The move away from the traditional classroom approach of learning delivery had already started to gather momentum before global events took control of the wheel and stamped on the accelerator. Many organizations have been forced to seek new, and ever more adaptive ways of working, with L&D professionals across the globe scrambling for a viable alternative to face to face learning.

On the plus side, not only can the transition from face-to-face to a digital learning experience be relatively easy to introduce, but it can also be as effective and beneficial, if not more so, to both learner and organization. In this blog post, we look at some of the key considerations when moving into the digital learning space.

How did we become so reliant on Face-to-Face?

Learning in a group classroom environment, with the emphasis on human interaction does have some obvious benefits.

• It brings people together for a collaborative, affectional learning experience
• It offers a secure place to practice
• It’s receptive and personable

But questions remain over cost-effectiveness and efficiency, particularly when rolled out a wider scale and in light of recent social distancing measures.

In addition to the costs incurred for the venue, facilitator, administration, printed materials and downtime from the work-place sessions can be lengthy, a full day or more to complete being the norm. The ‘one-off’ training event isn’t particularly conducive to good knowledge rendition or practical application either.

So, what’s new? 

The basic principles of how we learn haven’t changed.  What’s enabled us to move quickly and effectively into the digital learning space is the accessibility of on-demand information and the level of comfort we now feel using technology to connect socially.

The advent of distance or eLearning addressed some pretty major issues. It removed geographical restrictions, was easily scalable, delivered a consistent message, was cost-effective and basically just efficient.  But it was also a solitary experience for the learner, with completion rates and satisfaction levels both scoring poorly.

Digitalization has touched every aspect of our day to day lives; it was obvious that work-based learning had some catching up to do.  We all connect and interact effortlessly through social media, accessing information readily from multiple channels, immediately as and when required.

Why couldn’t the same be true for workplace learning programs? Well it can. We can provide face-to-face learning remotely through digital channels, achieving the same outcomes with all the added benefits that a blended learning approach can bring. Learning solutions that are quick, easy to implement, user friendly and cost-effective are not so much about replacing face-to-face with an online module but part of a blended learning approach that has the needs of the learner at its core.

Getting Started

To start the shift, identify and evaluate what is, or was, intrinsically worthwhile in the classroom  and how these elements might be configured and delivered in a digital format. Once identified look at the digital resources you have available to you, networks, software, media … who had heard of Zoom 12 months ago!

The Shared Experience

Digital learning experiences can be used to bring learners together. Learners are able to revisit past content at any time, and if designed thoughtfully, and managed appropriately provide learners with a motivated support network readily available for times of need.

To support and nurture interaction the virtual classroom is invaluable. Just as back in the days of face-to-face bringing people together virtually to discuss, debate and work through issues collaboratively can be a powerful learning experience.

Videos, clips and extracts can all be used to great effect as replacements for the ‘stand and deliver’ presenter or guest speaker, adding visual emphasis and gravitas to key messages and learning points.

Practice makes perfect

The main focus here is being able to respond to real business needs and issues in a way that is consistent with the workflow. Being able to practice simulated or interactive scenarios in a safe environment will allow learners to gain confidence and applying learning quickly and effectively.

Crafting the experience

The digital arena now provides the opportunity to collect data on learner’s behavior, quickly, easily and with far more insight than the post-course questionnaires of old. With this comes the ability to immediately respond and, if necessary, reset the content, ensuring that the learning offered is aligned to business objectives and the learner’s needs.

The use of data and personalization are essential when it comes to understanding an individual learner’s needs. Conditions such as location, level of competency and job role can be factored into content to ensure that its relevant, beneficial and meets each individual’s needs.

When the future of face-to-face training is in doubt it’s reassuring to know that a move towards digital learning can integrate the best of both worlds. In addition to speed and scale, digital learning is now flexible, sustainable and above all effective.

Contact us today to find out more about Why Training’s digital solutions.

David Rooke is an expert on leadership and the co-founder of Harthill Consulting, a US-based company who specialise in developing leadership within a corporate environment. William R. Torbert is a professor whose field of study is behavior within organisations. They co-wrote a book in 2005 called the ‘Seven Transformations of Leadership’ in which they explore the various personality types of leaders and their management style. The refer to the seven different leadership styles as Achievers, Alchemists, Diplomats, Experts, Individualists, Opportunists and Strategists.

Research

During the research for their book, Rooke and Torbert interviewed thousands of managers from hundreds of organisations in the US and Europe. One of their initial conclusions was that there are three types of leaders that can be categorized as falling into the lower than average performance bracket. Namely, Diplomats, Experts and Opportunists, despite these accounting for 55% of the total sample. This group were notably less effective with regards to implementing organisational strategies, particularly when compared to the 30% of the sample who were rated as Achievers. The remaining 15% of the sample were consistent in their ability to transform their organisations and create innovation and were referred to as Alchemists, Individualists and strategists.

The research Rooke and Torbet conducted took the form of a survey that asked respondents to complete a number of sentences. From the responses submitted the researchers were able to construct a profile of how the leaders questioned interpret their own actions and the world in which they operate. Based on this it was then possible to ascertain to which of the identified leadership styles the respondent belonged. It became apparent that the most capable leaders were those who could switch or ‘transform’ between the various leadership styles.

Action logic

Action logic was a phrase coined by Rooke and Torbet that describes how ‘leaders interpret their own behaviour and that of others, and how they safeguard or maintain power in the face of threats’. They further concluded that levels of corporate and individual performance vary based on action logic. The key finding was that leaders will move through various stages of action logic when establishing new interpersonal or working relationships or experiencing new work chalWhat follows is a brief summary of the seven leadership styles starting with the least productive and least complex;

• The Opportunist: Opportunists are defined by their inherent desire to win, to the point where they come across as being manipulative. They regard their behaviour as acceptable and appropriate. They’re typically not receptive to feedback and have a tendency to be vindictive. In most cases, Opportunists are the archetypical ‘control freak’ wanting to control everything and everyone around them and seeing others as competitors. On the plus side, Opportunists react well in a crisis situation and are quick to identify and exploit opportunities. Of the total research sample, 5% fell into this category.

• The Diplomat: Of the Seven Transformations of Leadership, the Diplomat is the perhaps the most passive, preferring to avoid conflict wherever possible. Their focus is conformity and remaining within the excepted norms of behavior. Diplomats tend to be loyal and have the company’s best interests at heart. Wanting to be friends with everyone can often lead to Diplomats being taken advantage of. Diplomats don’t tend to do well in upper management roles; they’re not comfortable making unpopular decisions or dealing with resistance and will therefore actively avoid both. Their strengths lay in creating unity and responding to needs. Some 12% of respondents were categorized as Diplomats.

• The Expert: Leaders who are focused on logic and knowledge and who seek out rationality and efficiency are categorized as Experts. They prefer to work and operate alone and when doing so can make valuable contributions. Experts were identified as the single largest category of leaders. Experts need to be able to validate everything, not unsurprisingly many IT professionals, accountants, auditors and tax experts fall into this category. They thrive on efficiency and perfection, traits that can manifest themselves as being picky and demanding in a leadership context. Experts are very much of the opinion that they’re right and therefore everyone else is wrong. Asking for the input or feedback of others is unnecessary. Warm and fuzzy, they are not. The study revealed that 38% of respondents fell into this category.

• The Achiever: Categorized by a leadership style that focuses on the achievement of specific goals and actions. Achievers challenge and support their team, creating a generally pleasant working environment that lets their colleagues fly. Achievers do tend to lack innovation and struggle with complex issues. They’re receptive to feedback and will strive for a win/win outcome if confronted with conflict. Having a high level of emotional intelligence means Achievers won’t always hit it off with experts. 30% of respondents were categorized as Achievers.

• The Individualist: Many consultants and entrepreneurs conform to this particular leadership style. Strategy and performance are an individualist’s preferred domain and they excel in providing unique but practical values to an organisation. They can put any behaviour or situation into its proper perspective. Individualist is one of the few leadership styles that can communicate effectively with leaders in differing roles. A potential drawback could be a tendency a get excited and perhaps a little too creative. Individualist are great at ignoring things they regard as being irrelevant. During the research, 10% of respondents were categorized as being Individualists.

• The Strategist: Organisational and personal transformation comes easy to the strategist. They are observant and pull on the power of combined research. The Strategist can assimilate multiple approaches and formulate them into one cohesive way forward. They don’t shy away from debate or conflict and handle resistance to change well. 4% of respondents fell into this category.

• The Alchemist: Alchemists are gifted in their ability to create change, be it material, commercial or social. They regularly reinvent themselves and their organisations in astounding ways. They’re comfortable in dealing with multiple tasks at many levels. They’re social chameleons adapting with ease to any situation or environment but without losing sight of strategic goals and objectives. They are wonderfully charismatic and are heralded as a role model by people around them. Perhaps not unsurprisingly just 1% of respondents fell into this category.

Recognising your own preferred style of leadership is important. Understanding the impact it can have on your business and colleagues is even more so. Why Training offers a range of development programs designed to help leaders succeed.

So, what do we do now? – practical advice for what may lay ahead 

Factoring into your annual L&D budget the effects of a global health pandemic isn’t something most organisations generally tend to do. It’s probably fair to say therefore that what you anticipated 2020 would look like at this point of the year bears little to no resemblance to where you and your business currently are.

With the havoc that has been wreaked on the world’s economy by the COVID 19 situation business leaders everywhere are having to change, adapt, and rethink their plans for the remainder of this year. A common objective right now is formulating a recovery plan and trying to get, if not completely back on track, as near as possible.

The road to recovery may be a long and winding one but here is some practical advice that we hope will help make that journey just a little less difficult.

Show your worth 

All too often one of the first areas to be put under the cost-saving spotlight during a financial slowdown is L&D. As organizations move deeper into survival mode the spend on employee development becomes increasingly smaller and, in some cases stops altogether.

Ironically though the complete opposite seems to be the best approach. Investing in L&D activities has been proven to be one of the most effective and beneficial things an organization can do for its employees and, by default productivity, during periods of slow growth. Moreover, inconsistent investment in L&D, during both good and bad times has been shown to be one of the contributing factors in company failures.

‘Many organizations view leadership as a short- term series of episodic events that are funded one year but not the next. Companies that “get it” invest in developing leaders during good times and bad rather than treating it as a luxury they can afford only in strong years. High performing companies spend 1.5 to 2 times more on leadership than other companies. (They) reap results that are triple or quadruple the levels of their competitors.’ Deloitte, Global Human Capital Trends 2015 

Now more than ever it’s important to have a tight grip on your role within your organization and show your worth.

Speculate to accumulate 

If your budget has remained intact, spend it! Investing in L&D activities will have a direct and positive impact on your business. Particularly during a downturn investing in your colleagues will;

Raise morale. Investing in L&D sends a very clear message that you value your colleagues and that you’re optimistic about the future. A boost in morale equates to an engaged team and, as research has shown, an engaged team will always outperform itself.

Reduce turnover. As colleague engagement increases so too do retention. Naturally, someone who feels valued and engaged at work will often stay longer with a company, speak highly about their employer and strive for better results.

Attract (and retain) fresh talent. The Gen Y talent pool typically places a lot of emphasis on personal development. Companies that can offer quality L&D opportunities are more likely to attract talented, ambitious young people.

Mind the Gap. Downsizing often means colleagues having to take on or absorb previously unfamiliar roles and job functions. Without proper training, a skills gap will develop. The bigger the gap the greater the issue and eventual consequences. Investing in L&D will help your colleagues adjust more quickly and effectively to the ‘new normal’.

Doing as much with less 

Even if cuts to your budget are inevitable there are still plenty of L&D options available that will give you a healthy ROI;

V.I.L.T. Virtual Instructor-Led Training has proven to be a real winner of late, with many companies now claiming to prefer the face-to-screen as opposed to face-to-face approach. VILT not only addresses any social distancing concerns but saves on venue hire, travel and other costs associated with classroom-based training sessions. Practically any session that was previously delivered in a traditional group format can now be provided with equal effect digitally.

Gamification. Incorporating game design elements into an L&D journey can be a highly engaging way to deliver a message. Gamification as a training tool typically benefits from large scale buy-in, high recall and improved retention.

E-Learning. E-Learning isn’t new but is enjoying something of a renaissance at the moment. The benefits of being able to work through a learning program alone and at your own pace have an obvious appeal right now.

Who dares wins

No one would have predicted that the first half of 2020 would turn out quite the way it has. As with many things in life the answer to the question ‘so, what do we do now?’ really boils down to one of two options; do something or do nothing. If ‘wait it out and hope things get better soon’ isn’t going to work for you then ‘let’s see what we can do with what we have’ has to be the way forward.

It’s undeniably tough for businesses and the people they support right now and according to some could get tougher still. Staying focused, flexible and determined will help you ride this storm. Spending on L&D initiatives in the current climate may well not be at the top of many company agendas, but experience and research have shown that those businesses that do continue to invest in their teams will come out of this on top.

‘Let’s see what we can do with what we have’ is probably going to be the mantra for the remainder of 2020. Being smart with the resources you have and exploring new and possibly previously untried approaches to learning and development is the metaphorical lifebuoy that should be grabbed hold of with both hands while we navigate the turbulent waters we currently find ourselves in.

Recent global events have forced training providers to re-evaluate and adapt their delivery methods. The traditional face to face group approach may not be appropriate for some time to come, but does this also mean the end (albeit temporarily) of Social Learning, the power of learning together? In this blog post, Why Training’s Senior Learning Partner, Nadia Giaffar, explores practical ways to encompass social learning into today’s digital learning environment.

The importance of Social Learning

Human beings are social animals, we enjoy the company of other human beings (for the most part) and we’re accustomed to learning in a social environment. We learn by sharing knowledge, supporting one another and sharing in the creative process. With the onset of digital learning much of this was lost. Early e-learning tended to be a solitary experience.

Yet, just as we’ve started to connect learners and organizations and incorporate social learning into our blended learning journeys we’re faced with new challenges, how can you incorporate social learning into a fully digital learning environment?

What needs to be replaced?

Much of the traditional approach to learning relied on face to face interactions, sometimes supported by a ‘distance’ learning module. The challenge is how do you replace activities such as group workshops, manager interactions, practical learning applications in a work situation or learning and reflecting with a colleague during a learning journey?

Elements worth exploring include:

1. Webinars – offer effective, large scale communications, normally accommodating around 30 but scalable for upwards of 100 attendees. Many organizations are already familiar with the webinar format, as they’re typically the first port of call for mass communication across a wide area.

Typically run by one presenter, they offer an effective way to broadcast information or a narrative to a large group. Interactive elements can be added to increase interest and engagement, using features such as surveys, opinion polls, group chats and live debates.

Webinars do have their challenges though. It can be hard to gauge how connected the audience are if they don’t participate, and it’s likely that some of your audience will be engaged in other activities during the broadcast. There’s a theory that states that only 1% of an online audience will typically be actively engaged for the duration of an online session.

2. Virtual Classrooms – the digital equivalent of the traditional training room, virtual classrooms are, (or at least should be), specifically designed to be interactive, collaborative and participative, in contrast to the fairly one-dimensional broadcast approach of the webinar. To maximize involvement attendees should be kept to around 12 people and the session shouldn’t last any longer than 90 minutes.

Virtual classrooms should be all about participation and there are a number of techniques that can be employed to help achieve this. These include facilitator-led group discussions, reflection exercises, collaborative whiteboards and document sharing, video inserts, Q&A sessions and the use of breakout rooms.

Become familiar with all the tools your virtual classroom software offers. Ranking, rating, waving hands and emotion icons as well as surveys and polling are all commonly used features used in webinars that can be incorporated into a beneficial virtual classroom session.

Probably the most important element in any virtual classroom scenario, and webinar for the matter, is the facilitator. Having a passionate, engaging presenter, who can control the pace, build trust and confidence, exudes energy and can build a relationship through the screen is key.

3. Virtual Workshops – workshops build on the virtual classroom experience but tend to focus more on creative, collaborative outcomes. The physical workshop was fairly commonplace up until recently, but with some planning can now be replaced with a series of shorter individual sessions. A typical virtual workshop structure could include 3 sessions, the first designed to identify the issue in question and gather insight from the group as a whole. The second to work on possible solutions and desired outcomes. The third to reflect, discuss and agree on a plan to moving forward.
4. Learning Circles – are the virtual equivalent of groups of learners coming together on a regular basis over an extended period of time. Typically smaller groups of between 6 – 10 learners who share their experience while applying their learning. Narrative and storytelling are important elements in these groups so creating an environment of comfort and trust is essential.
5. Face time – a regular one-to-one session with a Training or Line Manager, coach or mentor can still be a valuable part of the digital learning experience, particularly during the initial stages of the move to an online environment.
6. Virtual Support Network – an open, shared social space that’s ‘owned and managed’ by the learners, where they can exchange stories, ask questions, seek input, and get feedback and support from their peers.

These are just a few ideas and suggestions that will allow you to embed social learning in a meaningful way into a purely virtual learning experience. We quickly learn to swim when dropped in at the deep end, and during our current situation enforced we’re having to adapt quickly to how to deliver beneficial learning experiences using purely digital approaches.

What is managing with innovation?

Managing with innovation is all about developing, assessing and initiating activities, procedures and policies that lead to the creation of new or improved value for a business and its customers. This is achieved by creatively adapting one or more aspects of the company system.

Innovation is a common word in commercial circles that tends to get used both appropriately and inappropriately. The word ‘innovation’ comes from the Latin word ‘innovare’, which broadly translated means renewal. In economic terms, innovation is something that presents new advantages or value for a company or society in general. The word management is often used in the context of business and suggests the control and coordination of tasks and processes. Put the two together and managing with innovation can be defined as the methodical advancement of rejuvenation and new thinking in a business through strategy, coordination, management and control.

In real terms, this could be the introduction of new products of services designed specifically to increase market share. Significantly enhancing existing products or services to differentiate them from competitors is also innovation. On a smaller, more internal company level innovation can mean a cost-reducing improvement to an internal process or the development of a business approach that taps into new revenue streams.

Innovation 101

Because innovation is possible in almost every aspect of a company’s operation, managing with innovation can be broken down into a number of sub-categories or types.

Technological innovation

We know already that innovation can refer to the development of new services and products which address specific issues or problems. Technological innovation only focuses on the technical aspects of a product or service, as opposed to the whole product or business model. It should be remembered that innovation isn’t driven just by developments in technology, although advances in technology will often prompt innovation.

Disruptive innovation

In business terms, any innovation that promotes the replacement of an existing or established product or procedure can be regarded as being disruptive. Again, though not all innovations are disruptive. The invention of the motorcar was not disruptive for the transport industry at the time, because cars were out of reach to the majority and therefore horse-drawn vehicles remained dominant for some time.

Social innovation

Innovation that addresses some general social need or purpose can be regarded as social innovation. A couple of workable examples could be crowdfunding or virtual training sessions.

It’s sometimes difficult to fully appreciate what managing with innovation means for a business in practice. To help clarify this we divide managing with innovation into four areas that resonate with the private sector.

Capacity 

Used in the context of innovation capacity refers to an organisations ability to create and embrace innovation. Innovation by default is reliant on people, so capacity is essentially about the human side of innovation. It’s about the knowledge, skills and attitudes of the individuals and teams working for an organization. In addition, though capacity is about the financial and information capital needed to push through innovation.

Structure

Structure and capacity differ in that structure enable capacity to be used effectively. In practical terms, structure refers to an organisations infrastructure and its internal and external policies and procedures. Managing with innovation can only be effective if the organisation is structured correctly. It’s important that the people tasked with introducing innovation have sufficient bandwidth and decision-making authority to move quickly and not get bogged down with bureaucracy.

Company culture

Another important consideration when managing with innovation is the culture of the company. Structure enables capacity, but culture supports capacity. Company culture can determine if the right people are attracted and retained by an organisation and its these people who help create the capacity. A pro-innovation culture promotes and fosters certain behaviours and discourages others. A pro-innovation company culture typically;

• Emphasises the need to be better, bigger or more beneficial
• Appreciates, self-development, decisiveness and calculated risk-taking
• Views failure as a learning opportunity, not something to be chastised
• Advocates and practices empowerment

Strategy

Manging with innovation and strategy are closely intertwined because innovation is really just a technique to help achieve strategic objectives. There are of course examples of unplanned innovation happening, but these tend to be rare. It’s more common that innovation is a goal that forms part of a strategy. Companies should encourage innovation but also be mindful of how this will play into their strategy.

Collaboration 

Innovation doesn’t have to be made in isolation. A collaborative approach to innovation has multiple benefits. As mentioned previously innovation can be focused in specific areas, combining those areas and sharing intel will help address needs quickly and effectively.

Pulled resources 

Businesses that are able to work together benefit from each other in terms of capacity, knowledge pool and competitiveness. All of which, in turn, help to accelerate the innovation process. Partnerships allow start-ups and small businesses to collaborate with established players that can possibly compliment them. Thereby benefiting one another in terms of different perspectives and experiences.

Managing with innovation 

Innovation is something of a buzzword that’s applied to many aspects of business, not always accurately. A definition that works well is the methodical advancement of rejuvenation and new thinking in a business through strategy, coordination, management and control.

Innovation differs. The more familiar innovations tend to be scientific or technical, mainly because these can have practical applications we adopt and use. Innovation can be disruptive, think about Blackberry or Kodak. Innovations that address social wants or needs can be familiar and well received.

Innovation doesn’t have to be a solo journey, collaborating with like-minded companies can produce valuable results and benefits for all parties concerned.

Over to you

Does Managing with innovation resonate with you? Do you proactively manage with innovation? Do you focus on one aspect of innovation in your role or are you part of a wider collaborative approach? Do you want to be more innovative in your approach? Whatever your level of managing with innovation currently is Why Training can help and support you in your endeavors.

Managing cultural barriers to change 

Effective business leadership involves dealing with change. As a species, humans have a certain inbuilt level of resistance to change. People from different cultures tend to regard change in different ways. All cultures have their own beliefs and ideologies, which is also true of company cultures. Although some cultures develop as a result of change the resistance is often greater than the impetus to change. Accepting the status quo can sometimes be a riskier strategy than changing. Managing cultural barriers to change looks at what can be done to address the issues of resistance and initiate cross-cultural buy in to change.

Resistance to change presents itself in many different ways. In business, it can lead to work not progressing, sabotage or even strikes and industrial action. The most effective way to implement any form of change is to first anticipate the likely resistance to it. Once you understand what you’re facing then you can go ahead a formulate a plan to overcome it.

People and businesses find change uncomfortable as they have their own routines, points of reference and attitudes. In this article, we take a brief look at cultural barriers, organizational change and personal development.

Cultural barriers within an organisation 

When people from different cultural backgrounds work together barriers may arise. Approaches to work vary as does the appetite for risk and change. To further complicate matters there may be subcultures within an organization who display similar characteristics.

International organizations are, almost by definition, widely spread geographically. Every office, therefore, can have its own corporate culture, its own way of doing things that aligns with its particular location and the people employed there. If changes to working practices are introduced on a global level it’s highly likely that resistance will be experienced on a national level. The form that resistance takes though will inevitably vary from region to region.

Overcoming cultural barriers 

Overcoming cultural barriers to change is an on-going and sometimes intense process. As a starting point, it is important to identify all concerned parties and their motivations. The objective is to foster a sense of allegiance and consensus by integrating different stakeholders as opposed to alienating them. Some points to consider;

• Communication is essential. It should be clear, honest and regular
• All concerned parties should be equally represented
• Two-way feedback must be sought and encouraged

At a corporate level, cultural barriers can be created as a result of the following;

Power Distance

Lower-ranking individuals typically expect and accept that the power within an organisation is not and will not be divided equally. Companies with a large power distance will often have leaders making decisions without input or consultation from the workforce. Both the management and workers regard each other as unequal but accept this as being the natural distribution of power. In cultures where this attitude is prevalent explanation or justification isn’t required.

In companies with a small power distance management and the workforce are considered equal; partners. The greater workforce feels the right to participate in the decision-making process because these decisions will have an impact on them. In cultures such as these, the struggle is for an even distribution of power and a justification for any deviation.

Cultures with a large power distance often experience a fear of punishment among the workforce. This fear is less apparent in cultures with a small power distance.

Masculine and feminine cultures

Managing cultural barriers to change is often about appreciating different points of view and formulating a way forward that is generally accepted. Another obstacle that can be encountered on the route to compromise is the existence of masculine and feminine cultures.

A masculine culture can broadly be defined as an environment in which social gender roles are clearly defined. Men are expected to be focused on material success and approach this in an assertive, no-nonsense way. Women, on the other hand, are expected to focus more on quality and balance and be modest and sensitive.

A feminine culture is further defined by a blurring of social gender roles, where both men and women conform to the feminine approach of modesty, sensitivity and appreciation of quality.

Avoiding uncertainty

Avoiding uncertainty is mainly concerned with the corporate appetite for uncertainty. It shows the level of comfort a culture and its members feel when faced with new, unexpected, unique and different situations. Cultures that do not deal well with uncertainty attempt to limit the opportunities for such a situation to arise.

Change falls into the category of uncertainty and will therefore always be met with resistance in a risk-averse culture. To overcome this it’s important to remember the approach mentioned earlier, communication, equal representation and two-way feedback.

Plus-points for cultural diversity 

While cultural differences do exist, they don’t always have to regarded as a challenge. Diversity in is something that should be encouraged and embraced.

Workplace diversity fosters a sense of mutual respect and tolerance among employees. Although the perfect environment may be difficult in practice to achieve, employees will recognize and respect the efforts in this regard.

People from different backgrounds bring different skills, experiences and approaches to the table that in turn can lead to new and previously untapped opportunities for a business. Within a business having people speaking a multitude of languages could be seen as a barrier, but equally it can be a bonus, giving access to previously unexplored markets. A diversity of skills and experience also means employees can learn from one another.

Culturally diverse organisations typically enjoy a positive public image. Good PR can lead to improvements in profit, retention and market share. A company that’s known for its support of diversity will attract a wider range of would-be employees. Customers also actively support culturally diverse businesses.

General obstacles to change

Managing cultural barriers to change is important, but it’s not just cultural differences that can put obstacles in the way of change. Resistance to change at a corporate level can manifest itself in the following ways.

Solo resistance

Fear of the unknown is largely responsible for resistance to change. Employees worry that changes at a corporate level will affect their social work environment. This is most commonly seen during change initiatives such as a restructuring or merger.

Communication is the key to overcoming this type of resistance. Employees will need reassurance and the opportunity to voice their concerns before, during and after the implementation phase.

Habits and routines 

We’re creatures of habit and holding on to tried and tested methods or approaches can make the introduction of change a challenge. Habits can be particularly hard to break because in many cases they’re performed subconsciously.

Introducing any form of change can be met with resistance. Add to that cultural reactions to change and something seemingly innocuous on paper can become a daunting task in practice.

Ensuring that your team are ready and able to deal with change can be achieved by investing in high-quality training. When businesses only invest in new methods but not their people, the investment won’t have the desired effect. Why Training offers many programmes that can you support you during a period of corporate or cultural change.

In addition to many other things, the current global health crisis has meant a period of rapid change for most organizations. We’ve been forced to adjust, adapt and amend the ways we operate and interact in our work-places, and, like it or not, we’ve had to embrace new working practices and fast track the use of alternative technologies.

Our dining room tables have replaced our desks, our living rooms have become an impromptu work-space, come meeting room, come classroom (shared sometimes with younger members of the household) and our commute to work (happily) has been reduced to just a matter of seconds.

From an L&D perspective, virtual training has become the de facto delivery method, but one of the biggest challenges to emerge from all this is how do you keep participants active and engaged for the duration of a digital session? The old adage of ‘the lights are on but no-ones home’ has quite literally taken on a new meaning!

The attention span of the average human being is … limited at the best of times, but we do really move into ‘goldfish’ territory when communicating virtually. Bearing this in my mind we’ve put together some fun tips and tricks for keeping your online audience engaged, energized and eager for more.

But before we hit that big thumbs up emoji let’s give some thought as to why introducing a couple of online energizers into your virtual sessions is a good idea:

 Gauge the reaction – You want your audience to be attentive and receptive to your message. Use an energizer to get instant feedback, gauge reaction and if necessary change things up.

 Create the atmosphere – Not everyone is comfortable being on camera so its important to create a welcoming and relaxed online atmosphere. Your session will be far more beneficial all round if your participants are relaxed and freely contributing.

 Maintain the energy – keeping the energy needle firmly in the high zone will help to ensure participants remain engaged and hopefully want to come back for more!

 #1: The Virtual ‘Simon Says’

Sitting in one spot for a prolonged period of time can be draining. This warm-up exercise is aimed at getting participants to move around a bit … objects in motion stay in motion!

It also tests the ability of participants to follow simple instructions as they take part in your online version of the classic kid’s party game ‘Simon Says’.

• Ask participants to stand and turn their heads first to the right then to the left
• Next, ask them to look down then up again.
• Then they need to bend sideways, first to the right and then to the left.
• Reverse the sequence, ask them to do the opposite to what you say, e.g. turn your head to the right (they should turn it to the left) and ask those that get it wrong to sit down, and keep going until there is a winner.

This should generate some laughter and make them feel more energized and relaxed.

#2: The Virtual ‘Show & Tell’ 

Similar to the “hello my name is ?? and I work in ??” icebreaker of the traditional training room session, this exercise can at the start of a session to create a sense of familiarity and shared experience.

• Ask participants to find one object in their home that reminds them of their lockdown experience.
• Have them give a one-minute presentation to the team on how their lockdown experience and what part their object played in that.
• Ask them to share what they learned about themselves during this period.

#3: The Virtual ‘Window on my world’

This simple and fun energizer is can either be used as an ‘icebreaker’ or a great way to kick start some banter if things have dried up a bit.

• Ask participants to take a picture of the view from a window where they currently are.
• Next, ask them to share two things they like about the view and two things they dislike about the view.
• Ask what they would change about the view if they were able to.

This exercise helps to assess their capability to voice their opinion on issues without feeling left out and can help to foster team spirit and interaction.

 #4: The Virtual ‘Elevator Pitch’

In this energizer, participants are asked to think on their feet by pitching an item they’re seeing for the first time.

The facilitator shows an item and asks each of the participants for a quick sales pitch.

• You can physically produce the item, like a pen, pencil, flash drive and so on, or show an image on the screen, (you can get very creative and abstract here)
• Once the object has been revealed the participant has a set amount of time to deliver a convincing sales pitch.
• Participants are then asked for their feedback on each other based on certain criteria, originality, persuasiveness, creativity, etc

This exercise keeps participants firmly on their toes, particularly if it’s used at random, unannounced intervals. You will need to explain in your introduction that throughout the presentation you will be asking certain people for impromptu sales pitches (the certain people being those whose energy or participation levels seem to be waning)

#5: The Virtual ‘Who Am I’ 

Adding a game or team challenge to your session can be a great way to boost flagging energy levels. Here we have a virtual version of the family favourite ‘Who Am I?

• The facilitator asks each participant to write the name of a famous person on a piece of paper.
• Choosing 1 participant at a time to be ‘IT’ the others have to ascertain the identity of the famous person by only asked closed (Yes / No) questions.

Depending on the size of your group this game may be a bit too long or to keep on the schedule you can add a time limit or impose a restriction on the number of questions that can be asked.

It can be good fun and also serve as a nice segway into a questioning technique or communication learning session.

#6: The Virtual ‘Happy Sheet’  

Emojis have become widely used as a light-hearted way to express your thoughts and feelings.

In this challenge, the aim is to get participants to open up and get a little creative.

It can be done in between sessions and be applicable in some way to the topic just covered or that’s coming up next.

• Create a chat, whiteboard or Google doc then post a sentence or phrase, that you would like to get some reaction to.
• Invite participants to give their feedback to the question or phrase but only in the form of an emoji or emojis.
• You could ask for feedback on the entire session only through the medium of emojis (If you’re brave enough J)

#7: The Virtual ‘Count Down’ 

This energizer game can be used to emphasize the importance of communication, acceptance of failure as a part of success … and someone’s ability to count!

Although it’s a simple counting game it encourages team spirit and collaboration, with a slight edge of friendly competition.

• Split the participants into two groups and ask each group to randomly count from one to twenty, the stipulation being only one can speak at a time.
• If two people count at the same time, the group loses that round, and this continues until a group can successfully finish up the count.
• The group that finishes first is declared the winner but the other group would also have learned the importance of non-verbal communication.

And Finally (Virtually) 

Getting your participants to remain active and engaged during an online session doesn’t have to be the virtual equivalent of pulling teeth. With a bit of creativity, humour and the impetus to try something new, (which the current situation almost necessitates), your online learning sessions can become the stuff of legend!

At WHY Training, we are attuned to learning and people development.

We take time to understand your goals and objectives and provide individually curated solutions to address your organizational learning needs.

For more information or a quick chat on how we can work together please follow this link, WHY Training

Recent global events have necessitated a shift in the way training is currently delivered. Gathering learners in the same physical location is, for obvious reasons, something of a challenge right now, but reposition your thinking a little and the current climate can be the perfect opportunity to try something new. It could be the chance you’ve been waiting for to engage in a totally different way. Whether you’re just starting out on your learning journey or an old hand, we hope these tips will help you to create and deliver some meaningful and beneficial training in these unusual times.

Consider the mind, spirit, and body.

Training, be it virtual or otherwise, primarily has one objective, to change behavior. In its broadest terms, organizational change arises when people do things differently. That means not just passing on information, but also creating the desire and ability to use it. In short, to be successful learning needs to be; understood (mind), felt (spirit), and acted upon (body).

If learning, particularly in the digital context neglects any of these elements’ success may be elusive. Think of it as a three-leg stool, if anyone of the legs isn’t there the stool can’t stand up.

Distance learning is good at engaging the mind when it delivers information in logical “chunks” that help learners understand what they should be doing.

To engage the spirit, there are lots of options available and the key is knowing what really works for your learners and then showing it, instead of just telling it. For example, a ‘Town Hall’ session by the Chief Executive can reiterate the importance of what’s being learned from a commercial perspective and contributes to the learner’s sense of belonging. Or an emotive story from a customer’s perspective can be enough to motivate change through a desire to make life better for others.

Engaging the body is all about practice, practice, practice. Does your program provide learners with the chance to try new things and apply their new skills? Does it show them the consequences and outcomes of their actions in a safe environment? Realistic scenario-based questioning is a powerful way to achieve this. Other techniques include group and 1:1 roleplay, or offline study materials that learners can access in their own time.

Experiment with different approaches and formats.

One of the biggest advantages of digital distance learning is the sheer number of different formats available so you can choose the approach that is best suited to your content and message, here are a few examples:

Each of these approaches has its own set of ‘off-shoots’ to explore. Video for example; could you make a short teaser that gets people warmed up and wanting to find out more about your content? Maybe a documentary-style video that dives deep into a topic and explores real stories to both entertain and get people thinking (think Tiger King?) Or could it be interactive storytelling where the learner is part of the decision-making process.

In summary, don’t feel like you’re limited to just one delivery approach. Use different forms that connect with and engage your audience, while emphasizing your content.

Consider the journey in its entirety

Talking about learning as a journey may sound a bit too … fluffy for some, but the reality is, it’s exactly that, a journey! Learning something new is rarely a one-off event. It’s a process that involves taking onboard information from multiple sources, then forming and reforming that into knowledge that can be applied in the relevant context.

When it comes to content for distance learning it’s important to set realistic goals for this learning opportunity. What I’m learning has to be leading me somewhere, towards a new ability, a skill, an achievement that’s relevant to what I do or what interests me. Without the physical environment of the training room, we need to ensure that our content is pushing towards these goals, now more than ever.

Ways to achieve this include:

• Be clear about the purpose and outcomes of the training from the outset and reiterate that message regularly.
• Ask the learner to record their level of competence before the training, then replay that to them at the end so they see how far they’ve come.
• Break the training down into easily digestible bite sizes pieces, each with smaller objectives that contribute to the overall learning goal.
• Provide the learner with regular opportunities to show their knowledge through quick quizzes and performance feedback.
• Ensure that every bit of content you cover has a clear and direct link to the overall learning objective. Learners should never be asking “Why am I doing this?”
• Conclude the training by restating the purpose and summarizing the new skills and knowledge the learners have gained.

Sorry, we don’t do ‘passive’ here!

Think about the journey your learners are about to undertake. Is it passive or participative? for example;

A passive task is “watch this”, “read that” or “answer these questions.” It’s an activity that lacks a defined purpose and inevitably raises the question “Why?”.

An active task is more along the lines of like “find out what you can about this, and then…” or “analyze the customer feedback so that you can…”. These types of activities make it clear to me why I’m doing it and the purpose it serves in the context of my learning journey.

To be clear, it’s not just a matter of re-wording a task description and saying that it’s active; the learner has to be able to see this as part of the bigger picture that will ultimately lead them towards their learning objectives.

(Don’t) give it everything you’ve got

This may sound a bit counter-intuitive but when it comes to distance learning is completely justified and acceptable. It’s very tempting to think of a digital course, especially eLearning, as ‘lets through it in there and see if it sticks’ when it comes to the content. In a word, don’t!

In a traditional classroom format, it’s unlikely that you’d give each learner an entire 95 -page SOP manual to read. In the digital realm though, technically (and ethically) speaking, you can. It’s just bits and bytes after all. But in reality, you probably shouldn’t. An overload of information often leads to poor retention and lower engagement, distance learners value the input most when the level is ‘just about right’.

For every element of content, you include, be it text, video, audio, or anything else, ask yourself whether your learners absolutely need it. If you’re unable to answer with a resounding yes! then you to think about removing or replacing.

Finally, …

Remote digital learning doesn’t have to be painful but getting your own blend and mix just right can take time. The trick is to be patient and try lots of different things. These unprecedented times can be the perfect ‘litmus test’ for your digital learning design ideas. Regardless of whether this is your first foray into the wonderful world of digital learning, or you’ve already ‘been there and done that’ we hope these tips have given you food for thought and will help in your own digital learning journey.

For obvious reason, the learning environment is changing, with many companies now adopting a more ‘virtual’ approach to training. As with any new experience, there is a period of adjustment that needs to be gone through, but the pros of digital learning can certainly outweigh the cons. Here are some of our top tips on how to embrace the new normal.

Digital Learning 101

• Try something new. With change comes the opportunity to try something new. Resistance to a different way of doing things becomes less prevalent and what may have been considered ‘too risky’ to try in the past could now be the liberating way forward. Digital learning, the blended journey and virtual training can all be part of a brave new world.

• Allow for technical issues. Allow within your design space for the inevitable distractions that are part and parcel of the virtual environment. The shaky internet connection, the ‘I can see you, but I can’t hear you’ scenario, the dog barking at the kids (or vice versa), can all make for a stressful virtual session for both presenter and participant. Try to Include a Producer in your digital learning plans, someone who has your back when issues arise.

• It’s a journey, not a destination. Single, stand-alone sessions are rarely the best approach. Consider instead the learner’s journey and how their understanding can develop over time.

• Proper Preparation. With so many moving parts having a robust training plan, (and a backup) is really a must. Technical issues, domestic distractions, and shifting priorities aside your agenda should be prepared to pivot if and when necessary.

• Keep the input quick. Someone speaking for more than 5 minutes can quickly move into monologue territory. Your audience will appreciate the input that’s quick, sharp, and relevant.

• Encourage participation. Involve your audience as much as possible in the virtual training experience; quizzes, word searches, virtual break out rooms, polls, chats, surveys, whiteboards, video inserts, response icons, and User Generated Content all help to keep participants engaged and energy levels high.

• Be clear about your objectives. Clearly defining the learning needs you want to address is the starting point for any effective virtual training experience. Look at where your participants are now, where they need to be, and how you can best help them to get there. Once the objective is clear the tools and techniques required for the journey become more apparent.

• The Blended Journey. The digital classroom is only one element in the virtual training experience and becomes most effective when used as a tool in the wider learning journey. Pre and post exercises, self-study time, and even assessments help to galvanize the learning message.

• Why am I here? Communicating the purpose of your virtual training program is vital for learner engagement. Once your objectives are clear sharing this with your audience should be easy. If your delegates are unsure as to why they’re there or what the outcome will be chances are they’ll be little more than silent observers.

• Switch it up Similar to the traditional classroom approach having a change of presenter or facilitator as part of a virtual training session can help maintain the pace. A well-placed guest speaker can add gravitas, useful insight, and kudos to the digital learning experience.

Less is best. Just as 5 minutes is the maximum time for anyone speaker to have the floor, a virtual training session should ideally be kept to less than 2 hours. An entire day of presenting is draining for the facilitator and will almost certainly result in the audience wondering off to do other things. Allow time for ‘settling in’ at the start of a session and questions at the end but avoid protracted discussions and debates where ever and whenever possible.

Go the extra mile – be a great leader

Global research shows the number one reason employees leave organizations is down to their manager, lack of support, motivating environment and/or lack of recognition are only a few of the problems employees attribute to a ‘bad boss’, decide to be different and learn how to empower your people.

Steve jobs were renowned for being a tyrant, yet everyone still wanted to work with him, why? Perhaps, because he created an environment that ensured people were doing their best work, he gave them a safe space to make mistakes but demanded results. Here are some of the things you can do to be a manager that people want to work for:

Hire the right people, utilize them to their full potential and surround them with other A players

When a manager hires the right people and utilizes them at their highest point of contribution, they ensure engagement and unparalleled levels of productivity. This is essential for an organization to grow and innovation to happen.

Concrete vision and clear direction and expectations

 Be clear about your vision and expectations, assign tasks in line with different people’s strengths. Assume they are smart and will figure it out even if the task seems daunting and unattainable at the time, a good leader will offer support but create space for them to figure it out alone.

Stretch capability

Challenges are an essential element of growth and professional development, setting stretch challenges for your employees to step up to creates a setting of innovation and an inspired workforce, which enhances productivity. Give full ownership to important projects and allow them to shine, be a coach, and support rather than micromanaging or offering your own perspective.

Failure is an opportunity to learn how to do something better

Create a safe environment for experiments, allows your people to be innovative and take risks without the fear of reprisal for any mistakes. Focus fully on the lessons that can be learned from any mistakes made and ensure they are avoided in the future.

You don’t have to have all of the answers

Appreciate the intelligence which exists in your team, after all, they were hired for based on heir skill set so let then do what they do best and above all assume they are intelligent and can figure it out if a task seems daunting to them. Be inclusive and always listen to suggestions, as well as encouraging debates without being the ‘know it all’ that has all the answers.

If you’re interested in finding out more about our leadership journeys, that can upskill your leaders with the tools needed to support their team, get in touch: