Going Global Without Going Overboard
By Jim Elsenheimer

Sometimes the best solutions are the simple ones. Here are some ideas for creating flexible training designs to address the needs of a highly distributed and technically diverse audience.

"Not to put too much pressure on you, but we need to train our global workforce on the use of a new computerized ordering system. It needs to be done fast and cheaply. It needs to work for in-house personnel and distributors. And, it may need to be taught in different languages. I'd like to see something by next Tuesday."

Though you may not experience a situation this extreme in your work, you may be faced with distributed learning scenarios that come close. You have two choices: Freak out, babbling something about pulling rabbits out of various body parts, or address the situation calmly by designing a solution that offers flexibility and uses relatively common tools. I offer an approach for the second option--a simple, flexible design solution. If you choose the first option, freaking out, I leave you to your own creativity in expression.

The problem

• Online training on the new system was ruled out because it was unpredictable; final changes were still being made to the system.
• Across-the-board onsite training was ruled out because of excessive travel costs and the small, globally dispersed class sizes.
• Strictly Internet-based solutions were ruled out due to computer and browser inconsistencies.
• Remote-access master classes (satellite or phone) were ruled out because of technical, schedule, and language difficulties.

We had quite a challenge: Reach a global audience with varying technical and language requirements and teach them how to operate a computer system that wasn't finished yet.

The solution

We provided instructors with materials that could be implemented in several ways, depending on the training situation. The three key components included

• An online training database, separate from the actual system. The training database wouldn't be continually updated like the actual system, but would exist as a static tool. This created some compromises but provided an opportunity for consistent hands-on training for the majority of system tasks.
• Electronic slide presentations to back up or replace online training. If the training database was down or unavailable at a location, the slides could be used to discuss the system and present exercise walk-throughs. In addition, recent system changes could be reflected clearly in slide-based updates at the end of lessons.
• An instructor-led training design that outlined key discussion and instruction points. Explicit instructional scripting for the instructor-led training was impractical due to delivery and language translation issues. Regional train-the-trainer sessions handled by the client described what needed to be covered and how it could be done. The instructor material was a facilitation guide that left much of the presentation details to the trainer.

The variations

• Classroom instructor with online database system. This variation is most like traditional classroom instruction. A regional trainer is actively involved with the class, and learners access the training database for demonstrations and interactive exercises. Electronic slides can be used to highlight system differences.
• Classroom instructor with electronic slides. This variation is used when a regional trainer can be in the classroom, but the training database is inaccessible. There is high instructor-learner involvement, but limited system interaction due to the use of slides in place of the training database. The instructor can actively manipulate the slides and point out key actions to enhance learner comprehension.
• Remote instructor with online database system. This variation is used when it's not practical to have a trainer onsite, but the location is able to access the training database. The trainer is connected to the class via telephone. Instructor involvement is constrained by not being present to guide learner use of the system, but learners are able to interact with the system to get a grasp of its look and feel. (Note: I recommend that the instructor also work on the training database during the class to improve instructional and navigational directions to the learners.)
• Remote instructor with controlled electronic slides. In this variation, the training database is unavailable, so a remote instructor controls electronic slides to learners via Web conferencing software (we used PowerPoint run through Net Meeting). This enables the instructor to manipulate the slides and point out key actions almost as well as if he or she were in the classroom. In some regards, this arrangement may be more effective than the "remote instructor with online database system" variation because the instructor can control what learners see.
• Remote instructor with remote electronic slides. In this variation, the instructor is remote and the learners must run their own slides. Trainer involvement is constrained and made more difficult by the lack of slide control and inability to point out key items effectively. Through cooperative guidance, the learners can still develop a good sense of how the system operates. (Note: I recommend that the trainer run the slides on the same software as the learners during the class. This helps him or her give accurate instructional and navigational direction.)

With luck, you won't face as challenging an issue as "I'd like to see something by next Tuesday." Even so, it may be useful to consider a simple, flexible solution to meet the needs and constraints of any varied distributed learning environment. There may be compromises, but in the final analysis you can provide useful training to a worldwide audience with surprising speed and minimal budget.

Published: August 2000