Training Industry Magazine - January/February 2021 - 31

For example, consider
following tools:

using

the

* Polls for conversation starters.
* Chat for group conversations.
* Webcams for deeper dialogue.
* Whiteboards for team collaboration.
* Breakouts for practice and feedback.
Keep in mind that it's not about using
the platform tools just to use them.
Utilizing these tools in learning design
should contribute to furthering learning
outcomes. For instance, if participants
have to learn a new job-related technique,
they might respond to a poll question
about their experience with it, watch
a short demonstration via webcam,
brainstorm application ideas with their
peers on a whiteboard and then go into
breakouts where they each practice the
new technique.

THE RIGHT
7 ASK
FOLLOW-UP QUESTIONS
Most training programs use surveys to
capture participant feedback. Virtual
classrooms have simple ways to gather
this feedback through poll questions
and whiteboards.

CHECKING FOR
APPLICATION DRAWS
A CLEAR CONNECTION
BACK TO DESIRED
LEARNING OUTCOMES.
Besides asking standard learner reaction
questions, the end-of-class survey
should also gauge the participants'
technology experience. Was it smooth,
or did it impede learning? Were the
participants able to see, hear and
interact with their peers? Were they able
to engage fully, or did they spend their
time dealing with distractions? These
issues directly affect the program's
results and should be considered.

8 CHECK FOR APPLICATION
Rather than asking how participants
felt about the virtual class, it's better to
know if they learned and applied the
content. Therefore, learning leaders
should build knowledge and skill
checks into the program design.
For knowledge checks, use the virtual
classroom's polling or quiz feature to test
comprehension. Be sure to word these
questions for knowledge application
rather than recall. Ask questions such as,
" What would you say in response to a
customer's request for information about
our product? " instead of, " What are three
features of the product? "
Despite the common misconception that
some skills simply can't be taught in the
virtual classroom, many skills can and can
be checked by getting creative with the
platform tools. For instance, a virtual class
to teach hotel housekeepers how to make
a bed to brand standards might involve
webcams for skill demonstrations.

Changed learner behavior ultimately
determines success. It answers the
questions, did the training achieve its
intended outcome, and did it solve the
original problem?

IN CLOSING
With the recent shift toward virtual
learning, it's important to know if these
programs are achieving results and adding
value to the business. By following these
nine simple steps, learning leaders can
determine if their virtual training programs
are delivering desired outcomes.
Cindy
Huggett,
CPTD,
helps
organizations and training professionals
move to the virtual classroom.
Email Cindy.

Checking for application draws a clear
connection back to desired learning
outcomes. And measuring if participants
can apply the learning to their jobs will
help you determine success.

ON CHANGED
9 FOCUS
BEHAVIORS
Once the virtual class is over, check in to
see if participants are using their new
knowledge and skills back at work. Also,
consider how on-the-job application affects
the stated goals of the training program.
To find this quantifiable data, look to
the same measures identified prior to
the program. Has the training affected
change? Has it generated a positive
impact on the organization?
If it's possible to observe participants
in the workplace, take time to do so.
Otherwise, a post-task review may
be sufficient. For example, listen to a
sampling of customer service calls to
hear the new skills in action, or review
customer satisfaction surveys to identify
trends and related topics. Either way,
you are looking for measurable results.

T R A I N I N G I N DUSTR Y MAGAZ INE - VIRTUAL LEARNING I W WW. T RAI NINGINDU S T RY . C OM/ MAGAZ I NE

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Training Industry Magazine - January/February 2021

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