Training Industry Magazine - May/June 2021 - 31

increasingly common, even within the
in-person classroom environment.
What content works best for each learning
modality? Well, it depends on your learning
objectives, which should flow directly from
your organization's strategy.
The debate over whether self-paced
learning will dominate over classroombased courses is moot; the two
paired form a highly effective learning
partnership. And, while most in-person
classroom learning transitioned to
virtual classrooms, the balance between
self-paced, pre- and post-course work,
and classroom learning remains critical.
With an array of technologies and
strategies, how can diverse content
and delivery types be organized to
build a robust, continuous learning
environment? Strategies include:
* Asset
management: An asset
management system is essential for
storing, utilizing, and maintaining
learning content.
* Curriculum design: This is a way
to assess existing learning content,
determine new content needs and
pre-plan entire programs.
* Playlists: Playlists are a tool for
organizing learning content of all
types into one coherent and organized
lesson plan.
Ultimately, the goal of leveraging existing
infrastructure and technology is to create
a manageable, scalable, flexible structure
that achieves the L&D goals of the
organization and maximizes employee
retention. A continuous L&D culture is one
where learning is not a periodic event.
Rather, it is ongoing, and knowledge is
shared, information disseminated, new
skills learned, existing skills honed and
employees are actively engaged in the
learning process.

context, where learning transforms into
application. Also, those leading learning
sessions should evolve from instructors
to facilitators. Facilitators create an
active dialogue with participants and
build engaging and collaborative
experiences designed to maximize both
retention and application.
Collaboration is key to making any learning
modality effective. Ensure there are ample
opportunities for learners to collaborate
and network. Learning interventions -
such as polling, breakouts and group
exercises - are an excellent way to build
participation and collaboration during a
classroom session. These interventions
not only break the monotony of one-way
instruction but also keep the learners
engaged. They make the sessions
interactive and allow learners to network
and ask questions.
Even self-paced learning can be
collaborative when online learning
communities are cultivated. These
platforms give the learner opportunities
to interact and share knowledge with
their colleagues.
The effectiveness of the learning
programs should be measured based
on key performance indicators (KPIs).
KPIs keep programs strictly focused
on the learners' and organization's
needs. Ways to measure learning
effectiveness include:
* Participant
assessments).

knowledge

* Job
performance
after training).

(before

(via
vs.

* Impact (efficiency in deriving results
and achieving organizational goals).
The classroom will continue to be an
essential element in learning. At the
same time, blending classroom learning
with technology can increase the overall
impact of the program.

Putting Continuous
Learning Into Practice

Summary

An essential element of continuous
learning is placing content into

The path forward from our current
challenges should focus on building

a continuous L&D culture. The value
of this focus creates an environment
that is sustainable, equitable and
disruption ready.
Transitioning learning programs toward
a blended delivery approach will be a
crucial element in a thriving environment
of continuous learning. Learning does
not have to be completely virtual, selfstudy or classroom - it should be a mix of
all. An in-person classroom program can
incorporate virtual self-paced tutorials, and
creative reimagination is key to making
learning programs more engaging.
As you create your hybrid learning
program, remember to:
* Spread the program over a period to
ensure learning is continuous.
* Leverage existing technology that is
within reach and simple to use.
* Identify the portions to deliver virtually
and through self-paced (depending
on the geography, audience size and
content material).
* Place the right interventions and
the medium to engage the learner
and encourage active learning over
passive viewing.
* Provide opportunities to collaborate
both inside and outside of the
classroom.
The new reality does not mean a
complete shift in delivery methodology
or compromise in learning quality; it is
an opportunity to redesign and recreate
learning experiences that are both
flexible and sustainable.
David Flanagan, M.Ed., is a digital asset
design professional and an associate
director for the KPMG U.S. Tax Business
School. Avantika Srivastava, MHROD, is
a learning enthusiast and an associate
director for KPMG Global Services, India.
KPMG Global Services, India. Michele
Graham, M.S., is a director for the KPMG
Tax Business School. Robin Cutro, CPA,
is an executive director for the KPMG Tax
Business School. Email the authors.

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Training Industry Magazine - May/June 2021

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