Focus Magazine - Winter 2012 - 31

eLEARNING

Maximize Your Distance Learning
I By Nathan Pienkowski

ecause of its exibility, distance learning can be used e ectively across the training continuum, not just for the introduction of new knowledge. In fact, with the evolution of distance-learning modalities, it is increasingly possible to implement robust, e ective training programs without any centralized group training. However, distance learning is not appropriate in all cases and can be counter-productive if not used properly. e bene ts of distance learning do not come automatically. To get the most out of distance learning investments, training departments should follow four pieces of advice.

sessing the sales force’s knowledge or skill level prior to the training, it should be well positioned to measure the improvement a er the training.

vide information that ts into a context that is already rmly established with the learner. • Webinars are e ective for reinforcement, application or inspection. e webinar’s e ectiveness is primarily a result of the dialog that it enables among trainers, learners and peers. Webinars can also be used to deliver new information that ts into an existing context, such as new corporate policies. In those cases, a training team would most likely choose to use a webinar (rather than an eCourse) if it thought that a limited dialog or Q&A session would be critical to helping the attendees more e ectively understand the information. • Printed modules are still very important. ey are most appropriately used when high volumes of information must be transferred, such as disease state or product information. CDs or podcasts are useful when the topics addressed are compelling enough for audio alone.
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ere are a number of distanceA stand-alone unit of distance learnlearning modalities, and they are not ing usually cannot do the job on its equally suited to each task. For examown. It must be part of a cohesive prople, training teams that use eCourses gram. First, the need must be assessed when printed modules would be most to determine whether the learning gap e ective could be severely restricting is real or perceived, whether it aligns the value they prowith the compevide. Training teams The bene ts of tencies de ned for must be careful to the role in quesdistance learning match the tool they tion and whether do not come automatically use to the need at the gap is related hand. to knowledge or behavior. • eCourses, whether o ered via deskOnce the need is understood, the top, laptop or iPad, are o en used to training team may develop a program deliver stable content that requires to meet it. Team members will then defrequent knowledge checks and termine which training modalities are bene ts from visual presentation. most appropriate, given the nature of at is why eCourses are o en used the need. A one-and-done training to deliver new, foundational knowlprogram does not usually accomplish edge that will be reinforced later much. Some form of reinforcement is using other modalities. In other required. Assuming that the training cases, eCourses can be used to prodepartment did an e ective job of asFOCUS | WINTER 2012 | www.spbt.org/resources/focus-magazine.aspx

Develop a Cohesive Program

Use the Proper Modality

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Focus Magazine - Winter 2012

Table of Contents for the Digital Edition of Focus Magazine - Winter 2012