A training offering can be considered in terms of what is being taught, whereas a training modality is the way in which the training is delivered. Many training organisations will provide a training offering on product XYZ, which students can enrol on to suit their preferred learning style; whether that offering is instructor-led or eLearning can then be referred to as a learning modality option.

This chapter explains in more detail what training offerings and modalities are available or under future consideration within the industry.

INTRODUCTION TO ILT, VILT AND ELEARNING (INTERACTIVE AND GAMIFICATION)

Instructor-led training (ILT) and virtual instructor-led training (VILT) both require an instructor to present and engage with an audience. Where they differ is the location of the students. ILT students are physically present in a classroom, whereas with VILT, they are remotely connected via the internet. eLearning removes the requirement for an instructor to be physically or remotely connected because the training depends purely on electronic media, with the emphasis being on the student to access the course through technology and to be responsible for participating in the course at their own pace.

Instructor-led training

This method has been in existence for many years and is still currently the most popular modality requested to date. ILT comprises an instructor who presents and explains concepts by way of a projector, screen and whiteboard. They demonstrate the technology, answer student questions and motivate the attendees to actively participate. The students themselves are provided with course materials, equipment to practise on and an environment in which to learn, namely a dedicated classroom. The main advantages of ILT are:

• Taught by a subject matter expert who also specialises in instructional techniques.
• Provides an environment for learning interactions between the instructor and students, and between the students themselves.
• Develops a camaraderie between students that is often continued after the course has been completed.
• Allows the instructor to tailor the content according to the needs and capabilities of the students.
• When courses achieve a fill rate above 35–40 per cent, gross profitably can be high, in the order of 75 per cent or more.

The disadvantages of ILT are:

• Can be expensive in terms of providing classrooms and associated infrastructure.
• For employers it is time-consuming and costly in terms of lost productivity and travel expenses.
• If student fill rates are low, revenues often don’t cover overall costs.
• Industry insight suggests that, without further reinforcement, only 10–30 per cent of what is learned by the student is retained after the course has been completed. There are many factors that come into play with this, such as age, interest in the topic and experience, which have an effect on a more precise value. However, the retention rate is low.

From a learning perspective, ILT provides a high-quality experience for the student with the ability to ask questions in real time, obtain one to one tuition with the instructor and network with other attendees. For the training provider, it can be lucrative when market volume and need is high. However, it’s not without its challenges.

Making logistical decisions on where to run a course, how many to offer, what approach to take when student interest is multicultural or how to accommodate language needs complicates the investment and operational aspects of ILT.

Virtual instructor-led training

VILT does not require the student to attend a physical classroom. They participate by being connected via phone or VoIP and viewing the instructor content via a dedicated training portal that forms a virtual training room.

The virtual training room provides the student with the ability to remotely view and interact with the instructor, other students, presentations and practical sessions from their own office or home.

It does require a slightly different approach from the ILT in order to maintain student interest and engagement. As the physical classroom element is missing, students can be easily distracted by external influences and so more motivational and engagement activities on the part of the instructor could be needed.

A key advantage is that practical hands-on sessions can be set and then carried out in the student’s own time. Many training organisations provide a virtual hands-on training lab that can be accessed on a 24-hour basis for the duration of the course.

For the training vendor, VILT does require staff dedicated to managing the environment, but there is increased coverage from a single delivery location. The instructor running the course can be located in a training office, while enrolled students can access the VILT from multiple locations. This helps to ease scheduling challenges, when it is difficult to get sufficient students to attend specific locations. VILT, if planned right, can significantly increase overall course profitability.

eLearning

eLearning is based on the use of technology to enable students to learn where they want and when they want. This can involve downloading subject matter via the internet, accessing dedicated training websites and using CDs or videos.

Often, eLearning can be on-demand, allowing the student to access learning material according to their actual need and benefiting by applying what they have learned immediately.

A number of training providers reinforce the benefits of eLearning by providing students access to a LMS. The LMS provides an environment where the student can access a series of additional learning activities designed to enhance their information retention. In addition, asynchronous access to instructor support and engagement with other learners can be provided to reinforce the overall learning process.

Interactive training

Students learn in many different ways and respond to different stimuli when they receive information, such as what they hear, see and interact with.

ILT and VILT accommodates all of these, whereas eLearning may or may not, depending upon how it has been constructed. Incorporating the use of audio, visual and physical involvement with content helps to enhance the overall effectiveness of training.

eLearning interactivity can be as simple as incorporating multiple choice questions or as complex as requiring students to participate in some form of simulation. Either way, interactivity is important to ensure knowledge and skills are imparted in a manner that improves training effectiveness.

Gamification

Interactivity, when applied within the context of work or based on some form of competitive activity, can help to motivate students to be more engaged with the training.

From a games perspective, participants need to be motivated, engaged and enjoy their involvement with it. When interactivity and gaming philosophy are combined with some form of behavioural change, this becomes known as gamification.

The technique of gamification as applied to learning can be extremely effective when designed into an eLearning offering. Gamification uses the techniques of game design to aid student engagement, motivation and problem solving.

When developing a gamification eLearning-based solution, consideration should be given to:

• Designing increasing levels of active engagement.
• Designing real-life activities and challenges to aid knowledge retention.
• Providing instant feedback to reinforce what has or has not been learned, to encourage student involvement and motivation.
• Using the technique of continued repetition to reinforce the learning; by using the principles of game play, topics can be reintroduced under slightly different challenges, and can include the use of leaderboards and badge awards.
• Applying the principles of repeated retrieval to reinforce memory retention through the use of variable testing; this is where the test questions and scenarios are slightly different every time the student undertakes them, but on the same topics.
• Building a reward mechanism to aid motivation and encourage active engagement; this could be point-based or provide access to a new tool that can assist the student in their everyday role.

In principle, gamification supports people’s natural desire to learn, compete and achieve. For it to be successful, the six points above need to be factored in, along with a strong course design strategy that takes into account the need to educate, engage, challenge and maintain ongoing student interest.

ELECTRONIC PERFORMANCE SUPPORT SYSTEMS

Electronic performance support systems (EPSSs) can enhance students’ learning experience by increasing their productivity and performance. They are typically used to support an employee in their working environment.

Irrespective of whether the initial training was ILT- or VILT-based, the content can be stored in an EPSS in an eLearning format for easier search-based retrieval. The EPSS can also hold extra content and reference material provided by training vendors to aid the learning process. Content can be further enhanced by employers adding additional material to reflect the way technology is being applied within their environment. The process of continuous learning can be supported by inclusion of ongoing synchronous and asynchronous subject matter support, further enhancing the value of the training provided.

From the training vendor perspective, an EPSS is an optional service to be provided, especially when target customer employees require knowledge, skills and competency development to achieve improved ongoing individual performance in their business environment. It can also be considered when full training is impractical or constrained. For example, technical staff employed in the financial sector are often limited in terms of the time they can spend away from the financial systems they are responsible for.

A typical EPSS comprises a user interface with log in to provide validation and registration, a support layer consisting of help, documentation, text retrieval, tutoring support and communications, and an application layer with company-specific support tools.

The key advantages for a student and their employer are:

• Information required to perform a technical task is readily at hand.
• Technical tasks can be achieved quicker from the ability to search on demand.
• Content can be added to reflect specific application-based needs.

The key advantages for a technical training provider are:

• Extends the training offering and maintains contact with the customer.
• Provides an extended revenue stream after initial ILT, VILT or eLearning user training has been completed.
• Increases customer loyalty.
• Provides an insight into the future training needs of the customer.

SOCIAL LEARNING

Social learning theory, which was developed by Bandura and Walters in 1963 and revised later in 1977 (Bandura and Walters, 1963), concluded that people learn through observing others’ behaviour, attitudes and outcomes of those behaviours, both directly and through reciprocal interactions.

When this is compared with the 70:20:10 learning model created back in the 1980s (see Lombardo and Eichinger, 2000), which defines that 70 per cent of learning is gained through real-life job experiences, 20 per cent from interactions with other employees and 10 per cent through formal training, it is clear that social learning theory aligns well with the 20 per cent through its link to coaching, mentoring, collaborative learning and general interaction with others. With the continuous progress in the development of learning technologies in general, the informal side of the 70:20:10 model is well supported regarding social learning platforms.

There are many social learning platforms on the market, some specifically designed for learning and others evolving through indirect use. YouTube is a good example of indirect use, with videos and comments for how to do tasks on practical and theoretical levels being shared among many. Another example is LinkedIn, the employee and employer professional relationship website, which provides access to shared files on business and technical topics that are useful when undertaking specific roles or job tasks.

One example where a social network has been specifically targeted at direct learning is Udemy, which provides access to free tools and applications to support the collaborative sharing of information for teaching and learning.

Social learning and the technology surrounding it is evolving. When considering this type of environment, a training group should consider including the following:

• Live Chat functionality as a communications vehicle to support interaction between students and instructors.
• Streaming, where news, updates, announcements and broadcasts can be communicated to all on a regular or daily basis, to maintain awareness and active engagement.
• Focus groups to encourage discussion and engagement on specific and relevant topics, which also reinforces collaboration.
• Curation to support the aggregation and search of content from within the social learning site and broader website references.
• Task or team-based learning, providing the ability to plan and orchestrate tasks in a structured manner.
• Tracking to monitor and report on progress.
• Access to subject matter experts and knowledge bases to enable interaction with key information and resources.
• Social walk-in areas and blogs to encourage the sharing of information and the ability to support requests from others.
• Feedback and survey tools to obtain ongoing views on how to improve and maintain social learning interaction.

Introducing or providing social learning has a number of benefits. It extends the formal training by providing an environment where students can discuss how they applied it in relation to their actual job and the lessons they learned as a consequence. It also provides the opportunity to share experiences in a collaborative manner, reinforcing what they have learned, and assists in the better retention of information.

With employees moving away from job-specific roles to more task-based activities, social learning encourages and supports the sharing of best practices irrespective of location and time zones. Productivity improves when training and support is readily available when and where customers need it.

Social learning enables closer and more meaningful collaboration. From a vendor training perspective, opportunities abound to provide this as part of an extended and meaningful service, moving from formal skills-based training to value-adding, performance-based support.

LABS AND SIMULATIONS

‘Practice makes perfect’ is an old adage that holds true today. Theory on its own does not develop skills or help in the reinforcement of knowledge. Being able to undertake a task or exercise puts the theory into context.

Practical sessions should represent, on average, 60 per cent of the time spent in attendance on a technical course. These sessions can be lab- or simulation-based or a combination of the two.

Lab sessions

To be effective, a training lab environment should reflect a real system as near as possible. The labs themselves should complement the theory sessions and build on prior knowledge, leading to confidence in the student’s ability to apply it in reality.

A major challenge for technical training departments is the ability to scale the lab environment, especially if it is required to support a broader network of authorised training partners. Computing systems require large investments in hardware, software, development and support costs. This is further compounded if student volumes and market need increases.

Cloud computing provides an alternative solution to on-premise labs, enabling a training group to be independent of the internal IT department. It provides a simple way to access resources over the internet in terms of servers, storage, lab management and student enrolments. It also provides the all-important scalability by allowing access to as many labs as required on a pay-as-you-go basis.

From a business management perspective, cloud provides a number of advantages: initial capital expenditure is minimised as there is no upfront investment in lab equipment; operational costs are aligned to student run rates as a consequence of the pay-as-you-go model; and training schedules and lab management is less restrictive, with the ability to access almost infinite technology resource.

Depending upon the vendor, technical training tends to be defined as non-core business and can often be restricted in terms of investment regarding its growth and requirement to run the latest technologies. Cloud computing minimises these investment costs and provides a vehicle for exploring alternative ways of delivering training, such as blended, flipped classroom and moving towards a subscription-based offering.

Simulations

Students sometimes find it difficult to grasp how technical systems operate and interact. Because of the tendency to teach in a linear fashion, they obtain a view of the independent elements and then struggle to understand how all the different parts are combined.

Simulation is a technique for practise and learning, and replaces the actual system environment with a replica, enabling students to immerse and interact with it in a more effective manner.

Simulation is a powerful tool as it encourages learning and experimentation in a safe environment. If designed in the right manner, simulated situations and scenarios can give students exposure to realistic and challenging problems, with any incorrect actions resulting in guidance and reinforcement of key learning points.

Simulation also supports eLearning whereby interactive animations and complex theories can be included in the course. By using web-based simulation and cloud technology, very complex visualisation simulations can be undertaken and supported. For less complex simulations using a combination of Java and Flash animations, local client-side devices can run the simulations directly, allowing students to study without connection to the internet.

When considering the inclusion of simulation, it is important to factor in what benefits it brings to facilitating and enhancing the learning process, such as:

• ability to support the development of problem-solving and decision-making skills;
• ability to provide feedback, guidance and reinforcement;
• repetitive practise;
• ability to support increasingly difficult levels to accommodate advanced skills development;
• encouragement for students to experiment without fear of damaging a live system.

MOOC: IS IT RIGHT FOR YOU?

The MOOC movement was initiated by a number of US-based universities in 2006. It essentially comprised a series of online courses with no restriction on attendance size where interested parties could sign up via the web in an open and unrestricted manner. As the reality of the financial implications became known, a number of MOOC providers reassessed and moved towards a more commercially based model.

MOOC content is primarily lecture-led material, recorded for access via streaming or video download and supported by interactive user forums to encourage interaction and collaboration between students and teaching staff.

It can be seen as a form of blended learning. One example is the so-called flipped classroom. This is where content is viewed and studied online, and practical work and interaction with the instructor provided later in the classroom. The advantage for the training provider is increased classroom productivity; for the learner, there is a potential increase in performance due to the ability to study and discuss with peers via forums and then consolidate learning with practical sessions in person with the tutor.

MOOCs do offer the potential to cover large numbers of students, in the order of tens of thousands. The downside is that completion rates are approximately 10 per cent. The MOOC movement can be viewed as a training disruptor by providing access to free training leading to certification. The main issue is converting the attendance into revenue.

A number of commercial MOOC providers (such as Coursera and Udacity) have been considering establishing models whereby the content is free and the practical, tutor support and certification is charged at a fee.

For a vendor-specific technical training group to adopt a MOOC model, it requires careful financial modelling and assessment of its market position to provide a blended solution with access to content for free and value-add services, such as remote lab access and social learning support, for a fee. Bundling training based on the MOOC model into its overall solution offering can provide an advantage for a company wanting to gain product-related market share. However, the main issue with this approach is how to balance the cost versus the benefits. Consideration should be given to:

• The additional costs for:
  • supporting a blended learning infrastructure (social learning platform, registration, remote labs);
  • developing content to accommodate the blended learning model;
  • developing and managing certification;
  • supporting 24×7 remote instructor access;
  • accommodating scalability.
• The benefits to the company regarding:
  • enabling the sale of solutions rather than products;
  • differentiating itself from the competition, with training being seen as an integral rather than an additional cost;
  • increasing overall product sales.

For technical training groups looking to adopt a MOOC model but not bundle it in with the product, then a blended subscription-based approach is worthy of consideration where students are:

• Invited to register interest in a particular course.
• Given free access to content fundamentals.
• Given access to additional support, for a graduated fee, including
  • access to remote instructor resources;
  • access to remote labs;
  • access to advanced topics;
  • certification.

While this is, in principle, a variation on the theme of blended solutions, it has the ability to broaden market interest and could be integrated within other commercial and non-commercial MOOC offerings.

PUBLIC, PRIVATE, ONSITE AND WORKSHOPS

Public, private, onsite and workshops are all forms of instructor-led content delivery. The nature of the delivery being offered depends upon market need, opportunity, cost of development and expected return on investment.

Focusing on market need, Table 11.1 summarises the differences and benefits of the four delivery types.

Table 11.1 Public, private, onsite and workshop summary

CAPITALISING ON LEARNING MODALITIES

The world of training has evolved, particularly in the use and application of technology. However, the various learning modalities, although supporting learning style preferences, have not always kept pace with commercial reality and the changes taking place regarding the way people are expected to work. Time away from the office, deployment timing not aligned with the training schedule, content not specific to job task requirements, budgetary restrictions and balancing learning style preferences of millennials to that of baby boomers have all become factors creating a complicated view of what the market needs.

Positioning and differentiating one modality over another certainly provides student choice, and training providers with a guide for what to offer or focus on. To some extent, it is still a prescriptive model for the student: look at the choices and select the one preferred. A better approach is to offer a mix and match option and let the customer define their own solution.

This is what blended training is all about. Its restriction is that many providers only offer it as a custom solution. If linked with a subscription model, there is the potential to capitalise on the learning modalities offered in a more controllable and commercial manner.

The blended learning model set out in Figure 11.1 progresses from formal to informal and in principle is based on the 70:20:10 model, allowing a training provider to capitalise on available learning modalities.

Commercial control and access can be provided via the subscription access interface, which provides registration, billing and control access level on a student by student basis.

ILT is for students who need formal training at a dedicated training centre; for those with limitations on travel, access can be via VILT. eLearning provides the ability to support on-demand training needs and access to learning bytes (small audio-visual recordings similar to the YouTube principle), which can be customised to specific employee requirements. EPSS can hold additional, advanced content and reference material provided by vendor-based subject matter experts, with mobile and tablet support to optimise learning on the job; and social media can assist with information sharing across broader learning communities.

This type of model enables training providers to repurpose and enhance content in line with the learning needs of their customers. It provides a legitimate way to engage in long-term business relationships and offers an insight into how and what customers actually require. As the customer grows in confidence, the informal social and EPSS elements provide meaningful feedback on market need and direction, which training vendors can assess regarding supplemental services.

NEXT GENERATION LEARNING

All generations carry a label; as a rough example, the Baby Boomers were born between 1946 and 1964; Generation X were born between 1965 and 1984; Millennials from 1985 to 2000; Generation Z were born after the Millennials, and those following them are Generation Alpha. But what does that mean for training?

Well, it tends to reflect the cultural, economic, social and technological progress made at the time. For the Baby Boomers, technology was in its infancy and employment was longer term and therefore the approach to training was more along the traditional instructor-led lines. For the Millennials, it was about accessing knowledge via laptops and mobile devices, and consuming training when they required it.

As technology changed, economic growth accelerated, social attitudes changed and the work ethic became more dominated by commercial success and improved productivity. Education has always and will continue to be seen as fundamental to a nation’s success. However, the challenge is how to keep ahead of this rapid rate of change, a challenge that is requiring educationalists and training providers to look at alternative, more effective and relevant ways of providing the right training at the right time in the right manner for the right reason.

Over the years, training has been shifting from a total dependency on ILT to that of social consumption, where collaboration, just-in-time learning and coaching have become the norm. Technology improvements have played a major part in driving the change within the training industry, allowing it to satisfy traditional delivery vehicles and accelerate the need to support employee development in new and effective ways.

To continue with this rate of change, the next generation learning has to capitalise on current blended learning models, social models and the recent advancements in augmented reality, Big Data and machine learning.

Augmented reality provides massive potential, with portable head-up display units being able to show data, information, images and guidance while employees are taking on tasks in real time in the real world. Machine learning, which is an expansion of artificial intelligence, provides an environment where the learners of tomorrow will need to understand how to coexist and obtain guidance from machines in order to do their roles. In today’s fast moving world there is data being generated everywhere. The abundance of data, if captured and interpreted in the right manner, can be used to observe end users’ online behaviours, as is the case with Google and Amazon. With the onset of Big Data and the ability to execute algorithms designed to interpret user knowledge, actions and interests, models can be created to predict future training needs and preferred learning modalities.

Next generation learning models will have many inputs. Training vendors will need to understand what part their products play in the overall activity of the student as an employee, and how they will need to access and engage with the product. Standalone training will still have a part to play, but its real impact will be how it can be integrated into a broader working and intelligent learning environment.

BECOMING A DISRUPTIVE LEARNING LEADER!

In their own way, wikis, blogs, social networks, mobile devices, MOOCs, anytime and anywhere eLearning training, creative commons, instant messaging supporting synchronous and asynchronous instructor communication, YouTube and VILT have all been disruptive in the training world. For how long has depended on how quickly and efficiently they were brought to market.

Of course, not everyone needs to be disruptive. Some training providers, especially those operating in niche markets, may simply follow those trends if it is effective and efficient for them to do so in terms of productivity and profitability.

It is a different matter for others, when commercial advantage, customer reach and influence is important. This is where disruption can be broader than just providing content. It can be GTM- or RTM-based. Both provide many opportunities to be disruptive, for example:

• Targeting a competitor by offering a packaged training solution that includes both formal and informal training for a cheaper combined price point.
• Providing industry sector-specific training rather than generic training.
• Promoting training into new channels, such as YouTube, by pricing foundation level training for free, a common trick used by gaming providers, who only charge for advanced features.
• Offering subscriptions using ‘freemium’ pricing models,¹ similar to the YouTube approach.
• Providing training for free on successful completion of a certification examination, which increases interest at the expense of other competitors.

Disruption can simply be about being a driver for change and not about creating friction. Social learning was disruptive in terms of making people aware that training could be continued beyond the formal classroom and provide a platform for continuous and collaborative learning.

SUMMARY

Training offerings can be considered in terms of what is being taught, whereas a training modality is the way in which the training is delivered. This allows training organisations to provide a training offering on a particular product to be delivered, for example, as an ILT, VILT or eLearning course, each of which is classified as a learning modality option.

Learning modalities come in several forms. The most well-known one being ILT, where an instructor is physically present in the classroom presenting and explaining concepts by way of a projector, screen and whiteboard. The VILT modality does not require students to attend a physical classroom because they participate via phone or VoIP and view instructor content via a dedicated training portal. eLearning technology-based modalities allow students to learn where they want and when they want, and typically involves downloading subject matter via the internet and accessing dedicated training websites.

As everyone knows, theory does not develop skills, so being able to undertake a task or exercise puts the theory into context. By using lab sessions or simulators, students complement the theory sessions and build on prior knowledge, leading to confidence in their ability to apply it in reality.

Social learning platforms enable closer and more meaningful collaboration with others and take advantage of the 70:20:10 learning model, in particular the 20 per cent, with its linkage to coaching, mentoring and collaborative learning and its general interaction with others. Examples of this include YouTube and LinkedIn.

With technology constantly changing, being able to offer a mix and match of training modalities is a better option for a customer looking for a blended training solution. When linked with a subscription model, there is the potential to capitalise on all the learning modalities offered in a more controllable and commercial manner.

Staying abreast of next generation learning models is important if training vendors want to understand what part their products play in the overall activity of the student as an employee, and how they will access and engage in training in their working environment. Standalone training will have a part to play, but its real impact will be how it can be integrated into a broader working and intelligent learning environment.