Hello friends,
I am looking for lot of creative ideas, suggestions for how to make a training program more effective.
for eg:- we use role plays, case studies or stories but there must be more things which creates that awe effects and also delivers the main message. for eg:- i was going through this site www.marastar.com where there are cartoon videos of 1 minute and delivers a very important message.
in relation to these are there more strtegies that can be used.
Please help me
warm regards
megha
From India, Ghaziabad
I am looking for lot of creative ideas, suggestions for how to make a training program more effective.
for eg:- we use role plays, case studies or stories but there must be more things which creates that awe effects and also delivers the main message. for eg:- i was going through this site www.marastar.com where there are cartoon videos of 1 minute and delivers a very important message.
in relation to these are there more strtegies that can be used.
Please help me
warm regards
megha
From India, Ghaziabad
IN ADDITION TO
-role plays
-case studies
-stories
YOU CAN CONSIDER
-fish bowl method
-group discussion
-open forum
-sensitivity training
-management games
-simulation exercises
-wilderness training
-in-basket training
-incident process [ problem solving]
-project based
-videos
etc
regards
LEO LINGHAM
From India, Mumbai
260-role plays
-case studies
-stories
YOU CAN CONSIDER
-fish bowl method
-group discussion
-open forum
-sensitivity training
-management games
-simulation exercises
-wilderness training
-in-basket training
-incident process [ problem solving]
-project based
-videos
etc
regards
LEO LINGHAM
From India, Mumbai
HI leo thanks for the reply. If you don’t mind can you help me to understand what is in-basket training and senstivity training. please, it will be a great help regards megha
From India, Ghaziabad
From India, Ghaziabad
The In Basket Method
The in basket method, which is a combination of case study and role playing, is a simulation, paper and pencil exercise. It involves having a trainee assume the role of a manager in an organization confronted with a stack of memos,notes, letters, problems, etc. in her or his "in basket" that require action. After reading and studying the background information on the organization and the role that she or he is to assume, the trainee starts looking through the "inbasket" for the first time. The amount of information contained in the background description and the "in basket" items is typically quite limited. So is the time available for making decisions.
The in basket exercise is usually used to teach such topics as policy making, decision making, use of time, establishment of priorities, delegation, and coordination. In handling the role, some trainees tend to spend time on trivial, unimportant problems; others arrange the work to be done and the decisions to be made in terms of priorities and spend most of their limited time on crucial matters. Some trainees make decisions quite rapidly without considering all the ramifications; others are more cautious and deliberate. Some try to do everything themselves; others delegate the work.
The trainee is observed by the instructor and a group of observers (usually other trainees). After the exercise is completed, they critique the trainee's handling of the role and managerial performance.
The "in basket" exercise involves only one role playing person. It involves no interpersonal interaction. Therefore, the areas of learning involve the administrative aspects rather than the human relations aspects of management. It is similar to role playing in that
1. it involves hands on activities that are realistic and life like;
2. it permits trainees to learn from their own behavior;
3. it allows trainees to learn about themselves and the consequences of their
behavior; and
4. it can bring self realization which will prompt or motivate trainees to
want to change.
=========================================
SENSITIVITY TRAINING
SENSITIVITY TRAINING involves such groupings as --T groups (T for training), encounter groups, laboratory training groups, and human awareness groups are all names usually associated with what is known as sensitivity training. Unlike training methods that serve to teach more or less predetermined content, sensitivity training attempts to teach people about themselves and why and how they relate to, interact with, impact on, and are impacted upon by others. Essentially, this is accomplished by having trainees observe and analyze their own, actual, "here and now" behavior in groups.
It would be impossible to describe precisely all of the ways in which sensitivity training is conducted, since the style, content, and goals of sensitivity training depend so much upon the particular leader who conducts it. This discussion, therefore, will provide only a general description of the nature and process of sensitivity training.
What Is a T Group?
A T group consists of interdependent individuals who are committed to a shared examination of the behavior and interrelationships of themselves and others. This occurs in a seemingly unstructured setting which requires people to become more aware of and sensitive to one another's feelings and behavior. The learning situation appears to be unstructured because there is no formal lesson plan and the instructors do not teach in the traditional sense. Instead, they help people learn about themselves. Exactly what is learned is largely determined by the group members themselves, although the instructors provide some guidance. The focus of attention is not on abstractions, but on real, "here and now" behavior.
Three distinguishing features of the T groups, which are as follows:
1.It is a learning laboratory.
2.It focuses on learning how to learn.
3.It does so via a "here and now" emphasis on immediate ideas, feelings, and reactions.
-------------------------------------------------------------------------------------
A learning laboratory
Not a laboratory in the usual sense, the T group is a laboratory in that it offers the opportunity for inquiry and exploration of behavior and permits experimentation with new forms of behavior. Characterized by some as a miniature society, the T group is oriented toward creating a "psychologically safe" atmosphere which is conducive to learning through exploration and experimentation with behavior. That which is learned is largely determined by what takes place among the group members. However, the instructor usually provides guidance. This guidance is usually of a nature that facilitates learning by getting trainees to pursue particular trains of thought which will lead to increased understanding of themselves and others. The goal of the T group is not to make people change. The T group is a laboratory that aims at creating a group that will provide feedback to its members in a supportive way and will thereby permit them to discover whether new behavior will yield more of what they desire from interpersonal and intergroup relationships.
The so called real world denies this. Most people are only remotely aware of their daily behavior, its effectiveness, and how it is perceived by and impacts on others. The T group encourages its members to level with each other to discover these things, which the real world largely fails to do. The T group experience encourages its members to experiment with new forms of behavior. Thus, for example, a person who is meek and timid might try a more aggressive role in a T group to discover from the eventual feedback how this new behavior affects others and whether he or she is more or less satisfied with it and its consequences.
-------------------------------------------------------------------------------------
Learning how to learn
Learning how to learn, may at first seem nonsensical. After all, haven't we all been to school for many years? However, in this we have learned to learn in a particular way.
Primarily, for most of us, that way involves learning those things we have been told from a lecture or a book. In far too many cases, it almost seems that learning was equated with memorizing.
Learning how to learn from a T group experience means essentially three things.
First it means that T group participants learn that they, and not necessarily some authority figure or teacher, can provide real answers to all kinds of questions. The inductive nature of the experiences encourages participants to search for meaning from their own experiences and arrive at their own conclusions, which can be just as valid and meaningful as conclusions made by some authority.
Second, learning in a T group setting helps participants to learn to tolerate and live with ambiguity. A T group situation, for most people, is highly ambiguous. Typical reactions to it are, "What are we doing just sitting here talking aimlessly. Why doesn't the instructor teach us something?" To most people it is not clear what it is they are going to learn in such a setting. Learning how to tolerate ambiguity, to see and examine their own behavior in this kind of a setting, and then finally to make some sense out of what has occurred are some of the ways in which T groups help people learn how to learn.
Third, T groups teach their members to learn from one another and to appreciate the potential contributions others can make to their learning. Contrary to traditional education, which holds that the instructor is the only one who can teach, T groups operate primarily on the basis of lateral learning that is, learning from one's peers. Thus the instructor's role in a T group setting is played, from time to time, by whomever provides meaningful information for the group's learning. Thus, in a Tgroup, trainees help each other learn and also learn to value the help others can provide.
-------------------------------------------------------------------------------
The here and now emphasis
The subject matter for discussion in a T group is not theories or principles or concepts or ideas that have been formulated and written down. Instead, the focus of the T-group discussion is on that which is actually happening in the present.
This provides an example of what an instructor might say as he or she starts a group session. This illustrates the kind of framework in which the here-and now discussion takes place.
This group will meet for many hours and serve as a kind of laboratory where each individual can increase his understanding of the forces which influence individual behavior and the performance of groups and organizations. The data for learning will be our own behavior, feelings, and reactions. We begin with no definite structure or organization, no agreed upon procedures, and no specific agenda. It will be up to us to fill the vacuum created by the lack of these familiar elements and to study our group as we evolve. My role will be to help the group to learn from its own experience, but not to act as a traditional chairman nor to suggest how we should organize, what our procedure should be, or exactly what our agenda will include. With these few comments, I think we are ready to begin in whatever way you feel will be most helpful.
In this unstructured situation, some members may try to take charge or monopolize the discussion. Others may remain passive. Others may criticize those who remain passive, challenging them to say something or complaining that they are not contributing or are acting superior. Others may be critical of those who try to dominate the group. Still others may try to get the instructor to take a more commanding role and be more directive. No matter what role a person plays, he or she also observes and reacts to the behavior of others. These perceptions and reactions are given as feedback and become the focus for discussion and further exploration. This is so unlike what most people are accustomed to that some degree of frustration is often experienced. Moreover, the self examination of one's behavior, or its evaluation by others, is threatening.
-------------------------------------------------------------------------------
Assumptions Underlying Sensitivity Training
The principal assumptions underlying sensitivity training as being the following:
1.A substantial number of group members, when confronted with others' behaviors and feelings in an atmosphere of psychological safety, can produce articulate and constructive feedback.
2.A significant number of the group members can agree on the major aspects of a particular individual's behavior exhibited in the group situation. Certainly a complete consensus is not to be expected, but neither must the feedback go off in all directions. A certain degree of communality is necessary if the feedback is to be helpful for the individual.
3.Feedback is relatively complete and deals with significant aspects of the individual's behavior.
4.The behavior emitted in the group is sufficiently representative of behavior outside the group so that learning occurring within the group will carry over or transfer.
5.Psychological safety can be achieved relatively quickly (in the matter of a few hours) among either complete strangers or among associates who have had varying types and degrees of interpersonal interaction.
6.Almost everyone initially lacks interpersonal competence; that is, individuals tend to have distorted self images, faulty perceptions, and poor communication skills.
7.Anxiety facilitates new learning.
8.Finally, transfer of training occurs between the cultural island and the 'back home" situation.
-------------------------------------------------------
Goals of Sensitivity Training
While the emphases, styles and specific goals of the multitude of sensitivity training programs vary, there does seem to be some consensus as to general goals. These include:
1.Increased understanding, insight, and self awareness about one's own behavior and its impact on others, including the ways in which others interpret one's behavior.
2.Increased understanding and sensitivity about the behavior of others, including better interpretation of both verbal and nonverbal clues, which increases awareness and understanding of what the other person is thinking and feeling.
3.Better understanding and awareness of group and intergroup processes, both those that facilitate and those that inhibit group functioning.
4.Increased diagnostic skills in interpersonal and intergroup situations. For the authors, the accomplishments of the first three objectives provide the basic tools for accomplishing the fourth objective.
5.Increased ability to transform learning into action, so that real life interventions will be more successful in increasing member effectiveness, satisfaction, output, or effectiveness.
6.Improvement in individuals' ability to analyze their own interpersonal behavior, as well as to learn how to help themselves and others with whom they come in contact to achieve more satisfying, rewarding, and effective interpersonal relationships.
Different sensitivity programs may emphasize one or more of these goals or may neglect some. However, they are goals that are common to most T groups.
-------------------------------------------------------------------------------------
Outcomes of sensitivity training
. The outcomes they depict (self, role, and organization) are only possibilities, and cannot be guaranteed for everyone attending a sensitivity training program. This is because some participants do not learn or learn very little from a T group experience, others learn some things, and others learn a considerable amount and variety of things and because programs vary so much in terms of their nature and goals. Possible outcomes are as follows:
Self
====
1.Increased awareness of own feelings and reactions, and own impact on others.
2.Increased awareness of feelings and reactions of others, and their impact on self.
3.Increased awareness of dynamics of group action.
4.Changed attitudes toward self, others, and groups; i.e., more respect for, tolerance for, and faith in self, others, and groups.
5.Increased interpersonal competence; i.e., skill in handling interpersonal and group relationships toward more productive and satisfying relationships.
Role
=======
6.Increased awareness of own organizational role, organizational dynamics, dynamics of larger social systems, and dynamics of the change process in self, small groups, and organizations.
7.Changed attitudes toward own role, role of others, and organizational relationships, i,e., more respect for and willingness to deal with others with whom one
is interdependent, greater willingness to achieve collaborative relationships with others based on mutual trust.
8.Increased interpersonal competence in handling organizational role relationships with superiors, peers, and subordinates.
Organization
=========
9.Increased awareness of, changed attitudes toward, and increased interpersonal competence about organizational problems of interdependent groups or units.
10.Organizational improvement through the training of relationships or groups rather than isolated individuals.
hope this is useful to you
regards
LEO LINGHAM
From India, Mumbai
The in basket method, which is a combination of case study and role playing, is a simulation, paper and pencil exercise. It involves having a trainee assume the role of a manager in an organization confronted with a stack of memos,notes, letters, problems, etc. in her or his "in basket" that require action. After reading and studying the background information on the organization and the role that she or he is to assume, the trainee starts looking through the "inbasket" for the first time. The amount of information contained in the background description and the "in basket" items is typically quite limited. So is the time available for making decisions.
The in basket exercise is usually used to teach such topics as policy making, decision making, use of time, establishment of priorities, delegation, and coordination. In handling the role, some trainees tend to spend time on trivial, unimportant problems; others arrange the work to be done and the decisions to be made in terms of priorities and spend most of their limited time on crucial matters. Some trainees make decisions quite rapidly without considering all the ramifications; others are more cautious and deliberate. Some try to do everything themselves; others delegate the work.
The trainee is observed by the instructor and a group of observers (usually other trainees). After the exercise is completed, they critique the trainee's handling of the role and managerial performance.
The "in basket" exercise involves only one role playing person. It involves no interpersonal interaction. Therefore, the areas of learning involve the administrative aspects rather than the human relations aspects of management. It is similar to role playing in that
1. it involves hands on activities that are realistic and life like;
2. it permits trainees to learn from their own behavior;
3. it allows trainees to learn about themselves and the consequences of their
behavior; and
4. it can bring self realization which will prompt or motivate trainees to
want to change.
=========================================
SENSITIVITY TRAINING
SENSITIVITY TRAINING involves such groupings as --T groups (T for training), encounter groups, laboratory training groups, and human awareness groups are all names usually associated with what is known as sensitivity training. Unlike training methods that serve to teach more or less predetermined content, sensitivity training attempts to teach people about themselves and why and how they relate to, interact with, impact on, and are impacted upon by others. Essentially, this is accomplished by having trainees observe and analyze their own, actual, "here and now" behavior in groups.
It would be impossible to describe precisely all of the ways in which sensitivity training is conducted, since the style, content, and goals of sensitivity training depend so much upon the particular leader who conducts it. This discussion, therefore, will provide only a general description of the nature and process of sensitivity training.
What Is a T Group?
A T group consists of interdependent individuals who are committed to a shared examination of the behavior and interrelationships of themselves and others. This occurs in a seemingly unstructured setting which requires people to become more aware of and sensitive to one another's feelings and behavior. The learning situation appears to be unstructured because there is no formal lesson plan and the instructors do not teach in the traditional sense. Instead, they help people learn about themselves. Exactly what is learned is largely determined by the group members themselves, although the instructors provide some guidance. The focus of attention is not on abstractions, but on real, "here and now" behavior.
Three distinguishing features of the T groups, which are as follows:
1.It is a learning laboratory.
2.It focuses on learning how to learn.
3.It does so via a "here and now" emphasis on immediate ideas, feelings, and reactions.
-------------------------------------------------------------------------------------
A learning laboratory
Not a laboratory in the usual sense, the T group is a laboratory in that it offers the opportunity for inquiry and exploration of behavior and permits experimentation with new forms of behavior. Characterized by some as a miniature society, the T group is oriented toward creating a "psychologically safe" atmosphere which is conducive to learning through exploration and experimentation with behavior. That which is learned is largely determined by what takes place among the group members. However, the instructor usually provides guidance. This guidance is usually of a nature that facilitates learning by getting trainees to pursue particular trains of thought which will lead to increased understanding of themselves and others. The goal of the T group is not to make people change. The T group is a laboratory that aims at creating a group that will provide feedback to its members in a supportive way and will thereby permit them to discover whether new behavior will yield more of what they desire from interpersonal and intergroup relationships.
The so called real world denies this. Most people are only remotely aware of their daily behavior, its effectiveness, and how it is perceived by and impacts on others. The T group encourages its members to level with each other to discover these things, which the real world largely fails to do. The T group experience encourages its members to experiment with new forms of behavior. Thus, for example, a person who is meek and timid might try a more aggressive role in a T group to discover from the eventual feedback how this new behavior affects others and whether he or she is more or less satisfied with it and its consequences.
-------------------------------------------------------------------------------------
Learning how to learn
Learning how to learn, may at first seem nonsensical. After all, haven't we all been to school for many years? However, in this we have learned to learn in a particular way.
Primarily, for most of us, that way involves learning those things we have been told from a lecture or a book. In far too many cases, it almost seems that learning was equated with memorizing.
Learning how to learn from a T group experience means essentially three things.
First it means that T group participants learn that they, and not necessarily some authority figure or teacher, can provide real answers to all kinds of questions. The inductive nature of the experiences encourages participants to search for meaning from their own experiences and arrive at their own conclusions, which can be just as valid and meaningful as conclusions made by some authority.
Second, learning in a T group setting helps participants to learn to tolerate and live with ambiguity. A T group situation, for most people, is highly ambiguous. Typical reactions to it are, "What are we doing just sitting here talking aimlessly. Why doesn't the instructor teach us something?" To most people it is not clear what it is they are going to learn in such a setting. Learning how to tolerate ambiguity, to see and examine their own behavior in this kind of a setting, and then finally to make some sense out of what has occurred are some of the ways in which T groups help people learn how to learn.
Third, T groups teach their members to learn from one another and to appreciate the potential contributions others can make to their learning. Contrary to traditional education, which holds that the instructor is the only one who can teach, T groups operate primarily on the basis of lateral learning that is, learning from one's peers. Thus the instructor's role in a T group setting is played, from time to time, by whomever provides meaningful information for the group's learning. Thus, in a Tgroup, trainees help each other learn and also learn to value the help others can provide.
-------------------------------------------------------------------------------
The here and now emphasis
The subject matter for discussion in a T group is not theories or principles or concepts or ideas that have been formulated and written down. Instead, the focus of the T-group discussion is on that which is actually happening in the present.
This provides an example of what an instructor might say as he or she starts a group session. This illustrates the kind of framework in which the here-and now discussion takes place.
This group will meet for many hours and serve as a kind of laboratory where each individual can increase his understanding of the forces which influence individual behavior and the performance of groups and organizations. The data for learning will be our own behavior, feelings, and reactions. We begin with no definite structure or organization, no agreed upon procedures, and no specific agenda. It will be up to us to fill the vacuum created by the lack of these familiar elements and to study our group as we evolve. My role will be to help the group to learn from its own experience, but not to act as a traditional chairman nor to suggest how we should organize, what our procedure should be, or exactly what our agenda will include. With these few comments, I think we are ready to begin in whatever way you feel will be most helpful.
In this unstructured situation, some members may try to take charge or monopolize the discussion. Others may remain passive. Others may criticize those who remain passive, challenging them to say something or complaining that they are not contributing or are acting superior. Others may be critical of those who try to dominate the group. Still others may try to get the instructor to take a more commanding role and be more directive. No matter what role a person plays, he or she also observes and reacts to the behavior of others. These perceptions and reactions are given as feedback and become the focus for discussion and further exploration. This is so unlike what most people are accustomed to that some degree of frustration is often experienced. Moreover, the self examination of one's behavior, or its evaluation by others, is threatening.
-------------------------------------------------------------------------------
Assumptions Underlying Sensitivity Training
The principal assumptions underlying sensitivity training as being the following:
1.A substantial number of group members, when confronted with others' behaviors and feelings in an atmosphere of psychological safety, can produce articulate and constructive feedback.
2.A significant number of the group members can agree on the major aspects of a particular individual's behavior exhibited in the group situation. Certainly a complete consensus is not to be expected, but neither must the feedback go off in all directions. A certain degree of communality is necessary if the feedback is to be helpful for the individual.
3.Feedback is relatively complete and deals with significant aspects of the individual's behavior.
4.The behavior emitted in the group is sufficiently representative of behavior outside the group so that learning occurring within the group will carry over or transfer.
5.Psychological safety can be achieved relatively quickly (in the matter of a few hours) among either complete strangers or among associates who have had varying types and degrees of interpersonal interaction.
6.Almost everyone initially lacks interpersonal competence; that is, individuals tend to have distorted self images, faulty perceptions, and poor communication skills.
7.Anxiety facilitates new learning.
8.Finally, transfer of training occurs between the cultural island and the 'back home" situation.
-------------------------------------------------------
Goals of Sensitivity Training
While the emphases, styles and specific goals of the multitude of sensitivity training programs vary, there does seem to be some consensus as to general goals. These include:
1.Increased understanding, insight, and self awareness about one's own behavior and its impact on others, including the ways in which others interpret one's behavior.
2.Increased understanding and sensitivity about the behavior of others, including better interpretation of both verbal and nonverbal clues, which increases awareness and understanding of what the other person is thinking and feeling.
3.Better understanding and awareness of group and intergroup processes, both those that facilitate and those that inhibit group functioning.
4.Increased diagnostic skills in interpersonal and intergroup situations. For the authors, the accomplishments of the first three objectives provide the basic tools for accomplishing the fourth objective.
5.Increased ability to transform learning into action, so that real life interventions will be more successful in increasing member effectiveness, satisfaction, output, or effectiveness.
6.Improvement in individuals' ability to analyze their own interpersonal behavior, as well as to learn how to help themselves and others with whom they come in contact to achieve more satisfying, rewarding, and effective interpersonal relationships.
Different sensitivity programs may emphasize one or more of these goals or may neglect some. However, they are goals that are common to most T groups.
-------------------------------------------------------------------------------------
Outcomes of sensitivity training
. The outcomes they depict (self, role, and organization) are only possibilities, and cannot be guaranteed for everyone attending a sensitivity training program. This is because some participants do not learn or learn very little from a T group experience, others learn some things, and others learn a considerable amount and variety of things and because programs vary so much in terms of their nature and goals. Possible outcomes are as follows:
Self
====
1.Increased awareness of own feelings and reactions, and own impact on others.
2.Increased awareness of feelings and reactions of others, and their impact on self.
3.Increased awareness of dynamics of group action.
4.Changed attitudes toward self, others, and groups; i.e., more respect for, tolerance for, and faith in self, others, and groups.
5.Increased interpersonal competence; i.e., skill in handling interpersonal and group relationships toward more productive and satisfying relationships.
Role
=======
6.Increased awareness of own organizational role, organizational dynamics, dynamics of larger social systems, and dynamics of the change process in self, small groups, and organizations.
7.Changed attitudes toward own role, role of others, and organizational relationships, i,e., more respect for and willingness to deal with others with whom one
is interdependent, greater willingness to achieve collaborative relationships with others based on mutual trust.
8.Increased interpersonal competence in handling organizational role relationships with superiors, peers, and subordinates.
Organization
=========
9.Increased awareness of, changed attitudes toward, and increased interpersonal competence about organizational problems of interdependent groups or units.
10.Organizational improvement through the training of relationships or groups rather than isolated individuals.
hope this is useful to you
regards
LEO LINGHAM
From India, Mumbai
Thanks to Leo for his comprehensive posting - there's plenty there to get your teeth in to!
Allow me also to suggest accelerated learning as an approach that complements all Leo has suggested.
Visit www.alcenter.com for more details.
Best wishes
Martin
From United Kingdom,
Allow me also to suggest accelerated learning as an approach that complements all Leo has suggested.
Visit www.alcenter.com for more details.
Best wishes
Martin
From United Kingdom,
Dear Megha,
For your understanding e learning and online training can be an effective measure to cut down training cost and synergise the business processes in a conducive manner. e learning services are of utmost importance to big organisations with more than a strength of 2000 employees, here the mobility cost is ever engulfing. An estimate shows that the mobility cost stipulated is 20% of the total training cost.
e learning services comprise of providing e learning solutions like LMS (Learning Management System) which allows you to administor the training activities of the trainees online. e learning content services comprise of WBT's (Web Based Tutorials), CBT's and (Computer based Tutorials)which is again very usefull.
Keep in touch for any further query on
.
Regards
Vivek
011-51708289/90
9899194337
http://www.gc-solutions.net :D
From India, Delhi
For your understanding e learning and online training can be an effective measure to cut down training cost and synergise the business processes in a conducive manner. e learning services are of utmost importance to big organisations with more than a strength of 2000 employees, here the mobility cost is ever engulfing. An estimate shows that the mobility cost stipulated is 20% of the total training cost.
e learning services comprise of providing e learning solutions like LMS (Learning Management System) which allows you to administor the training activities of the trainees online. e learning content services comprise of WBT's (Web Based Tutorials), CBT's and (Computer based Tutorials)which is again very usefull.
Keep in touch for any further query on
Regards
Vivek
011-51708289/90
9899194337
http://www.gc-solutions.net :D
From India, Delhi
What Vivek says is true in many respects.
Let me suggest a word of caution - do not sacrifice EFFECTIVE training for CHEAP training. eLearning in my experience is not the panacea for training delivery - it is not apprppriate in every case. Many is the company that eliminated its capability to run instructor-led training in-house when it replaced the instructors with eLearning for ALL its training, only to find later that eLearning couldn't replace all of the instructors all of the time, and it then had a costly time bringing back the instructors or even having to go to expensive external providers to make good some of its training done by eLearning - the eLearning effort in these cases having been a near total waste of time and resource - not a good ROI!
Best wishes
Martin
From United Kingdom,
Let me suggest a word of caution - do not sacrifice EFFECTIVE training for CHEAP training. eLearning in my experience is not the panacea for training delivery - it is not apprppriate in every case. Many is the company that eliminated its capability to run instructor-led training in-house when it replaced the instructors with eLearning for ALL its training, only to find later that eLearning couldn't replace all of the instructors all of the time, and it then had a costly time bringing back the instructors or even having to go to expensive external providers to make good some of its training done by eLearning - the eLearning effort in these cases having been a near total waste of time and resource - not a good ROI!
Best wishes
Martin
From United Kingdom,
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