Focus Magazine - Spring 2014 - 11

GUEST EDITOR
Jennifer Lynch

Enhancing the Classroom

O

The traditional
classroom
remains, but
the scope and
structure
continues
to expand.

nce upon a time, training and education
took place in familiar settings, in
traditionally designed classrooms, with
teachers and lesson plans and familiar
structures. We're in a different place now, with
literally the whole world becoming the
classroom, and education taking place on the go,
on the fly and on demand. The traditional
classroom remains, but the scope and structure
continues to expand to better serve the needs of
learners and the business.
When I joined the training department at
Purdue Pharma early in 2012, we were in the
beginning stages of investigating learning
platforms. iPad devices were just starting to be
deployed to the field force and we, as a
department, were looking to maximize their use
in the classroom as well.
As a department, we brainstormed and
decided that this platform should enhance
learner engagement, provide real-time feedback
and expose both trends and gaps. After
attending several workshops and meeting with
several vendors at SPBT's annual conference, we
put together a capabilities "wish list" and began
the process.
One of the biggest challenges we faced when
meeting with vendors in the beginning was that
we did not know, at the time, what these
platforms were capable of. As facilitators, we
knew that whatever we implemented needed to
be user-friendly. We didn't want to spend too
much time explaining how to use the software
during class. Once we found the vendor that
could provide what we were looking for, the
creative process began. We branded the platform
with the acronym myCITE, or "my Classroom
Interactive Training Experience."
Our goal was to ensure that myCITE
enhanced our existing content. In other words,
we wanted to avoid technology for the sake of

technology. We looked at our content and
discussed what information we wanted to
reinforce. This resulted in the development of
knowledge check questions - now appearing
throughout the programs. Representatives have
access to a real-time leaderboard and are excited
to check, and sometimes challenge, their status
after each round. In addition, participation
points can be added by the facilitator at their
discretion which adds to the overall total.
Facilitators now have the ability to analyze
each knowledge check to ensure that the
knowledge has been successfully transferred.
Questions that receive a low response rate are
reviewed and corrected on the spot. Some
questions are asked on the first day of class and
then again on the final day of class. This is
helpful in determining if the learner has
progressed as a result of the class. In addition,
the data can be sorted to look for trends.
Incorporating a real-time feedback
mechanism where reps can anonymously rate
both the content and the speaker is also very
valuable. This feedback gives facilitators a pulse
on the learners earlier in the class. As a result,
agendas can be modified to incorporate
additional time where and when needed.
Activities are now set up electronically.
Representatives push a button to see who they
will be working with and what they are being
asked to do. They then input their responses into
the iPad which generates a summary screen that
they use to teach back. This level of interactivity
has engaged our learners to a fuller extent and
the feedback has been very positive.
What are you doing differently in your
classrooms? With needs, approaches and
mandates constantly shifting in our industries,
it's important that trainers and training
managers continually draw on whatever
opportunities for enhancement come our way. I

Jennifer Lynch is manager, sales representative development, for Purdue Pharma, L.P. Email Jennifer at
Jennifer.Lynch@pharma.com.

FOCUS | SPRING 2014 | www.spbt.org

11


http://www.spbt.org

Focus Magazine - Spring 2014

Table of Contents for the Digital Edition of Focus Magazine - Spring 2014

Focus Magazine
From the President: Coaching for Success
Table of Contents
Table of Contents
Guest Editor: Enhancing the Classroom
Front of the Room: Flexing to a Smaller Class Size
Neuroscience: The Neuroscience of Learning
Ethicon's K2: The Summit of Customized Learning
The Secret to Reaching Your Full Potential
Transforming Organizations: Change Agents & Team Coaching
Member Solutions: Developing Leaders: Building a Bench
Deliberate Practice and the Power of eLearning
EQ & You: Building Leaders
Training for Co-Pay Programs
Constructs not Curriculums
Virtual How: Moving from Reactive to Proactive
Member News
Ad Index
Focus Contacts
5 Questions with Jim Trunick
Focus Magazine - Spring 2014 - Intro
Focus Magazine - Spring 2014 - Focus Magazine
Focus Magazine - Spring 2014 - Cover2
Focus Magazine - Spring 2014 - 3
Focus Magazine - Spring 2014 - 4
Focus Magazine - Spring 2014 - From the President: Coaching for Success
Focus Magazine - Spring 2014 - 6
Focus Magazine - Spring 2014 - Table of Contents
Focus Magazine - Spring 2014 - 8
Focus Magazine - Spring 2014 - Table of Contents
Focus Magazine - Spring 2014 - 10
Focus Magazine - Spring 2014 - Guest Editor: Enhancing the Classroom
Focus Magazine - Spring 2014 - 12
Focus Magazine - Spring 2014 - Front of the Room: Flexing to a Smaller Class Size
Focus Magazine - Spring 2014 - 14
Focus Magazine - Spring 2014 - Neuroscience: The Neuroscience of Learning
Focus Magazine - Spring 2014 - 16
Focus Magazine - Spring 2014 - Ethicon's K2: The Summit of Customized Learning
Focus Magazine - Spring 2014 - 18
Focus Magazine - Spring 2014 - 19
Focus Magazine - Spring 2014 - 20
Focus Magazine - Spring 2014 - 21
Focus Magazine - Spring 2014 - 22
Focus Magazine - Spring 2014 - The Secret to Reaching Your Full Potential
Focus Magazine - Spring 2014 - 24
Focus Magazine - Spring 2014 - 25
Focus Magazine - Spring 2014 - 26
Focus Magazine - Spring 2014 - Transforming Organizations: Change Agents & Team Coaching
Focus Magazine - Spring 2014 - 28
Focus Magazine - Spring 2014 - 29
Focus Magazine - Spring 2014 - 30
Focus Magazine - Spring 2014 - 31
Focus Magazine - Spring 2014 - Member Solutions: Developing Leaders: Building a Bench
Focus Magazine - Spring 2014 - 33
Focus Magazine - Spring 2014 - 34
Focus Magazine - Spring 2014 - 35
Focus Magazine - Spring 2014 - 36
Focus Magazine - Spring 2014 - 37
Focus Magazine - Spring 2014 - Deliberate Practice and the Power of eLearning
Focus Magazine - Spring 2014 - 39
Focus Magazine - Spring 2014 - 40
Focus Magazine - Spring 2014 - 41
Focus Magazine - Spring 2014 - EQ & You: Building Leaders
Focus Magazine - Spring 2014 - 43
Focus Magazine - Spring 2014 - Training for Co-Pay Programs
Focus Magazine - Spring 2014 - 45
Focus Magazine - Spring 2014 - Constructs not Curriculums
Focus Magazine - Spring 2014 - 47
Focus Magazine - Spring 2014 - Virtual How: Moving from Reactive to Proactive
Focus Magazine - Spring 2014 - 49
Focus Magazine - Spring 2014 - 50
Focus Magazine - Spring 2014 - Member News
Focus Magazine - Spring 2014 - Ad Index
Focus Magazine - Spring 2014 - Focus Contacts
Focus Magazine - Spring 2014 - 5 Questions with Jim Trunick
Focus Magazine - Spring 2014 - Cover3
Focus Magazine - Spring 2014 - Cover4
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