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Tips for a technology-aided approach to induction trainings: An e-learning perspective

Induction programs are an integral part of the training calendar of any organization. However, it is a challenge to develop an effective induction program that covers widely dispersed geographies and reconciles conflicting learners’ schedules and at the same time manages to retain the learners’ attention. To achieve all this without a facilitator would seem to be a bigger challenge. Diverging from the traditional instructor-led classroom approach, many organizations now want a solution that is not only engaging and effective but also one that can reduce the time and cost of conducting induction trainings at several offices spread across the globe. In this scenario, a technology-aided approach is often the chosen path for many organizations that have a continuous need to train new recruits.

Induction trainings are often information heavy and tedious for learners. In a classroom session, the monotony is broken by several breaks as deemed fit by the trainer; but in a self-paced online learning courses, the developers need to ensure that learner interest is sustained throughout the course. The textual content itself needs to be broken down in order to be more palatable to the learner.

Here are a few tips that can be utilized to create induction trainings that go that extra mile.

  • Theme-based structure and content: Induction trainings should be created for the entire spectrum of the audience profile – all learners should connect effectively to the organizational beliefs and assimilate the information. For instance, for an induction course for a leading bank, we created universal appeal with a ‘travel’ theme. This travel theme also dispelled monotony by taking the learners on a virtual journey – using varying modes of transport. From hot-air balloons to airplanes, this theme made sure that there was not a dull moment during the course.

 

  • Virtual mentor: In the absence of actual instructors, virtual mentors can be introduced to take the learners through the course and make them at ease. In the travel theme discussed above, we immersed a mentor to take the learner through the journey in the training. She introduced the learners to core features in the training and facilitated them virtually throughout the course. This infused the much needed ‘human-touch’ in the course and the learners could relate to it instantly.
  • Interactive elements: In addition to common interactivities like CYUs (check your understanding) in the form of multiple choice and true/false questions, other innovative ways can also be used to garner the learners’ attention. For instance, we introduced a maze game at the beginning of the travel theme, which continues till the end. The learners attempt the maze game to proceed from one stage of the journey to the next. While going through the modules, the learners must collect souvenirs as they attempt interactivities, and this qualifies them to attempt the maze game. This game ensured that the learner’s involvement with the course was close and constant.

 

  • Collectibles: We made a conscious effort to keeptext content to the minimum, but there are certain inevitable text sections where it is mandatory for learners to read through the entire text. One strategy to involve the learner is to introduce a collectible at the end of every mandatory section of the course. The collectibles can be given throughout the course, either by just reading through a particular section or by attempting a CYU. A star can be indicated for the presence of a collectible on a screen, thus gearing up the learner in the quest to find it.
  • Creating visual impact: Most induction trainings have a lot of information to share with the learners. Visual appeal of the courses thus needs to be strong and can be utilized to share information in an innovative manner as well as to sustain learner interest for long. For instance, we included a stereoscopic 3D element – in addition to the 2D screens of the travel-themed induction course. A few screens, including the introductory screens, are provided with 3D treatment. To cater to learners’ preferences and non-availability of 3D glasses, a toggle option allows switching between 2D and 3D on these screens. This does not add to the content but creates a novel aspect which makes the learners more inclined to go through the entire course and complete it.

The other screens were also embellished with rich animations and different symbolic modes of transport during travel – a plane for international travel and a hot air balloon for domestic sojourns.

 

Corporate learning needs to be carefully designed and should use a balanced approach to cater to the entire spectrum of the target audience. By creating an induction course with novel and interactive elements, it is possible to not only cut the training costs but also ensure that learners are able to utilize the learning opportunity effectively. We at G-Cube believe that by using creative ideas and apt technology, learning solutions can be prove to be more fun while also being immensely effective. To know more about our insights and experiences, write to [email protected] or fill the form below:

 

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