The classroom fits all, doesn't it?

We love classrooms don't we? As trainers that is our purpose, it's what we were trained for. All those practice sessions, how we engage we trainees, do I use a flipchart, whiteboard or PowerPoint? Then there is the chance to meet everyone, exchange old stories, and be a little daring with a piece of content you've never delivered before. What great fun, what a great job!

But hold on that's all starting to change with new technology, the time and cost that affects are preparation and delivery. We keep getting told that e-learning is not the future it is the now.

But let’s be clear on what makes the classroom a great place to learn.

1. Generally the time and place are set in stone so the trainees know where and when the training will take place.

2. It's a chance for staff to get away from their day to day work and concentrate on learning that new skill, knowledge or behaviour.

3. It provides an excellent opportunity for socialisation, for plenty of engagement in this synchronous environment.

4. We can be flexible with our delivery taking in to account the trainees reactions during the sessions

5. All sorts of activities can be built in so trainees can work in groups, with experts, on their own to vary the day.


So all is looking good, until we come to the audience. If the audience come in to the classroom with very little knowledge of the subject matter then the above points have a good chance of working. But if not then it will be difficult to devise a classroom session that will meet the needs of everyone.

Quite often in the classroom too much information is thrown in, especially in the time slot available, making it difficult to remember what happened. It's no good just throwing information at trainees hoping it will all stick!

Josh Bersin in his book 'The Blended Learning Book' uses a great formula

Mastery = Proficency + Retention

to develop mastery of a subject or process, you must be highly proficient (you can perform the task correctly) and experienced (you can undertake the task under a wide range of conditions). Experience is the key: it creates retention.

To achieve all this in the classroom can be very difficult and that's why blending our approach is a great way to effectively help our trainees learn.

Let’s not forget that classroom sessions are expensive with travel costs, accommodation, food and drinks. If your audience is large then lots of trainers may be required to undertake this task if you need to train people quickly.

Not all trainees want to undertake the learning on a specific date. They may prefer to work at there own pace and actually require support than instruction.

If it's just knowledge that is being delivered then webinars, podcasts, written material, Intranet postings may do just as well.

Even if it's a new process or system that requires learning then simulations can still deliver the answer to a large audience quickly as well.

Any form of e-learning will maintain a level of consistency which could be very important if it's compliancy material.

Let’s not forget the classroom as it plays a role in the methods available to us. But let’s also make sure we analyse the other methods in our toolbox and come up with the best design which is both efficient and effective.

Take aim

So how many times have you heard a trainee or delegate say 'so why did that course take all day when it should have been an hour?' A fustrated person then proceeds to describe the whole experience about how it wasted their time and all they required was a few pieces of information to get the job done.

So what has happened here? Well I've quite often found out that a clear aim, objectives and outcome haven't really been defined. Even if they have been taken account of, have the specific elements of the course really been reviewed to see how they may be delivered.

I was taught a great acronym to make sure my course was on the right track - INTRO

I - Interest
N - Need
T - Time
R - Range
O - Objectives

The interest is all about what's in it for the trainee. That way you've instantly got buy-in and made it worth while for the delegate.

The need is generally about the Business requirement to put the learning intervention in to context. You could easily make the need specific to a delegates expectations as well.

Time - so how long is the learning going to take. Clearly defining the time of each step of your blend is a good activity.

Range - what is included in your blend so the delegate knows what is covered.

Objectives - having SMART objectives again gives clear guidance to the delegate of what is expected of them.


So what comes next?

When looking at your course do you really need to have the Interest & Need as part of the classroom activity? Using webinars, reading material, blogs, intranet postings, podcasts, can easily do the job. Having an opportunity for delegates to create postings on their thoughts and expectations can help engage before the classroom element happens.

Even the Time, Range & Objectives could be delivered in advance and leave the delegate with no arguments with what they about to receive within the learning intervention. That way the delegate is left to learn at their own pace some of the main components of a course. The classroom is then left for that part of the course that requires socialisation.

So lets all take aim, review our INTRO and our audience will thank us.

On demand learning request

A really good piece from Clive Shepherd here

The Big Question: How do you respond to the ‘I want it now’ demand?