لطفا منتظر باشید ...
e-Learning Motivators
These are the things which drive and motivate the learner to utilize the available e-learning. Ultimately, learning is up to the learner. David Butcher argues that the advantage of e-learning is that "it democratizes the opportunity to develop yourself, and that this is very in tune with some of the underlying ideals of the organization." Butcher uses the catchy term just-for-me learning.The Masie Center states that, "Ultimately the largest cost and benefit drivers for e-learning acceptance is the learners own desire to obtain new skills." Building accountability on the part of the learner, as opposed to holding the training department accountable, is critical for the successful adoption of e-learning. A positive approach and self-motivation on the part of the learner greatly reduces the need for negative incentives, such as mandating a program and linking it to a performance evaluation system. This motivational approach is strongly influenced by many elements, including:
Individual incentives to take and complete e-learning
Relevant and engaging e-learning content
Incentives to Take and Complete e-Learning Programs
So what's in it for me, the learner? To answer that question honestly, every e-learning program or initiative has to support a strategic business objective, or answer a specific business need relevant to the learner. The business impact must be clear to the learner, their superior, and the sponsor, and the managers and sponsors must continually ensure that employees are aware of how e-learning courses can contribute to their personal development and growth in the company. Learning that allows speedy application of new skills, or behaviors on the job, results in immediate payback, and encourages continued learning. In support of the just-for-me approach to learning, some companies involve senior executives in championing and coaching practitioners to prioritize and define their learning requirements. In more mature learning environments, the development of individual, just-for-me learning plans should be encouraged. Customers sometimes require that their vendor staff be certified. Certification is often viewed and treated as an incentive to e-learning. Externally recognized or accredited certification is viewed in the marketplace as being an addition to important job skills, and is often in demand by employers. Many certifications can be achieved through blended learning programs, and some may be achievable exclusively through e-learning programs. The Masie Center suggests that full participation in e-learning tended to occur only when courses were tied to performance reviews, for example, when the approved learning plans are closely monitored and rewarded. e-Learning completion can be linked to performance reviews. In addition, both the design and delivery process can stress the benefit of personal growth and development. At Deloitte Consulting, subject matter experts are often employed in the content design process, regardless of their geographic location. Many subject matter experts have experienced tremendous personal growth as a result of this recognition. Many companies have even used direct incentives to improve uptake. These vary from small non-monetary incentives to bonuses.
e-Learning Uptake Improved by Incentives at McDonald’s Corporation*
Restaurants in the McDonald’s pilot that offered inexpensive prizes or promoted restaurant-to-restaurant competitions achieved higher penetrations than restaurants that did not. * See Chapter 14: McDonald’s Corporation
Development, Deployment, and Maintenance of Relevant and Engaging Content
"e-Learning material has to be compelling and highly engaging. People need to be lured into the experience," according to Tom Graunke, CEO of KnowledgeNet, and this is amplified by a statement made by Robert McGarvey "When it is compelling, it will find an audience." Creating a compelling and effective e-learning experience is primarily about instructional design. Designing an effective, engaging, and interactive blended learning experience focuses on the content, and not exclusively on the technology. Both ease of use and overall program quality, two factors affecting uptake, are influenced by the design. Many companies stress the importance of quality program content design and development. This results in both enhanced uptake, or an uptake with less resistance, as well as in reduced ongoing costs, as the design may be replicated later in other initiatives, resulting in less expensive and more efficient rollouts. A blended course design appears to greatly improve user acceptance, and this is described in depth in Chapter 4. Blending in live e-learning delivery provides benefits.
They typically feature two-way audio, text, and graphic interactions similar to a classroom session.
Communication tools, such as messaging and chats are inherent in most products.
Interactions, such as speaking and asking questions are prompted by electronically raising hands.
Online surveys can be done real time.
Embedded collaboration and interaction capability facilitates better e-learning. Many companies have achieved success by including Web seminars, virtual teaming business projects, Web dialogue, commentary, and chat rooms in their blended offerings.
Updates to e-Learning at Prudential Financial*
When budgeting for the development of a new program, be sure to include in your plan how often and to what degree maintenance of the program must be performed. * See Chapter 13: Prudential Financial
Programs with longer durability often need periodic updates to content in order to remain current. This is an easily neglected factor, and one which can greatly influence the learner's perception of quality. Integrated design using the full spectrum of inexpensive broadband may serve as a major motivator to all but the most resistant learner. Multimedia usage, such as in-dash Internet radio channels and MMS-enabled mobile telephones, may mean that individuals receive more innovative learning, and it is pushed out to learners in many more ways. Given the removal of other more obvious, restricting factors, personal motivation has always been the primary challenge in learning and ongoing development, and will remain the primary driver for acceptance of a learning opportunity. In the next chapter, the cultural adaptations necessary to foster and encourage the use of e-learning will be discussed.
Lessons Learned
PC familiarity should never be assumed; provide an optional orientation before any e-learning activity.
Allocate time for e-learning where possible; ideally implement a formal policy.
Give credit for approved learning that learners do at home/offsite.
Encourage learning in ‘short bursts’ where possible. Anything helps!
Market, market, and market!
Keep in mind those whose native language may be different from the delivery language. They may have more difficulties than most.
Understand and target the correct audience in marketing efforts.
Find the learning champions in your company and use them to drive e-learning.
Make sure the content is relevant to the learning customer.
Link learning to performance where possible.
Provide incentives if possible, particularly when an audience is new to the process or technology.
Track data, and use it to boost performance.
Design or buy the best quality learning that can be afforded.
Revise outdated material regularly if it is due for redelivery.
