Let’s face it, most training is non-perceptive. This is due to the high demand for forcing learners to consume content online under the guise of training. This form of training will always be in demand because most of the demand stems from various regulatory or compliance needs.
Most students enroll in those courses reluctantly in the hopes of finishing quickly and becoming certified.
Performance-based training that enables individuals to do something new or better is training that isn’t pointless. The customer is eager to design an effective learning experience that is more than just knowledge because performance expectations are incorporated into the course.
The secret to a successful learning experience is to motivate the student, and the first step in doing this is to view the course from the learner’s point of view. This is distinct from most courses’ usual beginning point, which focuses on content structure.
The learner wants to know the following.
Why am I enrolled in this programme?
“You should be able to do XYZ by the end of this course.”
What are the course objectives?
The course objectives must be understood well.
A person will be more motivated to learn if the course purpose is more closely related to expectations and requirements from the actual world. It’s critical that learners grasp the course’s significance and its effects right away. Make it applicable. Case studies create that impact.
What’s the best way for me to use all this information?
We request that participants devote X hours of their time to the online training. It shouldn’t be thrown away. Putting screen after screen of information in front of someone while not expecting them to be able to apply it to anything they do is one way to squander their time.
An excellent course combines knowledge with practical application.
“These are the tasks you must accomplish, and here is the knowledge that will enable you to do them.”
How can I show this is true?
The foundation of a performance-based course is expected activity. Find that activity, and then develop the course around it. This makes it easier for you to concentrate on the important information. Additionally, the course assignments that reflect the demands of the real world also become the foundation for the evaluation.
It’s okay to pass a test with 10 questions, but what does that prove? You must incorporate any required skills into the training process if they are to be learned.
Create two buckets for the courses. Information is one container. Performance is the alternative. So that we can best achieve the objectives of the company and keep development costs under control, post rapidly examining the kind of course they want to build.
Information-based courses are widespread, yet many students criticise them for being merely click-and-read.
They do, however, fill a need and are legitimate.
Awareness: Sometimes, spreading information through an awareness campaign is the only objective. For instance, the company wants consumers to be aware of a brand-new health programme. The programme more closely resembles an interactive marketing campaign, but the company will continue to refer to it as a “e-learning course.”
Blended learning: The engagement takes place in real-world settings while the content is being learned in an online course. The course then resembles a multimedia textbook more.
Compliance: Let’s face it, there are many courses that exist solely to provide students with a final-year check mark. This obviously has little to do with education. I’m not going to argue against this from a platform. It is simply how it is and most likely won’t alter.
Performance-based education focuses on altering behaviour and performance to achieve specified goals. The two main forms of performance-based courses are
Procedure: teaches clearly laid-out, sequential steps.
Principled: more concerned with guiding concepts than with predetermined steps.
Information-based courses have their place, despite widespread criticism. Ideally, we design courses to prompt adjustments in behaviour or performance.
You also receive useful metrics to show success when you concentrate on certain goals. To avoid simply pushing information, though, try to identify the performance problem when speaking with the client. If we are unable to identify the performance issue, we either opt not to create a course at all or create one that is straightforward and doesn’t require a lot of resources.
Procedural interactive scenarios
Procedural courses are more instructional in nature. They follow a predetermined flow or procedure. They are more about following the right steps to get the desired result than they are about making thoughtful decisions. They frequently serve as the foundation for many of our click-and-read courses.
A scenario-based interaction can offer some real-world context, even though it’s simple to create an information-based course where the student learns the correct sequence and is assessed on it (like the normal linear courses).
For instance, even in the actual world, there are additional factors to consider, such as the timing of the stages and preserving accuracy. Even though the technique is quite straightforward, this kind of context allows the interactive scenario to function.
Consider the iconic I Love Lucy scene from the candy factory. Building a knowledge-based training on how to handle and package chocolates is not difficult. The pressure that a real-world setting applies, however, is something that the information-based course lacks. In interactive scenarios, it is simple to recreate this pressure. So that you can impart knowledge and gauge their comprehension of the procedures while doing so in a practical setting.
Interactive Case Studies: Principle
Lessons based on principles are distinct. They frequently rely more on working through the different intricacies in the workplace than on following precise processes. They demand that the students gather data, evaluate it, and reach the right conclusions.
As a new manager, let’s imagine you have a variety of staff problems to resolve. Every employee has a distinct need. The group provides guiding ideas that aid in decision-making. As a result, you gather data, analyse it, and come to judgments rather than following a set process.
A decision-making scenario works incredibly well in this situation. It enables you to instruct the learner on how to assess information and make wise decisions that are in line with the requirements of the organisation.
The decisions are complex, so sometimes they’ll choose poorly and suffer the repercussions, and other times they’ll choose wisely. the same as in real life.
Although, a poor choice could have a significant negative effect on the company. An interactive scenario can be helpful in this situation. They get to experience making the necessary decisions in an environment that is realistic and offers lots of chances for feedback. The group provides guiding ideas that aid in decision-making. As a result, you gather data, analyse it, and come to judgments rather than following a set process.
They acquire confidence and can show the organisation their degree of expertise when they make wise selections. Additionally, if students choose poorly, they can get feedback that will guide them in choosing correctly in the real world. And everything is carried out in a secure and non-threatening setting.
E-learning has benefits beyond short, click-and-read courses. Put your attention on the performance requirement before creating a learning scenario that reflects actual workplace actions.
Even if you design straightforward courses, including interactive choices and real-world pressure will make learning more impactful.