|Image Credit: Shutterstock|
While assessing e-learning solutions, typically the factors that most companies and learning professionals tend to use as their checklist are:
1. The range of subjects covered to suit employees at all levels
2. The proven themes and international concepts that they are based on.
3. The languages in which they are available to cater to global workforce needs
4. The duration of modules to accommodate in work schedules
5. Is it learner centric with self-paced learning options, customization scope aligned to competency and roles?
6. What else does it come with – video, business simulations, e-book etc.
7. What is the scope of interaction available to label the solution as social learning enabled?
8. Can you print content, subtitle or read through transcription?
9. Can the learner’s knowledge gain be evaluated through assessments before and after e-learning?
10. Can the learner’s manager track his learning hours through the same platform?
11. Can the learning happen on the move, across gadgets?
12. Is the downtime any concern?
These are a company’s top priorities, apart from ease of subscription and access to well-researched knowledge repository. These are the exact features an e-learning partner will sell to close the deal with any company.
|Image Credit: Shutterstock|
Does this cater to learner’s priorities?
I have personally spent significant amount of time learning from these modules. A list was recommended (read populated) to me every year based on my role, competency, level or whatever which I never completed.
I always added modules and books of my own choice and completed them. Though these modules made no sense and had no relevance to my role then but it shaped my career and my thinking. As a learning catalyst, I wanted to improve on my abilities to impact people’s behavior through training and continuous learning while the populated list wanted me to complete PMP because my official label was related to transition. Never, not even at gun point. My priority was simple, I wanted to learn, not be certified.
Isn’t that a huge limitation of L&D intelligence as far as e-learning solutions is concerned - they can only attempt to prepare an employee for their roles and responsibilities through e-learning, for better productivity and improved performance. They cannot make employees learn a thing.
E-learning works, only if learners are interested to learn. How do you spark that interest to learn?
Do managers observe learner outside the training environment, in real time scenarios to measure learning effectiveness or do they use that switch to track if learner has completed learning hours, regardless of results?
While e-learning, micro learning, self-learning, social learning, individual learning, group learning are critical components of BECKON learning framework, learners make the most of it sans their loopholes. BECKON is based on purpose driven methodology and both the learner’s interest and inclination to apply learning is triggered by the outcomes they want to achieve.
Post a Comment