INTRODUCING THE INSTITUTE LEADER
Dr. Herbert J. Kellner, Ph.D., Professor of Psychology, President and CEO of United States Online University. He holds advanced degrees in psychology and communications from both German and American universities. Dr. Kellner held professorships from Clayton University, established by faculty of Harvard University, New York University, and Pepperdine University. He is an international best-selling author.
HISTORY OF THE INSTITUTE
The Institute of Training & Development (ITD) boasts a fascinating and storied history. Its origins trace back to 1969 in Germany, and by 1989, it had expanded its operations to the USA. As ITD International, this renowned HRD consulting firm gained global recognition for its comprehensive range of services, covering competency development, business analysis, innovation strategy, process improvement, organizational effectiveness, and simulation technology. In a significant development in 2023, ITD International merged with USOU, leading to the birth of the University’s Institute of Training & Development. This merger represents an exciting new chapter in their journey, further enhancing their ability to serve organizations with cutting-edge expertise and an integrated approach to training and development.
A NEW ERA IN TRAINING AND DEVELOPMENT
THE GREAT MIGRATION TO ONLINE
As any educator knows, the COVID-19 crisis has dramatically changed the way we teach and learn. Many who have never taught online got caught by surprise. How do we facilitate learning in an online environment? How do we assess our learners? These questions were suddenly at the center of many conversations between training professionals. But has this shift to online learning brought us closer to a learner-centered approach?
We don’t think so. Most training providers have kept a traditional structure in their online training. Several have stepped out of the traditional pattern and tried something new. They experimented with competency-based online training/learning and found it very difficult to assess the learning outcome. So, they went back to the slow-paced lecturing combined with tests for memory retention.
Most training professionals see the need for fundamental change. They know it is time for the competency-based, learner-centered approach and performance-driven assessment. But how does this “New Learning” look like in the real world? First of all, it is customized learning for each individual. Learners are guided by Smart Learning Units (SLU) and by selective input and feedback from learning coaches.
THE LEARNER IN THE DRIVER SEAT
One of the most interesting changes in training is that the learners can become the drivers. Participants have access to databases, online learning modules, mini-courses, chat rooms, face-to-face programs like Zoom and Skype, virtual coaching, online project teams, augmented reality programs, and much more. Learners can cooperate with peers on projects and check each other’s work. They can work on their own projects, submit them for peer or instructor review, and self-reflect on how to make their work better. These types of evaluation can promote higher-order thinking skills like analysis, application, and synthesis.
PERFORMANCE ASSESSMENTS AND SELF-REVIEWS
Participatory performance assessment is instrumental in shared learning. Reviewing another person’s work becomes a way to discover different styles and opinions based on the same subject that the participant is studying. This type of assessment can bring reflection and inspiration to the reviewers while exposing them to a wider knowledge base. Peer review provides introspection, reflection, and self-monitoring that can help improve work. A self-review also gives learners a better sense of control than a standard test where they may feel that their livelihood is being judged by one person who could be biased.
Learners are more engaged and more successful when they are challenged to find their own solutions to problems. It is important to create opportunities for learners to actively participate in their education. We need to leave the traditional way of training and testing behind us. The problem is that online instructors try to keep up with the traditional model and do not embrace the tools that are relevant for now and the future. As learners play a larger role in driving their learning they often do more work independently by using online learning software and simulations. Trainers spend less time providing direct instruction and spend more time developing powerful learning modules (Smart Learning Units), coaching, mentoring, advising, building relationships, and validating learning. This new role of the trainer is more important than ever.
THE DIFFERENT APROACHES
TRADITIONAL
• Everybody receives the same message
• Expensive way of distributing information
• No control over competency increase
• No control over performance improvement
• Often collective waste of time and money
• Primarily knowledge-based presentations
• No application in role-plays or simulations
LEARNER CENTERED
• Content is customized to learner needs
• Cost-effective distribution of content
• Measurable competency increase
• Measurable performance improvement
• Selective precision training/learning
• Knowledge, attitude, and skill-based
• Simulations and targeted assessments
THE RAPID DECLINE OF THE SEMINAR BUSINESS
Most people are reluctant to attend seminars or workshops. After 15 minutes, they ask themselves: “What am I doing here? Why do I have to watch this overloaded PowerPoint Presentation? Who is this boring trainer? Ok, management requested my presence.” Corporate and public seminars have not always been the target for such criticism. They used to be important for professional development. Now they are seen as the art of wasting everybody’s time and the company’s money.
Seminars or workshops generate boredom and a lack of interest. Unable to deliver concrete results like measurable competency and performance increase, they generate skepticism and cynicism. Trying by every means possible to make a team out of individuals, departments out of teams, and a company out of departments generates distrust and distancing.
To this highly critical mind-set, executives responded by proposing “green” or exotic places for the seminars and workshops. They promote funny activities and “smiling- workshops”, programs always more exciting and extravagant. Managers act like old grandmas who, unwilling or unable to see that their grandchildren are growing up, constantly organize educative little games to keep them occupied.
WHEN WILL THE SEMINAR BUBBLE BURST?
The bubble has already burst. In the last decade, the concept of online learning has become synonymous with self-paced learning. This delivery format evolved to the instructor-led training model. With a host of virtual tools, assignments, and course customizations, instructor-led training became very effective. But this format has its limitations in participant sizes, timings, and payment options. Instructor-led training can only cater to a small customer base. This means there is a large opportunity for a delivery system to market to the masses. This game-changer is Learner-Driven- Education (LDE).
FOCUSED COMPETENCY DEVELOPMENT
SELF-PACED LEARNING
Given its ease of access, standardized content, and economical pricing, self-paced learning or learner-driven education is a marketer’s dream. Self-paced learning also provides the luxury of gaining access to information and course content earlier provided only to a select few. Now the average learner can get free access to courses delivered by Ivy League schools like Harvard, Stanford, and MIT.
Where does this leave the instructor-led training? We think it will continue to cater to that niche populace that appreciates the content and understands its value. Instructor-led training still plays an important role in certifications. Because of the high expenses of traveling and the cost of training personnel in different locations, corporate training switched conventional classroom training rapidly to the online instructor-led delivery method. Training companies are largely aware of the fact that online instructor-led training has a problem with scalability. It can never generate the kind of revenues a self-paced learning course can provide.
THE CHANGING ROLE OF TRAINERS
With the emergence of new digital technology-driven learning platforms, trainers have to change and leave the boundaries of formal classroom training. The modern trainer plays multiple roles to help learners to meet their goals. Trainers are no longer only facilitators, but also content supervisors. They define all learning material within a Smart Learning Unit and direct the learners to appropriate courses for self-study. The trainer also identifies and shares resources beyond the course content that help learners gain deeper knowledge – including web resources, research findings, whitepapers, databases, and so on.
Trainers coach learners on virtual platforms like chat-rooms and discussion boards. Here they become moderators making sure that all interactions are productive for learning. With a good understanding of the topics being discussed, the trainer introduces different topics and keeps them on track. Trainers can be content creators by designing courses with the help of rapid authoring tools. They can also develop roleplays, simulations, and assessments with the assistance of subject matter experts. Online-tutoring is another activity trainers are involved in. Learning how to learn should be at the forefront of all activities to support the learners.