First eLearning,then mLearning, and now fLearning, or, more precisely, “f-training.” But it’snot what you think (shame on you!).
I’m referringto formal training, particularly formalclassroom training. With all the enthusiasm for learning technology, aswell as informal, collaborative, and social learning, it’s a good idea, I think,to start the New Year re-looking at a strategy some of us disparage, but all ofus should value.
Formalclassroom training has been with us forever. Sure, we all get what it is—orshould be: a structured, instructionally sound program, delivered by expertswho are both solid SMEs and great teachers who can do it all—present content,evaluate learner performance, facilitate group work, and more. We try our bestto create formal training that is efficient, effective, and engaging, and we usea variety of instructional design tactics and technologies to make it work.
Why formal classroom training is still important
There’s beensomewhat of a backlash against formal classroom training for a while now. Tothose who want to close all the classrooms and move everything online or to theworkplace … be careful. We estimate about 90 percent of learning derives from avariety of informal solutions (about 70 percent through workplace-based toolsand experiences, and 20% through expert guidance via coaching and mentoring,give or take). That leaves just ten percent of learning from formal solutions,predominately formal training (and most of that is in the classroom). So, ifpeople only learn about ten percent of what they need in the classroom, why notjust get rid of it?
The reason: thinkof the three strategies—workplace tools and experiences, expert guidance, andformal training—as a three-legged stool. Disrupt or remove any one leg, includingformal training, and it all collapses. We need formal training as much as weneed the other 90 percent.
Formalclassroom training’s value is often overlooked or minimized because of its highcost (personnel, facilities, travel, time off the job), difficulty to scale, orbecause of a perceived low “cool factor.” Its value has too often beendiminished by inappropriate application and overuse. Nevertheless, when donefor the right reasons, for the right people, and at the right time, it can be the right thing to do.
When formal classroom training may be “just right”
You might betempted to move all formal training out of classrooms and into eLearning. A lotcan be moved, but not all. Some situations demand a more traditional approach. Formalclassroom training is expensive and time consuming, so if you are going to useit, do so where it does the most good. Here are four suggestions to consider (youcan probably think of more):
- Training novice learners. In the path to proficiency,novice is the starting point. Novices have little experience and lack the basicskills and knowledge to perform to any acceptable standard. Good formal training—includingclassroom training—can work here. Most novices have similar learning needs, andbecause of their newness, can have difficulty learning on their own. Thisnecessitates more formalized and structured training strategies. And, real-timeguidance and evaluation by qualified instructors can be very supportive in theearly stages of learning something new, and in getting them ready to learn moreon their own down the road.
- When the consequences of failure are extremely high. Formaltraining, combined with extensive and realistic practice, can contribute tohigher levels of learning in the most critical or risky jobs. Medicine, nuclearsafety, military combat, and similar fields focus on training through intensive,structured training, including simulations and follow-on guided real-worldexperience, as well as stringent performance evaluations under the watchful eyeof an SME/instructor. Expensive? Yes. Worth the investment? Probably so.
- When there is no history or standard operating procedure. There aretimes content is so new, so unstable, and so evolving that only a few peoplehave the expertise to talk knowledgeably about it, and what they teach must beadjusted constantly. As the content becomes more stable, it may be transferableto other types of training—like eLearning; to a broader array of expertsolutions—like coaches and mentors; and ultimately to more informal workplace solutions—likecommunity collaboration, knowledge management, and performance support.
- When the culture is a big deal. Sometimes, it’s the place, or the experiencethat matters as much as the content. Immersion in the mission, history, culture,and environment of an organization may be important enough to bring peoplephysically together. In addition, you may find that occasional, well-chosen classroomexperiences help build a sense of team and shared purpose.
Of course formalclassroom training doesn’t stand alone. You may have a variety of informalactivities built into, or following the course and the overall curriculum. Also,putting some of it online in a virtual classroom may work, as well as savemoney and time. One size rarely fits all, especially in L&D, butpositioning quality formal classroom training where it’s most appropriate anduseful can benefit your entire learning strategy.
When formal classroom training may be “not-so-right”
We don’t alwaysuse formal classroom training wisely. When reviewing your formal trainingefforts, you might benefit from weeding out situations where other approaches—includingeLearning and, ultimately, much more informal approaches—would be moreefficient. As workers become more competent and experienced, they can take morecontrol of their own learning. And while they may come back for a formal classfrom time-to-time, this would no longer be the dominant approach.
You should alsoweed out situations where a learning solution—formal or informal—of any kind is not appropriate. If yoursolution is compensating for bad documentation, ineffective work practices, orpoorly designed tools, try fixing what’s broken instead of developing trainingor other “workarounds.” If you discover L&D is “carrying the water” for badmanagement, get better managers and management practices on board instead.
New learning strategies arenot going away; in fact, they’re sure to grow. But sometimes, if we’re smartabout it, the old ways may still be the best ways. To paraphrase Mark Twain,reports of the death of formal classroom training are greatly exaggerated. Formaltraining is changing, and being used more carefully and strategically, but it isn’tdead by a long shot.
