solutions. On complex topics, participants need opportunities to get comfortable and noodle around with the topic before they internalize it. elearning offers alternative and complementary ways of approaching a topic. Technologies, such as interactive discussion boards, instant messaging, forums, wikis, and blogs, provide effective applications for building learning communities. Fairness. The perception of unfairness can register in the brain as a threatening neural impulse. A study found that people who experienced fairness produced similar reward responses in the brain as those that occur from eating chocolate. Thus, employees who feel they are treated equally and fairly by the organization or their boss are more likely to feel satisfied with their work and perform at a higher level in their jobs. In contrast, when leaders give preferential treatment to an individual or group over another, it arouses the threat reaction in people who are outside the circle. MK elearning An Effective, Engaging Solution 2009 The Ken Blanchard Companies. All rights reserved. Do not duplicate. 5

6 Organizations can create processes and systems that support a sense of fairness. For example, performance support systems allow managers to track job performance and measure how their employees are progressing through a course in an objective and fair manner. If an employee falls behind, the manager can intervene and find ways to help the employee rather than make the employee feel defensive or criticized about his or her performance. In addition, technology-based applications, such as a centralized learning management system, allow organizations to organize large amounts of learning content so that it is easily and readily available to participants. Using this technology promotes a sense trust and collaboration among employees who can readily find company information when they need it to do their job, thus increasing the feeling of fairness. Blanchard s Best Practice Design Set the context for learning Support learners via a virtual launch event Imbed elearning in a best practice blended design Utilize multiple delivery options Utilize assessments when possible Link learning to business objectives Provide practice and practical application Coach and focus on follow-up and reinforcement Blanchard s elearning Solution An Overview Blanchard partnered with Ninth House, now PDI Ninth House, to develop its awardwinning Situational Leadership II program online. SLII elearning Program uses a combination of lively animation and real-life simulations, the online program provides self-paced learning so participants can learn and practice leadership and management skills at their own convenience. The program is divided into modules, allowing participants the opportunity to practice real-world challenges in a safe environment and achieve a higher depth of understanding and retention. The program materials allow all of the streaming media to be accessed online, so that it does not require high bandwidth. An Internet connection is required in order to allow results of pretests, 360-degree assessment data, post-module quizzes, completion status, and other administrative information to be stored on a server. Blanchard s SLII elearning Program exemplifies a brain-friendly alternative, solution integrating Rock s SCARF model for increasing status, certainty, autonomy, relatedness, and fairness. First, the program uses accelerated learning techniques, providing participants with instant feedback and guidance, thus boosting the sense of status. Second, learners can learn new skills using real scenarios and test their knowledge through interactive and engaging online quizzes, increasing their feelings of certainty. Third, learners have the ability to access the program at any time that is convenient for them as well as the ability to repeat any section. Participants can learn in small digestible bites rather than review the entire course all at once, thereby increasing the participants autonomy over their learning experience. If the participant did not understand a lesson the first time, he or she can repeat the lesson as needed. Fourth, the animations and simulations in the program present real-world challenges in a personalized way that engages participants and thus increases the perception of affiliation. Finally, all participants have the ability to learn and practice their new skills in a safe virtual environment, which boosts the perception of fairness. Past Blanchard satisfaction surveys indicate that people who have participated in this elearning program are enthused and engaged, and ready to apply their learnings back on the job. A 2009 Blanchard Customer Satisfaction survey that was conducted by Blanchard to measure the effectiveness of the program received positive results. The survey showed that 97% of respondents were highly satisfied with the overall elearning experience. The majority of respondents (87.7%) indicated that the content was highly relevant and valuable to their job, while 75% said that the activities and MK elearning An Effective, Engaging Solution 2009 The Ken Blanchard Companies. All rights reserved. Do not duplicate. 67

7 a study conducted by Norton Healthcare in Louisville, Kentucky, found little significant difference in course effectiveness or satisfaction between Web-based training, instructor-facilitated Webbased training, and face-to-face instructor-led training. simulations, while fictional, resembled real-life work. Two-thirds of the respondents said they transferred the acquired skills back to the workplace. Many managers indicated that it created more self-awareness and changed how they communicated and related to their direct reports. Respondents stated that the program was a good investment by the organization (90%). The survey showed a very high completion rate of 97%, which suggests learners were engaged and motivated throughout the program. elearning an Effective Alternative to Traditional Instructor Led Learning? Research suggests the effectiveness of elearning platforms over traditional classroom methods as illustrated in the following studies. For example, a study conducted by Norton Healthcare in Louisville, Kentucky, found little significant difference in course effectiveness or satisfaction between Web-based training, instructor-facilitated Web-based training, and face-toface instructor-led training. Respondents reported favorably the ability to have the course available 24/7 on the Web and being able to schedule the course around their schedules. Participants liked working at their own pace. Because a high number of participants chose the Web-based training over the two other alternatives, it resulted in the most cost-effective training alternative. In addition, several other studies point to more advantages of elearning. For example, the Institute for Computers in Education at Karlsruhe University of Applied Sciences and also the Swiss organization QUAIME noted that knowledge gain and learning efficiency were significantly higher when using computersupported training than when using printed materials. In 2009, a study conducted by SRI International for the U.S. Department of Education entitled Evaluation of Evidence-Based Practices Online Learning concluded that on average, students in online learning conditions performed better than those receiving face-to-face instruction. The report examined the comparative research on online versus traditional classroom teaching over a 12-year span ( ). The majority of courses were done in colleges and in adult continuing-education programs of various types. Online learning alone appeared to offer a modest advantage over conventional classroom instruction. Blended learning (a combination of online and face-to-face traditional classroom sessions) in particular has been more effective. However, the research does not suggest that online learning alone is a superior medium to classroom learning. Corporate University Exchange studied corporate elearners who took both asynchronous and synchronous courses from their employers. Respondents indicated that their top reason for dropping a course was lack of time. Many people had trouble completing courses from their desktops because of frequent distractions from coworkers. Also, some respondents indicated they could only access the courses through their company s intranet, so they could not finish their assignments from home. GE Capital surveyed new employees taking its online orientation course to determine the differences between those who completed the course and those who did not. The study found that completion of the online course depended on whether managers gave reinforcement on attendance, how important employees were made to feel, and whether employee progress in the course was tracked. MK elearning An Effective, Engaging Solution 2009 The Ken Blanchard Companies. All rights reserved. Do not duplicate. 7

8 As demonstrated from the research findings, more organizations are recognizing the significant role played by technology when designing effective training programs. For example, Web-based learning delivery offers viable options for providing more flexible scheduling that is convenient for the learner, when and where they need it. Workers want learning in chunks available at their desktop or at home when they need it. Many organizations are recognizing the need to make a major shift from formal learning programs toward more self-directed, flexible, informal technology-supported experiences. In Conclusion: 15 Suggestions for Ensuring High Participation and Completion of elearning 1. Design training with the learners brain in mind. Learners are less likely to be engaged, motivated, and perform at their best when their brains trigger a threat response. Create nurturing elearning solutions that raise the brain s reward response by increasing the learner s perception of status, certainty, autonomy, relatedness, and fairness. 2. Make the elearing part of an over arching blended learning training design that incorporates other learning and sustainability modalities such as follow-up tools and exercises, peer mentoring, coaching and dialogue to keep the learning top of mind, and performance support to ensure that behaviors change as a result of the learning. 2. Make training interactive and engaging. Participants need to be energized to engage in learning activities with focused attention. Design activities and experiences in which the learner can be an active participant and engage in an emotional context. Reduce the mere reading of text and increase audio conversations and incorporate rich graphics. Provide multi-sensory experiences that use powerful story lines and fresh animations and simulations to enhance and increase learning retention. 3. Stress the importance of completing the course. Participants need to know what is expected of them and what is in it for them. Explain why finishing the course may improve their job performance and enhance career opportunities. 4. Offer rewards and incentives. Offer participants extra pay for completing the course or give public recognition via internal newsletters, s, or a Web site. Certificates of completion or education credits serve as important motivators to encourage participants to complete the course. Encourage continual learning by encouraging participants to attain more skills and greater knowledge. 5. Make it competitive. Providing a chart of percentage completion by participants to see how they compare with other participants is a strong motivator. Designing a trainer checker or reporting tool via the learning management system to track participants completion of courses will also increase completion rates. Make data available to management also, so that teams or units can compare how they measure up against other teams or units in the organization. MK elearning An Effective, Engaging Solution 2009 The Ken Blanchard Companies. All rights reserved. Do not duplicate. 89

9 6. Allow participants to pace their own learning. Divide courses into modules or chunks that allow participants to stop and return to the training when it is convenient for them. Provide access to a virtual tutor who can support participants when they need help through , phone, or online threaded discussions. 7. Use technology as an enabler, not as the solution. The use of technology will not guarantee better learning, but when effectively deployed, it will help focus attention while attracting and maintaining participants interest. Use the technology to immerse participants in the virtual environment that offers a safe place to practice and master skills. 8. Eliminate distractions. Designate specific workstations for elearning in order to allow participants to leave their own desks and focus solely on training. Offer courses through the Internet or provide intranet access so participants can access the training from home. 9. Create a sense of community. Provide opportunities for participants to interact with one another to discuss and dialogue via online learning communities. Create a buddy system for participants to share their experiences during and after the training. Have participants demonstrate to their manager and to a buddy their newly acquired skills back on the job. 10. Track and measure participants progress. Regularly check how participants are progressing on the course and offer support if they are lagging behind. During the course, use performance tracking data to post scoreboards on progress and link performance to the participants learning plan. 11. Meet before the training event to set goals and objectives with participants. Create a learning plan that includes SMART goals. Track progress through weekly or monthly one-on-one meetings. Tie learning goals to each participants performance plan. 12. Personalize the experience. Creating an emotional connection between facilitator and participants is even more important in online courses than in the classroom. Using personal recognition public or private in a program helps encourage participation. 13. Make training relevant and challenging. Design activities and exercises in which the participants actions require active processing and represent real-life challenges. Include learning interactions that apply the information, not just simple recall, in order to improve content retention. Have participants take action by jointly solving complex problems, not just pushing a button. 14. Focus on performance outcomes rather than on acquisition of content. Set the context to ensure that training is aligned with the vision, goals, and strategies of the organization and is supported by senior management. Managers make powerful role models when they demonstrate the value of continuous learning. 15. elearning is not a one-time event. elearning does not replace classroom training; instead, it provides a complementary component. Combinations of classroom, on-site, or remote, synchronous (live) and synchronous (self-paced) training offer opportunities to design highly customizable solutions. MK elearning An Effective, Engaging Solution 2009 The Ken Blanchard Companies. All rights reserved. Do not duplicate. 9

10 Bibliography: Adkins, Sam. US elearning Market Reaches $16.7 Billion in Thomson Reuters. October 21, Online. December 1, Available: Ambrose, John. Extending Reach and Ensuring Effectiveness of Leadership Development: The Role of Technology- Based Learning. April SkillSoft. Online. December 1, Available: Berger, Jill, Robert Topp, Linda Davis, Jeffrey Jones, and Lynne Stewart. Comparison of Web-based and Face-to- Face Training Concerning Patient Education Within a Hospital System. May/June Journal for Nurses in Staff Development. Vol. 25, Iss. 3: Butcher, David R. Online Degrees Viewed More Favorably. October 13, Industry Market Trends. Online. December 1, Available: Frankola, Karen. Why Online Learners Drop Out. Workforce Management. Online. December 1, Available: Henning, Peter A., and Annekatrin Schnur. elearning in Continuing Medical Education: A Comparison of Knowledge Gain and Learning Efficiency Journal of Medical Marketing, Vol. 9, No. 2, Masie, Elliott. elearning: Is It Too Easy and Forgettable? June 25, Learning Consortium Perspectives. Online. Available: Means, Barbara, Yukie Toyama, Robert Murphy, Marianne Bakia, and Karla Jones. Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies U.S. Department of Education, Center for Technology in Learning. Paradise, Andrew. ASTD 2008 State of the Industry Report The American Society for Training & Development. ISBN-10: Parisi-Carew, Eunice, and Lily Guthrie Creating a Motivating Work Environment white paper. The Ken Blanchard Companies. Online. December 1, Rock, David. Managing with the Brain in Mind. Autumn Strategy + Business magazine, Issue 56, 58 69, Reprint SkillSoft Benchmark Study. The Future of Learning Online. December 1, Available: SumTotal Systems. The Top Five Emerging Trends in Learning Technology SumTotal Toolbook white paper. Online. December 1, Available: MK elearning An Effective, Engaging Solution 2009 The Ken Blanchard Companies. All rights reserved. Do not duplicate. 10