Feature insight - e-learning and e-assessment
than traditional classroom training as a business changes or grows.” Of course, e-learning has advantages for employees too. Ian Walters, director of learning and development for SD Worx UK, says this is especially true for the millennial generation. Ian explains: “We’ve got to recognise the world has moved to a new place. The younger workforce today is very used to working online, whether on a phone, laptop, iPad or whatever their particular choice is. They’re much more comfortable with working that way than maybe the generations before them so you’re tuning into something that’s natural to them and you’re not taking them outside their comfort zone. “Whenever someone’s learning in a way they’re comfortable with, it’s more relevant to them and they’re more receptive. It’s easier for them to absorb because they feel more comfortable with the style of delivery.” Daykin believes the digital approach puts the employee in the driving seat for the training experience: “Digital learning is about providing learning for employees that support how they like to learn and to give them the opportunity to learn as and when they want, giving employees more control over their own learning.” Warnes points out that e-learning can remove the barrier of social anxiety for some employees: “Many people who are unwilling to ask questions or put forward ideas when in a group are happy to do so when in an online forum.” However, Walters recognises the digital environment isn’t everyone’s preference for learning. He points out: “Although the younger generation are comfortable with the e-learning style, you also have to cater for the generations before who might not be so comfortable with it. They might have a learning preference where they want face-to-face interaction.” Because of this, Walters favours “some kind of blended learning where there are other opportunities for taking in information in another way”, adding: “I’m not sure as many employers as I’d like are thinking about it in that sense. They’re probably thinking about the advantages of cost and flexibility without considering that it might not suit everybody’s preference.” Daykin concurs that the traditional approach shouldn’t be abandoned altogether and also believes in a mixed approach. He says: “The key to good
e-learning is to use it within a whole L&D [learning and development] offering to support classroom training, relieving some of those traditional costs to the business and engaging employees by providing different ways to learn and engage with content, that can be in the workplace or outside with truly mobile, multi-device learning.” ...pitfalls to avoid in both learning and assessment programmes The digital assessment approach can also favour the employer, according to Walters, who explains: “You don’t need to take the assessment at the point where the information has just been learned. A lot of people like time to reflect on the learning and then maybe do an assessment a little bit later. “With e-assessment, there’s the ability to do it immediately for those who feel comfortable with that, but there’s also the option to reflect for a while and then do the assessment. That can help the learning to become embedded. A classroom environment can make that more difficult.” Walters adds: “We’ve developed a type of assessment, as have others, with bite-sized learning, so you learn a small piece and then are assessed on it and the process continues in that way, with assessment as you go. That’s much easier than presenting a massive piece of learning that has to be remembered and regurgitated. The assessment can be paused at any time depending on circumstances, so it stays relevant and tangible to the individual.” The digital platform is far from a cure-all, however, and there are pitfalls to avoid in both learning and assessment programmes. “As with any kind of training, you get out what you put in,” says Warnes. “It is certainly possible for e-learning to become a tick-box exercise, where someone mindlessly clicks through slides to fulfil a requirement. However, many training providers have taken this into consideration when designing the programmes and have included interactive
features to check understanding throughout.”
Ensuring employee engagement is essential, says Daykin, explaining that: “There can often be an overreliance and an overkill with e-learning, especially for mandatory, regulatory or compliance learning for employees. “A lot of mandatory learning is not engaging, either due to the subject matter itself, the amount of content or the way it has been designed. This leads to a negative view of e-learning with employees, that it is something forced upon them and isn’t enjoyable or worth their time. This does lead to a reluctance to complete e-learning assigned to employees.” One way to help engagement is the ‘gamification’ of learning. Andrews explains: “This has been around for a while now and involves developing online learning to mirror gaming behaviours. The theory is that by making the experience fun, with an imaginative and competitive edge, people learn more effectively.” She adds: “Rolls Royce took the innovative step of developing a games- based learning platform in order to engage sales staff on a new product and reported that this novel approach proved very successful.” Whatever the learning approach, employers shouldn’t neglect to ensure sufficient oversight regarding assessment. Walters points out: “There can an issue with the remoteness of e-learning. It’s not always easy to validate that someone has done the learning they’re supposed to have done. It’s important to ensure the person responding is who it is meant to be and that the answers are coming from the right source.” So, what can employers do to ensure the success of an e-learning and e-assessment programme? Communication is key. Daykin says: “Generating a buzz about the learning helps create interest and adoption. Letting learners know what’s in it for them, why it is important, what it means to the business and why they are doing it all helps to get learners on board. If this comes from a senior manager or leader within the business who has a stake in the content of the learning, it adds credibility to the learning.” For large programmes, Daykin also advocates ‘learning champions’ who can
49
| Professional in Payroll, Pensions and Reward |
Issue 43 | September 2018
Made with FlippingBook - Online magazine maker